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Many schools aim to implement Assessment for Learning (AfL) to stimulate students to take more ownership of their learning and develop self-regulatory skills. This survey-based study is among the few in the field showing how students experience the extent of implementation of AfL, here in English language and mathematics classes in 12 Dutch secondary schools. Analysis showed no differences between the subjects. Students (N = 685) experienced activities to "clarify the learning intentions and success criteria" and "eliciting evidence on their learning progress" regularly (between 50-74% of the lessons). Students hardly ever experienced activities aimed at "peer- and self-assessment" (less than 25% of the lessons). However, cluster analysis revealed three distinct clusters related to the extent of AfL strategy use students experienced. Overall, we can conclude that AfL is not yet fully integrated into teaching practices. Teachers' skills, knowledge and attitudes required to increase student engagement in AfL practices and strengthen students' self-regulated learning need more attention in future teacher professional development trajectories.

Assessment for Learning (AfL) is complex requiring teacher competences for collecting, analysing and interpreting evidence of student progress, and for adapting instruction and learning accordingly. In this study, the four-component instructional design (4C/ID) model for complex learning was used to design a teacher professional development (TPD) programme for developing teachers' AfL competences. The evaluation of the implementation of the program showed that teachers were positive about the relevance and usability of the program, and about the AfL knowledge, skills and attitudes gained. This study yields important lessons about how to support teachers in learning to apply AfL in their classrooms. The study shows that the 4C/ID model can provide the learning-psychological basis for the design of TPD programmes for the acquisition of complex teacher skills, that require the integration of skills, knowledge and attitudes.

Universities have renewed interest in blended learning in preparation for post-COVID education. However, unsatisfactory social interactions hinder the quality of blended learning, despite its potential for flexible and personalized learning. In this situation, a sense of community would provide essential academic and social benefits. To develop a sense of community among students, we need to further understand students' and teachers' perceptions concerning this subject by exploring their experiences in blended learning. Therefore, we investigated this for three blended courses using a qualitative case study approach. We conducted: (1) classroom observation; (2) document analysis of course content, assignments, and assessments; and (3) individual interviews with teachers (n = 3) and group interviews with students (n = 18). The results showed the main factors that appeared to contribute to sense of community: group learning activities within courses, non-academic and extracurricular activities across courses, and the campus as a physical place integrating academic and social life after COVID. Further, we identified two obstacles: students valued group learning but struggled to manage group dynamics, and despite teachers' efforts to encourage learning autonomy, students viewed teachers as the ultimate authority in the learning process, which strained the student-teacher relationship. Additionally, this study revealed the limitations that digital tools have for promoting sense of community, as students questioned whether these tools have added value for supporting intricate and in-depth conversations. Finally, based on these findings, we provided practical recommendations for the future development of sense of community in blended learning.

The way in which school leaders implement professional learning communities (PLCs) is important for realizing sustainable school improvement. The assumption is that school leaders act based on their interpretation of the PLC, which is based on their underlying educational beliefs. In this study, we explored these latter aspects by interviewing six formal and informal school leaders, discussing the sustainability of PLCs in two secondary schools that had each worked with PLCs for seven years. The results of this in-depth qualitative study show that the schools differed in the degree of sustainability they achieved: one still used the PLC as intended; the other now omitted one step of the original format. This can be explained by the leaders' interpretations of the PLC and their educational beliefs. Furthermore, we found that student- and collaboration-oriented beliefs are critical for continuing the work of a PLC. Finally, we found that the organizational context mediates whether leaders act upon their beliefs. Tensions between leaders' beliefs and the organizational context, such as fear of colleagues' resistance, appeared to influence their choice to act or not concerning specific aspects of the PLC. These findings can give school leaders insights into conditions for sustainable school improvement with PLCs.

Many innovations that are implemented in schools are initially successful, but fail to become part of the schools' habits and routines. Relatively little research has followed innovations in schools for a long(er) time. In addition, few reforms last long enough to be studied longitudinally. In this exploratory study, the authors aim to find a way to quantitatively measure the degree of sustainability of a data use intervention three to eight years after its initial implementation. Sustainability in this study was defined as '…the process of integrating and scaling the innovation's core aspects in organizational routines that are adaptive to ongoing work, with continuing improvement of results'. A distinction was made between sustainability of the method and sustainability of the underlying goal of the data use intervention. A cluster analysis showed that schools can be categorized into four degrees of sustainability. A general view of the data indicated that the core components were present to varying degrees. Radar charts have been made and provided more insight. The process from organizational routines, and transfer of the intervention from the individual to the institutional level realizing organizational routines differs from school to school. The answer to the question as to whether an intervention has been sustained is not a simple yes or no. Sustainability is nuanced and can come in different forms. Measuring sustainability in a quantitative way contributes new perspectives and insights. With those insights further research can be done.

