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Overgangen en aansluitingen in het onderwijs
Abstract
NRO-ProBo project 405-14-402
... The transition from primary to secondary education is widely recognized as being challenging (Hanewald, 2013), for some students proceeding less smoothly, leading to study choice doubts, inclined achievement growth, a reduced school well-being, and/or grade retention (for reviews, see Hanewald, 2013;Hopwood, Hay, & Dyment, 2016;Korpershoek et al., 2016). The purpose of this symposium is to present findings from 3 different studies focusing on interventions easing the transition process among students: (1) a digital support system (and teacher training) to help teachers and students with students' text comprehension, self-regulation and motivation after the transition to secondary education (the Netherlands); (2) a joint social-emotional training and transitional program (Portugal); and (3) an across-educational level professional learning community focused on didactics (Belgium). ...
... Objectives and purposes of the session Throughout the world, most students transition from primary to secondary education at some point during early adolescence, though the exact timing of transition can differ per country (OECD, 2016). This primary-secondary school transition is widely recognized as being challenging (Hanewald, 2013), for some students proceeding less smoothly, leading to study choice doubts, inclined achievement growth, a reduced school well-being, or grade retention (for reviews, see Hanewald, 2013;Hopwood, Hay, & Dyment, 2016;Korpershoek et al., 2016). The purpose of this symposium is to present findings from 3 different studies focusing on interventions easing the transition process among students. ...
... In addition, early track differentiation seems to widen the gap in academic achievement between students and is especially disadvantageous for students at risk. Rooijen et al. (2016Rooijen et al. ( , 2017 on the transition between primary and secondary education in the Netherlands, which has an educational system characterized by early track differentiation, demonstrated some problems with regard to school career, cognitive and non-cognitive functioning of students in and after the transition to secondary education. With regard to the school career, it was found that after three years, one out of eight students had already repeated a grade and 32% of the non-repeaters followed a track which was not in 5 agreement with the (binding) advice of the primary school. ...
The transition from primary to secondary education is widely recognized as being challenging (Hanewald, 2013), for some students proceeding less smoothly, leading to study choice doubts, inclined achievement growth, a reduced school well-being, and/or grade retention (for reviews, see Hanewald, 2013; Hopwood, Hay, & Dyment, 2016; Korpershoek et al., 2016). The purpose of this symposium is to present findings from 3 different studies focusing on interventions easing the transition process among students: (1) a digital support system (and teacher training) to help teachers and students with students' text comprehension, self-regulation and motivation after the transition to secondary education (the Netherlands); (2) a joint social-emotional training and transitional program (Portugal); and (3) an across-educational level professional learning community focused on didactics (Belgium). Suggestions for educational research, practice, and policy will be discussed.
... Leerling-, school-en omgevingsfactoren die een rol spelen bij de po-vo overgang Indien gekeken wordt naar factoren die gerelateerd zijn aan succes van leerlingen rondom de po-vo overgang kan een onderscheid gemaakt worden naar drie niveaus, namelijk 1) de leerling, 2) de school/onderwijsinstelling, en 3) de omgeving. In Figuur 1.1 is een overzicht gemaakt van de factoren die een rol spelen rondom de po-vo overgang zoals ze voortkomen uit de reviewstudie van Korpershoek et al. (2016). In dit model is onderscheid gemaakt naar de drie niveaus waarop factoren een rol kunnen spelen en of er in de review bewijs is gevonden voor de relevantie van elk van deze factoren. ...
... Deelrapportage 1: reviewstudie naar de po-vo en vmbo-mbo overgang" . Korpershoek et al. (2016) 13 In de onderhavige studie is voortgebouwd op het integrerend model door waar mogelijk de relevant bevonden factoren in het empirische onderzoek mee te nemen. Voor de empirische analyses in dit deelrapport is gebruik gemaakt van een bestaande dataset ) die is aangevuld met schoolloopbaangegevens uit de Bron-bestanden van DUO (de aan elkaar gekoppelde gegevens worden via het Centraal Bureau voor de Statistiek voor secundaire analyses aangeboden). ...
