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In this paper, we test how well Rational Action Theory, as developed to explain educational differentials, applies in the Dutch situation. The question we address is the extent to which the mechanisms assumed to be at work can explain class and gender differentials in participation in higher education. After explaining the Dutch educational system and outlining Rational Action Theory, we, formulate four hypotheses that we test using data from a panel survey among high school pupils first interviewed in 1991. Evaluating, the theory, we conclude that the mechanisms assumed to be at work can indeed explain class differentials in participation in higher education. Moreover, we find support for the hypothesis that the mechanism of relative risk aversion is the most crucial factor in the model. We could not convincingly show that the theory explains gender differentials. [ABSTRACT FROM AUTHOR]

ABSTRACT In this paper, we will compare the labour-market position of graduates from two types of higher education in the Netherlands; higher vocational education in Economics and Business Administration, on the one hand, and university education in Economics and Business Administration, on the other. We will do this in the light of different labour-market theories. According to the official views, the differences between university education and higher vocational education are certainly not primarily caused by differences in level, but rather by differences in educational objectives. The results of the study carried out with respect to the labour-market position of graduates from these two types of economic studies, however, show that the university study generates more human capital than the higher-vocational study. With regard to the theoretical setting chosen, these results are the most in line with the human-capital theory and the job-matching theory. [ABSTRACT FROM AUTHOR]

At the university teacher training institute (IDO, Vrije Universiteit, Amsterdam) student teachers who prepare themselves for a teaching career in senior secondary and pre-university education individually perform a research project as part of their curriculum. For some time it has been noticed that student teachers with a biology, chemistry and physics background experience problems with the performance of their educational research project. In this paper the student teachers' practice, experience and problems with the educational research project are elaborated. We used a qualitative approach, following four student teachers (of biology, chemistry, physics and German language), that resulted in the description of these four cases in terms of the operational, experienced and attained curriculum. From these descriptions improvements for the training of inquiry skills have been formulated. [ABSTRACT FROM AUTHOR]

In this paper, indicators and explanations for the revival of Dutch science after around 1860 are proposed. Explanations for the occurrence of the 'second Golden Age of Dutch Science' emphasize the effects of educational reform policy after 1862. The (often unintended) results of the Secondary Education Act of 1863. the Higher Education Act of 1876, the sharp increases in Personnel and Materials Budgets after 1876, and the decrease of student influx at the same time, are discussed in some detail. [ABSTRACT FROM AUTHOR]

The paper presents the results of a study of advanced standing practices in higher education in two European countries-Ireland and the Netherlands. A description is given of practices currently undertaken in the two countries, from the standpoint of educational institutions (both university and non-university) and other relevant bodies-validating bodies, equivalence centres, government ministries. These practices are then discussed in the context of developments in the United Kingdom. It is concluded that in all three countries the perceived need for overall course coherence forms a formidable barrier against significant growth in the number of individuals granted advanced standing. Nevertheless wider policy considerations seem to be providing an impetus which may well ensure that advanced standing will become a much more common feature of European higher education admissions policies over the next decade. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore the expectations of academic staff to learning analytics services from an ideal as well as a realistic perspective. This mixed-method study focused on a cross-case analysis of staff from Higher Education Institutions from four European universities (Spain, Estonia, Netherlands, UK). While there are some differences between the countries as well as between ideal and predicted expectations, the overarching results indicate that academic staff sees learning analytics as a tool to understand the learning activities and possibility to provide feedback for the students and adapt the curriculum to meet learners' needs. However, one of the findings from the study across cases is the generally consistently low expectation and desire for academic staff to be obligated to act based on data that shows students being at risk of failing or under-performing. • Academic staff perceives LA as a tool to provide students feedback but do not feel obligated to act based on LA data. • LA has potential in supporting learning and teaching but academics are not convinced that ideal expectations are realized. • There is a need to engage teaching staff in LA processes – strategy/policy formation, embedding LA into teaching practices. [ABSTRACT FROM AUTHOR]

This study investigated the way developing, sharing and using of research-based knowledge occurred in the school–university research network of a master’s programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was collected. Data were analysed at three network levels: school, pairs of master’s students and research supervisors, and individuals. Overall, results indicate that building knowledge productive relationships in a master’s programme is a complex endeavour. Although individual master’s students and research supervisors aimed for continuing knowledge processes in school and university after student’s graduation, few actually did. The school context and the strategies of research supervisors provided students with too little support for sustaining the knowledge processes. This study shows from a network perspective the complexities, challenges and potential of developing partnership relationships in a master’s programme between schools and universities as well as between master’s students and research supervisors. [ABSTRACT FROM PUBLISHER]

Collaboration in teacher education can be seen as a way to prepare student teachers for future social practices at school. When people collaborate with each other, they have to regulate their collaboration. In the Dutch teacher education programme that was investigated, student teachers were members of different types of groups, each of which had its own purpose and curriculum and required a certain amount of collaboration. We studied the ways in which teacher educators and student teachers together regulated collaboration in each of these types of groups. We concluded that regulating collaboration is not yet an explicit learning aim in this programme, while it is important for student teachers to learn how to direct and support collaboration in a group. [ABSTRACT FROM PUBLISHER]