Background: Offspring of parents with severe mental illness (e.g., bipolar disorder or schizophrenia) are at elevated risk of developing psychiatric illness owing to both genetic predisposition and increased burden of environmental stress. Emerging evidence indicates a disruption of brain network connectivity in young offspring of patients with bipolar disorder and schizophrenia, but the age trajectories of these brain networks in this high-familial-risk population remain to be elucidated. Methods: A total of 271 T1-weighted and diffusion-weighted scans were obtained from 174 offspring of at least 1 parent diagnosed with bipolar disorder (n = 74) or schizophrenia (n = 51) and offspring of parents without severe mental illness (n = 49). The age range was 8 to 23 years; 97 offspring underwent 2 scans. Anatomical brain networks were reconstructed into structural connectivity matrices. Network analysis was performed to investigate anatomical brain connectivity. Results: Offspring of parents with schizophrenia had differential trajectories of connectivity strength and clustering compared with offspring of parents with bipolar disorder and parents without severe mental illness, of global efficiency compared with offspring of parents without severe mental illness, and of local connectivity compared with offspring of parents with bipolar disorder. Conclusions: The findings of this study suggest that familial high risk of schizophrenia is related to deviations in age trajectories of global structural connectome properties and local connectivity strength.

Purpose: Schools struggle with sustaining their educational innovations (Cohen and Mehta, 2017; Askell-Williams and Koh, 2020) and may benefit from concrete and practical guidance (Askell-Williams and Koh, 2020). A dialogue between staff within schools can be a way to promote self-evaluation regarding the innovation. Therefore, a self-evaluation tool for educators was developed: The Sustainability Meter (TSM). The purpose of the tool is to gain insight into the different perspectives and experiences of stakeholders within the school organization regarding the innovation, as a basis for improvement-directed actions to promote sustainable educational innovation. Design/methodology/approach: In this small-scale study, the authors explored conceptual and instrumental use of the Sustainability Meter in two phases, and also examined user satisfaction. In phase 1, the tool was used under the guidance of the researcher (first author), who supported the chairs in taking steps before the group dialogue took place, and who then guided the dialogue itself as a moderator. In phase 2, work with TSM was organized independently by the schools themselves, supported by the manual. Data were collected in the form of observations of the dialogue, group interviews and documents generated by the participants. Findings: In terms of conceptual use, in general, participants gained better understanding of each other's perspectives and backgrounds with regard to the (sustainability of the) innovation. The dialogue also led to insights into challenges for growth toward sustainable innovation. For instrumental use, the results of the analysis were incorporated in a plan of action in the majority of the participants' schools. In terms of user satisfaction, participants in all groups perceived TSM as an enjoyable support for high-quality dialogue. This research provides some indications that the tool might lead to sustainable educational innovations. Originality/value: Next to developing an action plan based on the results of the school, the tool also appeared to help breaking up the process in smaller, clearer and more feasible improvement-directed actions. The results of this study further show that the authors could distinguish between three types of instrumental use. The improvement-directed actions in this research often were a combination of this three types: initial solutions, short-term and longer-term measures. This research provides some indications that the tool might lead to sustainable educational innovations.

Institutions considering online and blended learning (OBL) face the challenge of strategically adopting OBL to develop, implement, monitor, assess and improve the quality of programmes and courses. The principles of continuous quality improvement (CQI) allow this challenge to be addressed. Effective CQI management implies that quality assurance and quality improvement follow and inform each other as part of a continuous cycle. Scholars report however, that quality management of OBL usually focuses on assurance. The purpose of this paper is to provide a state of the art approach for effective CQI management which allows practitioners to achieve coherence between quality assurance and improvement of OBL. In this conceptual paper we link and integrate work across fields to address the challenge of achieving coherence between quality assurance and improvement. We discuss research in the context of CQI that uncovers features of OBL that prevent practitioners from achieving coherence. The conceptual model for effective CQI of OBL integrates data based decision-making. The conceptual model provides a foundation for research on the effectiveness of this CQI management approach in the context of OBL. The quality management approach supports practitioners during the entire CQI-cycle to foster dialogue and consultation between all stakeholders in the institution in order to strategically develop assess and improve the quality of OBL programmes and courses. The originality of the model lies in making explicit data-based decision making as a driver for effective CQI management in the context of OBL.