... Factoren op schoolniveau die een rol spelen bij de po-vo overgang zijn onder meer het toelatingsbeleid van vo-scholen en de structuur van het vo. In Nederland is het schooladvies leidend voor de toelating tot het vo, dat wil zeggen, vo-scholen dienen leerlingen minimaal te plaatsen op het door de po-school geadviseerde onderwijsniveau (voor uitgebreidere toelichting zie Korpershoek et al., 2016). In het verleden was het echter mogelijk dat voscholen andere toelatingscriteria hanteerden, zoals selectie van leerlingen op basis van Citoeindtoetsscores. Het toelatingsbeleid van vo-scholen kon dus van invloed zijn op de po-vo overgang indien scholen verschillende toelatingscriteria hanteren. ...
... Zowel de wetenschappelijke literatuur als de beleidsstukken rondom zowel de po-vo als de vmbo-mbo overgang zijn recent in kaart gebracht in de reviewstudie "Overgangen en aansluitingen in het onderwijs. Deelrapportage 1: reviewstudie naar de po-vo en vmbo-mbo overgang" (Korpershoek et al., 2016). Deze reviewstudie was, net als het onderhavige onderzoek, een deelproject van het overkoepelende onderzoek naar overgangen en aansluitingen. ...
... Indien gekeken wordt naar factoren die gerelateerd zijn aan succes van leerlingen rondom de overgang kan een onderscheid gemaakt worden naar drie niveaus, namelijk 1) de leerling, 2) de school/onderwijsinstelling, en 3) de omgeving. In Figuur 1.6 is een overzicht gemaakt van de factoren die een rol spelen rondom de vmbo-mbo overgang zoals ze voortkomen uit de reviewstudie van Korpershoek et al. (2016). ...
... Voor een volledige beschrijving van alle factoren die een rol spelen bij de vmbo-mbo overgang verwijzen we naar Hoofdstuk 4 van de reviewstudie "Overgangen en aansluitingen in het onderwijs. Deelrapportage 1: reviewstudie naar de po-vo en vmbo-mbo overgang" (Korpershoek et al., 2016 ...
... Students' P-S school transition has been a research topic for decades (for reviews, see Hanewald, 2013;Hopwood, Hay, & Dyment, 2016;Korpershoek et al., 2016). According to Cauley and Jovanovich (2006), an effective P-S school transition policy entails activities framed within a 3x3x3 model (see Figure 1): schools should undertake transition activities related to three content domains, i.e., (1) organization, (2) management of the social environment, and (3) curriculum/pedagogy/didactics, at three time points surrounding the transition, i.e., (1) before, (2) during, and (3) after the transition, for all parties involved, i.e. (1) students, (2) teachers, and (3) parents. ...
... It also eliminate the virus in these reservoirs, species by species, by establishing coordinated epidemiological nongovernmental, private, and civil society that includes notification procedures, attention, laboratory diagnosis (antigenic and genetic), as well as the realization of integrated studies of catches, ecology, and genetics for the knowledge of the dynamics of rabies in the wild (Fahl et al., 2015). This is so important because, like the study of (Muñoz, 1990;Korpershoek et al., 2016), our study is based on the information of the outbreaks presented. We also related their occurrence to two conditioning factors: Biological and non-biological. ...
In Ecuador, a government institution is responsible for applying regulations for official animal control of rabies and reducing to non-dangerous levels. However, in Orellana, no documented bibliography serves as a resource to assess risk. An observational study was carried out of the bovine rabies outbreaks occurrences from 2012 to 2018 period. With the SAS statistical package were obtained; descriptive statistics as well as interquartile values of the cases presented for then build an endemic channel and shows accumulated prevalence rate for each year. We resulted indicated that was presented a total of 44 cases to rabies during all period study. Finally, we can tell the frequency of the disease did not show marked seasonality due to climatic factors.
... However, some Flemish students, unfortunately, transition less smoothly, showing study choice doubts, inclined achievement growth, a reduced school well-being, or grade retention (Goos & Borlauw-Vanderlocht, 2017;Dockx, Stevens, Custers, Fidlers, De Fraine, & Van Damme, 2015;Vlaams Ministerie van Onderwijs en Vorming, 2017). Such negative transition effects have also been found in other countries (for reviews, see Hanewald, 2013;Hopwood, Hay, & Dyment, 2016;Korpershoek et al., 2016). ...