Abstract Background Breast-conserving surgery for breast cancer was developed as a method to preserve healthy breast tissue, thereby improving cosmetic outcomes. Thus far, the primary aim of breast-conserving surgery has been the achievement of tumour-free resection margins and prevention of local recurrence, whereas the cosmetic outcome has been considered less important. Large studies have reported poor cosmetic outcomes in 20-40% of patients after breast-conserving surgery, with the volume of the resected breast tissue being the major determinant. There is clear evidence for the efficacy of ultrasonography in the resection of nonpalpable tumours. Surgical resection of palpable breast cancer is performed with guidance by intra-operative palpation. These palpation-guided excisions often result in an unnecessarily wide resection of adjacent healthy breast tissue, while the rate of tumour-involved resection margins is still high. It is hypothesised that the use of intra-operative ultrasonography in the excision of palpable breast cancer will improve the ability to spare healthy breast tissue while maintaining or even improving the oncological margin status. The aim of this study is to compare ultrasound-guided surgery for palpable tumours with the standard palpation-guided surgery in terms of the extent of healthy breast tissue resection, the percentage of tumour-free margins, cosmetic outcomes and quality of life. Methods/design In this prospective multicentre randomised controlled clinical trial, 120 women who have been diagnosed with palpable early-stage (T1-2N0-1) primary invasive breast cancer and deemed suitable for breast-conserving surgery will be randomised between ultrasound-guided surgery and palpation-guided surgery. With this sample size, an expected 20% reduction of resected breast tissue and an 18% difference in tumour-free margins can be detected with a power of 80%. Secondary endpoints include cosmetic outcomes and quality of life. The rationale, study design and planned analyses are described. Conclusion The COBALT trial is a prospective, multicentre, randomised controlled study to assess the efficacy of ultrasound-guided breast-conserving surgery in patients with palpable early-stage primary invasive breast cancer in terms of the sparing of breast tissue, oncological margin status, cosmetic outcomes and quality of life. Trial Registration Number Netherlands Trial Register (NTR): NTR2579

Background: The continual improvement of teaching and learning is vital for schools in order to meet the rapid changes in the world around us. Lesson study is considered a valuable professional development approach in that regard. It is focused on teachers collaboratively studying live classroom lessons. Sustaining lesson study, by making its core components part of the school's organisational routines, can help schools continually and systematically to improve student learning and teaching. However, despite the value of this approach, sustaining lesson study turns out to be complex. Leadership seems to play a crucial role therein, but the question is: how? Purpose: The study aimed to gain in-depth insight into what leadership looks like in schools that sustained lesson study. Method: A case study design was used to investigate leadership in two secondary schools. We conducted over 300 hours of observations through immersion within practice, collected school policy documents, and interviewed the school leadership. Data were analysed qualitatively. Findings: The analysis identified that both schools carried out various leadership practices for sustained lesson study. For leadership at schools that aim for sustained lesson study, it seems important to schedule lesson study, to be available, to have knowledge about lesson study and to appoint a lesson study coordinator. Whether and how leadership practices were carried out seemed to depend on the school's context -- for instance, by the policy reasons for working with lesson study. As such, it is important to examine the school and its leadership in context when considering sustainability. Conclusion: Through immersion within practice, specific and real-life examples of leadership were identified. This study's insights could help school leadership to sustain lesson study in their schools.

Background: Professional Learning Networks (PLNs) of educators represent a promising approach to achieving continuous school improvement. At the same time, a range of studies in this area, including several systematic reviews and meta-analyses, report multiple conceptual and methodological challenges, or, at best, mixed results. Purpose and sources: The aim of this theoretical discussion paper, therefore, is to seek, first, to synthesise and connect to previous studies focused on professional learning communities and networks by combining and reflecting on their findings and recommendations. Second, we aim to contribute to the methodological development of the field in order to propose research that can link what happens in PLNs to changes in outcomes for students. For the latter, we will also make use of new insights from the field with regard to the use of big data in education. Main argument: We propose a conceptual model of what defines PLNs, enactment process variables, and influencing factors, presenting our theory-of-action for how PLNs can be effective. Second, we discuss challenges and recommendations in studying PLN impact regarding research approach, research design and measurement. This discussion includes consideration of the use of big data to help to make the analysis of patterns in, and relations between, different types of PLN research data more efficient and reliable. Conclusion: We need to define and study the processes and effects of PLNs more efficiently and effectively, to support PLNs in fulfilling the promise of increased teacher learning, improved outcomes for students, and, ultimately, sustainable school improvement at scale.

Professional learning communities are promising for teacher learning and improving the quality of education. In the past decade, there has been a shift in focus from within-school to cross-school PLCs: Professional Learning Networks. Knowledge of the underlying working processes of teacher learning in PLNs is scarce. This is even more complicated for PLNs, because of organizational, geographic and professional boundaries. The purpose of this study is to explore how PLNs can function to meet their objectives and what challenges they face in their aim of achieving sustainable teacher learning and school improvement. We applied a qualitative case study design. Data were collected by means of interviews with PLN participants and external coaches, logs by external coaches, and yearly observations by the researchers. Results show how the PLN context influences the outcomes in terms of teacher learning, PLN products and application in their schools. Findings show how leadership, the perception of a shared goal, structured activities, collaboration, and facilitation and support especially appear to influence outcomes. PLNs face additional challenges in relation to within-school PLCs, in terms of knowledge transfer from the PLN back to participants' own schools and the network as a whole. This should be acknowledged and acted upon before PLNs are even established.

In literature there is a great variety in the definitions and identified critical features of sustainability of educational innovations. The aim of this review is to provide an overview of the entire range of factors influencing the sustainability and its core aspects. A systematic review was performed in which electronic databases were searched for peer reviewed articles, published between 2002 and 2017. Based on results of 44 publications, the following definition could be constructed: “Sustainability refers to the process of integrating the intervention's core aspects in organizational routines, which are adaptive to ongoing work, with maintenance or continuation of improved results.” We found four main factors influencing sustainability of educational innovations: school organizational, innovation, individual, and context characteristics. The empirical-based model developed in this review should be validated in practice to create transparency and focus in sustainability research.

Data-informed decision making is considered important for school improvement. Working in data teams is a promising strategy for implementing data use in schools. Data teams consist of teachers and school leaders, who collaboratively analyze data to solve educational problems at their school. Studies show that school leaders can enable and hinder data use in such teams. This study aims at exploring what types of leadership behaviors are applied to support data use in data teams. The results of this study point to five key building blocks for school leaders wanting to build effective data teams in their school: (1) establishing a vision, norms, and goals (e.g., discussing vision, norms, and goals with teachers); (2) providing individualized support (e.g., providing emotional support); (3) intellectual stimulation (e.g., sharing knowledge and providing autonomy); (4) creating a climate for data use (e.g., creating a safe climate focused on improvement rather than accountability, and engaging in data discussions with teachers); and (5) networking to connect different parts of the school organization (e.g., brokering knowledge and creating a network that is committed to data use). Not only formal school leaders, but also teachers, can display these types of behavior. Finally, it is important to stress here that all these building blocks are needed to create sustainable data use practices. These building blocks can be used in a new wave of data-informed decision making in schools, in which teachers and school leaders collaboratively use a multitude of different data sources to improve education.

Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of 23 networked professional learning communities in the Dutch context, using a mixed-methods approach. Results showed moderately positive effects on teachers' perceived satisfaction; the knowledge, skills, and attitude developed; and their application to practice. Considering the early stage of development of these professional learning communities, teachers' participation in networked professional learning communities seems promising for enhancing their professional learning.

Objective: To investigate if divorced parents celebrate their children's birthdays with their respective ex-partner and current partner, and whether they do so "jointly" with both. Background: Family rituals like birthday celebrations are important and meaningful events in people's lives, but little is known about who partakes in these in contemporary postdivorce families. Method: We assessed whether divorced parents celebrated their child's birthday together with their ex-partner (i.e., the child’s other biological parent), current partner (i.e., the child’s stepparent), and jointly with both. Dutch Data (N=2,451) was analyzed using linear probability models. Results: Most parents celebrated the child's birthday without the ex-partner, but with the current partner. One quarter celebrated with both. The ex-partners' presence was more likely when parents' and their current partners' relationship with the ex-partner was good; and less likely when parents had repartnered and when the ex-partners had sole custody or additional biological or stepchildren. The presence of the current partner was more likely in case of coresidence with the biological parent and when the ex-partner had a new partner; and less likely when the ex-partners had sole custody and when parents’ relationship with the ex-partners was good. Conclusion: Child-related family rituals mostly involve the "new" stepparent rather than both biological parents. The effects of relationship quality, co-residence, repartnering, and having additional biological or stepchildren highlight the importance of (step)parents' willingness to interact with each other, structural opportunities for parent-child interactions, and parents’ shifting loyalties from their ex-partner to their new family.