Students’ primary-secondary school transition has been a research topic for decades. Yet, so far, little attention has been paid to differences in didactical approach between primary and secondary school teachers influencing students’ transition process. Results of a recent survey study conducted in Flanders stress the relevance of such a didactical perspective (Goos & Decelle, 2017). Based on the results of this survey study and on the primary-secondary school transition literature in general, 2 pilot professional learning communities (PLCs) consisting of primary and secondary school teachers were established, with a focus on didactics (school year 2016-2017). PLC activities entailed, i.a., discussion of good didactical practices, across-educational-level classroom observations, co-design of lesson materials, coaching, intervision, and co-teaching. An online platform (http://pwomindthegap.com) offered PLC participants further insights on relevant aspects of didactics (with theoretical background, articles, videos, didactical checklists, exercises) as well as a blog space. This paper presents the impact of these 2 pilot PLCs. Following recommendations of Merchie, Tuytens, Devos, and Vanderlinde (2016), a mixed-method approach within a 1-year longitudinal design was used for this purpose. Findings reveal that PLC participants evaluate the ‘Mind the gap!’ PLC rather positively, experience a positive (perceived) impact on their knowledge, attitudes/beliefs, instructional practices, and students’ outcomes, and are well aware of some important conditions affecting ‘Mind the gap!’ PLC effectiveness. Suggestions for educational practice, policy and research are discussed.
... Parents from higher social classes exert greater pressure on teachers to get recommendations for academic tracks (e.g. Dronkers et al., 1998) and poorly educated parents object more rarely to lower track recommendations (Hillmert & Jacob, 2010;Korpershoek et al., 2016). Our findings on the stable influence of SES on track recommendations over time, however, are inconsistent with the findings of the Dutch Inspectorate of Education (2016) that the influence of the level of parental education on track recommendations has increased lately. ...
Bias in track recommendations is an important mechanism, which causes education inequity in a tracked educational system (streaming). If teacher biases in track recommendations change over time, inequity in society and in the education system may also change. We investigated changes in track recommendation bias over time for gender, immigration status and socioeconomic status (SES), based on a longitudinal empirical study of nine cohorts of Dutch students in their final year (grade 6) of primary education in the period 1995–2014. An overview of educational and societal trends was provided, alongside the empirical analysis, to explain the findings in variation over time in track recommendation bias. Results indicate that the level of track recommendations provided to the students gradually increased over time. For a similar performance, a higher track recommendation was awarded in 2014 compared to 1995. This development coincided with an increase in parental education level, the valuing of education and the introduction of lower‐status pre‐vocational education tracks. Track recommendation bias favouring students with a migrant background and female students decreased, which coincided with growing cultural intolerance and attention to the ‘boy problem’. Bias in track recommendations related to SES appeared stable, with only small deviations from year to year. The results of this study indicate that track recommendation bias and teacher considerations are dependent on time and context.
Adolescents’ social-emotional skills are associated with positive outcomes in psychosocial health and success in education and work. In this study, we examined the effectiveness of Skills4Life, a Social Emotional Learning program for preparatory vocational secondary education aimed at enhancing self-awareness, social awareness, self-management, relationship skills, and responsible decision making. Low-achieving students with additional educational needs participated in a quasi-experimental study, with an intervention (N = 465) and a control group (N = 274). We assessed the outcomes on social-emotional skills and psychosocial health using self-report questionnaires at pre-test (T0), after finishing the basic module (T1), and after finishing the internship module (T2). Multi-level regression analyses indicated no overall effects on the outcomes at T1 and T2. After completing the entire program at T2, students from non-western backgrounds had significantly unfavorable lower scores on social awareness and relationship skills. Positive effects were found on self-management and preparation for internships in students taught by experienced professional trainers compared to students taught by regular classroom teachers at T2. Alterations in the socio-cultural approach of the Skills4Life program and teacher training are needed to support all students in developing the social-emotional skills that they need for success at school and the workplace.
De overgang van primair naar voortgezet onderwijs in internationaal perspectief: een systematische overzichtsstudie van onderwijstransities in relatie tot kenmerken van verschillende Europese onderwijsstelsels.
The objective of two empirical studies is the analysis of the development of subjective well-being in kindergarten and elementary school students in the context of the educational transitions (1) from kindergarten to elementary school and (2) from elementary to secondary schools in two different national school systems. Semi-structured interviews on self-esteem and dysthymic mood (i.e., low spirits, feelings of depressiveness and of dejection) were administered in 5 cohorts (two kindergarten and the first three elementary school years). Measurements were repeated three times each a year apart. Samples refer to 312 German and 244 Luxembourg children enrolled in educational systems with optional kindergarten, 4-year comprehensive elementary school, and educational placement thereafter (Germany) versus obligatory kindergarten and 6-year comprehensive elementary school (Luxembourg). Time- and age-effects point to significant discontinuities in the development of subjective well-being. There are declines of self-esteem and increases of dysthymic mood just after school enrollment ("transition shock") in the Luxembourg sample, whereas quite similar developments are observed in the last elementary school year before educational placement for secondary education in the German sample. School enrollment and educational placement for secondary education are critical life events with significant impact on children's well-being, which varies between different school systems.
Groningen: GION/Rijksuniversiteit Groningen
A socio-psychological analytical framework will be adopted to illuminate the relation between socioeconomic status and academic achievement. The framework puts the emphasis to incorporate micro familial factors into macro factor of the tracking system. Initially, children of the poor families always lack major prerequisite: diminution of cognitive stimulating resources. Hence, they are very likely to be assigned to the class of low caliber. The diminution of cognitive stimulating resources originates from stress coping strategy of the parents, parental expectation and parenting. As students advance to upper grade, a triad nexus of expectation among parents, students and teachers help perpetuate the vicious cycle among students of poor families. Students with low socioeconomic status bear entire brunt of the tracking system in a way that they get poor academic result and high school dropout rate.
This article proposes a general explanation for social background‐related inequality. Educational attainment research indicates that the later an education transition, the lower the social background effect. While some suggest life course changes in the parent‐child relationship or between‐family competition explain this pattern, others contend the result is a statistical artifact, and that the analytic strategy presupposes agents are irrationally myopic. This article addresses these criticisms by framing educational transitions in terms of students' movement through the stratified curriculum. Students select their stratum, one of which is dropping out. To make these choices, they consider their most recent salient performance. Using time‐varying performance measures to predict students' track placement/school continuation sustains the validity of the educational transitions approach and suggests substantively important social background effects even for nearly universal transitions. Results are consistent with the general perspective termed effectively maintained inequality.
In the light of past sociological research in education, we analyze socioeconomic inequalities in cognitive competences among students reaching the end of compulsory schooling, in a time and European comparative perspective. Using the Programme for International Student Assessment (PISA) 2000, 2003, 2006, and 2009 data sets, we examine a broad set of institutional parameters that might play a role in the generation of social differentials in cognitive achievement. Analyzing PISA data for 22 European countries is particularly advantageous for pursuing our concerns, as they allow applying multilevel analyses (student; school; country) and assessing the interaction effects between the characteristics of the educational system on the one hand and student's and school's socioeconomic backgrounds on the other hand. We find descriptive evidence that institutional parameters that foster freedom in education, such as an early selection with numerous tracks of study, a great significance of public selective schools, as well as of private schools with fees, jointly amplify socioeconomic inequalities in performances between students essentially by magnifying the effect of schools' social composition on students' competences. We find ambiguous results concerning the effect of grade retention, which challenge past and current researches showing negative short-term effects of grade retention. Our hypotheses about the equalizing effect of national support measures, such as financial aids for disadvantaged students, are not empirically confirmed.
Research in the United States has found that peers and parents play an important role in shaping students' educational aspirations. Little research has examined the extent to which these findings apply in other countries or whether the role of significant others varies according to the organization of national educational systems. This article examines the effects of peers' and parents' attitudes regarding academic performance on students' educational aspirations in 12 countries. The results indicate that peers and parents influence educational aspirations in countries with relatively undifferentiated secondary schooling, like the United States, while the influence of significant others is negligible in societies with more differentiated secondary education. In these latter systems, it appears that aspirations are largely determined by the type of school the student attends; there is little room for interpersonal affects. The effects of significant others on students' aspirations depend, in large part, on the structural features of the educational systems in which they operate.