IMPORTANCE:. A Disintegrin and Metalloproteinase with Thrombospondin Motifs-1 is hypothesized to play a role in the pathogenesis of invasive infection, but studies in sepsis are lacking. OBJECTIVES:. To study A Disintegrin and Metalloproteinase with Thrombospondin Motifs-1 protein level in pediatric sepsis and to study the association with outcome. DESIGN:. Data from two prospective cohort studies. SETTING AND PARTICIPANTS:. Cohort 1 is from a single-center study involving children admitted to PICU with meningococcal sepsis (samples obtained at three time points). Cohort 2 includes patients from a multicenter study involving children admitted to the hospital with invasive bacterial infections of differing etiologies (samples obtained within 48 hr after hospital admission). MAIN OUTCOMES AND MEASURES:. Primary outcome measure was mortality. Secondary outcome measures were PICU-free days at day 28 and hospital length of stay. RESULTS:. In cohort 1 (n = 59), nonsurvivors more frequently had A Disintegrin and Metalloproteinase with Thrombospondin Motifs-1 levels above the detection limit than survivors at admission to PICU (8/11 [73%] and 6/23 [26%], respectively; p = 0.02) and at t = 24 hours (2/3 [67%] and 3/37 [8%], respectively; p = 0.04). In cohort 2 (n = 240), A Disintegrin and Metalloproteinase with Thrombospondin Motifs-1 levels in patients within 48 hours after hospital admission were more frequently above the detection limit than in healthy controls (110/240 [46%] and 14/64 [22%], respectively; p = 0.001). Nonsurvivors more often had detectable A Disintegrin and Metalloproteinase with Thrombospondin Motifs-1 levels than survivors (16/21 [76%] and 94/219 [43%], respectively; p = 0.003), which was mostly attributable to patients with Neisseria meningitidis. CONCLUSIONS AND RELEVANCE:. In children with bacterial infection, detection of A Disintegrin and Metalloproteinase with Thrombospondin Motifs-1 within 48 hours after hospital admission is associated with death, particularly in meningococcal sepsis. Future studies should confirm the prognostic value of A Disintegrin and Metalloproteinase with Thrombospondin Motifs-1 and should study pathophysiologic mechanisms.

Previous developmental studies of conjunction have focused on the syntax of phrasal and sentential coordination (Lust, 1977; de Villiers, Tager-Flusberg & Hakuta, 1977; Bloom, Lahey, Hood, Lifter & Fiess, 1980, among others). The present study examined the flexibility of children's interpretation of conjunction. Specifically, when two predicates that can apply simultaneously to a single individual are conjoined in the scope of a plural definite ("The bears are big and white"), conjunction receives a Boolean, intersective interpretation. However, when the conjoined predicates cannot apply simultaneously to an individual ("The bears are big and small"), conjunction receives a weaker "split" interpretation (Krifka, 1990; Lasersohn, 1995; Winter, 1996). Our experiments reveal that preschool-aged children are sensitive to both intersective and split interpretations, and can use their lexical and world knowledge of the relevant predicates in order to select an appropriate reading.

Schools in many different countries are increasingly expected to use data for school improvement. However, schools struggle with the implementation of data use, because building human capacity around data use in education has not received enough attention. Educators urgently need to develop data literacy skills for being able to use data. For supporting schools with the endeavor of developing data literacy skills, we developed and implemented a data use intervention in secondary schools based in the Netherlands. This study therefore focuses on the effects of this intervention on educator satisfaction with the intervention and their data literacy skills and attitude toward data use. This study uses a quasi-experimental research design and employs a mixed-methods approach with a data use questionnaire filled in by data team schools (N = 9) and comparison schools (N = 42), a satisfaction questionnaire filled in by data team participants (N = 55), pre- and posttest knowledge tests filled in by data team participants (N = 36), and interview data (N = 11) from three case study schools. The results show that the participants were, for example, very satisfied with the support received during the intervention. Also, respondents developed new data literacy skills and showed a more positive attitude toward data use. The results show how teachers can be supported systematically in data use in their educational practice. In the conclusions, we discuss some important implications for practice regarding the intensity and duration of support and implications for further research.

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers' attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers' attitudes. Teachers felt less anxious about teaching science and felt less dependent on contextual factors compared to the control group. With regard to attitude towards conducting inquiry, teachers felt less anxious and more able to conduct an inquiry project. There were no effects on other attitude components, such as self-efficacy beliefs or relevance beliefs, or on self-reported science teaching behaviour. These results indicate that practitioner research may have a partially positive effect on teachers' attitudes, but that it may not be sufficient to fully change primary teachers' attitudes and their actual science teaching behaviour. In comparison, a previous study showed that attitude-focused professional development in science education has a more profound impact on primary teachers' attitudes and science teaching behaviour. In our view, future interventions aiming to stimulate science teaching should combine both approaches, an explicit focus on attitude change together with familiarisation with inquiry, in order to improve primary teachers' attitudes and classroom practices.

Although data-based decision making can lead to improved student achievement, data are often not used effectively in schools. This paper therefore focuses on conditions for effective data use. We studied the extent to which school organizational characteristics, data characteristics, user characteristics, and collaboration influenced data use for (1) accountability, (2) school development, and (3) instruction. The results of our hierarchical linear modeling (HLM) analysis from this large-scale quantitative study (N = 1073) show that, on average, teachers appear to score relatively high on data use for accountability and school development. Regarding instruction, however, several data sources are used only on a yearly basis. Among the factors investigated, school organizational characteristics and collaboration have the greatest influence on teachers' data use in schools.

The use of data for educational decision making has never been more prevalent. However, teachers and school leaders need support in data use. Support can be provided by means of professional development in the form of "data teams". This study followed the functioning of 4 data teams over a period of 2 years, applying a qualitative case study design. The findings show that data use is not a linear process, and that teams go through different feedback loops to reach higher levels of depth of inquiry. The data team procedure is a promising way of enhancing data-based decision making in schools.

Divorce is costly for parents because of the challenges of meeting children’s economic and socio-emotional needs after separation. Using the National Survey of Families and Households (N = 1,935), we investigate whether expected economic and parenting costs deter divorce. Mothers expect higher economic costs than fathers, whereas fathers expect more parenting difficulties. The majority of mothers and fathers, however, expect high economic and parenting costs. In a large minority of families mothers and fathers differ in their expected costs. Furthermore, only parenting costs deter divorce, not economic costs, and mothers’ parenting concerns are a greater barrier to divorce than fathers’ concerns when parents disagree. Finally, expected parenting costs are more of a barrier to divorce for unhappy than happy couples.

Background/Context: The data team intervention was designed to support schools in using data while developing a solution to an educational problem. The participating data team members are responsible for building collective capacity within their school for using data and implementing actions related to the improvement plan. This can be challenging, because although they have gained knowledge and experience with data use and the educational problem, their colleagues who were not on the data team have not. As a result, there is a heightened risk for discontinuity between the behaviors of such colleagues and of the data team members: Colleagues will not automatically use data nor implement the actions for improvement. These discontinuities are referred to as boundaries. To establish common ground with their colleagues, data team members need to act as boundary crossers by brokering their knowledge. Purpose: The present study used a process view to determine how data team members acted as boundary crossers by studying what content they had brokered, the level at which they had addressed that content, and what activities they had used to cross boundaries. Intervention: Data teams consist of six to eight educators who collaboratively learn how to use data to analyze and address an educational problem at their school. They work following a cyclical procedure. Research Design: A longitudinal qualitative case study was conducted in four Dutch schools that implemented the data team intervention. Data Collection and Analysis: Artifacts were collected and all team members were interviewed twice. Log files, minutes of the meetings, and progress reports were used to obtain a complete picture of boundary crossing and to provide background information. A coding scheme was used in order to determine what content was brokered, the level at which the content was addressed, and the activities used to broker the content. Findings/Results: Findings illustrated that team members mainly brokered knowledge about the educational problem and data use as applied to the educational problem, but rarely about data use in general. Overall, content was almost exclusively addressed at the level of awareness, indicating that only basic information was brokered. Conclusions/Recommendations: Successful boundary crossing cannot be taken for granted: Team members brokered their knowledge in ways less likely to be effective. When they receive additional support for this, they are likely to increase their team's effectiveness in building school-wide capacity for both data use and the implementation of actions related to the improvement plan.

The nature-based concept of the Sandbar Breakwater was born based on the typical natural dynamics of the West African coast (Gulf of Guinea). Learning from the development and coastal impact of the existing port infrastructure in West Africa, the application of sand as a construction material for marine infrastructure seemed very obvious. Along this coast, ports experience heavy sedimentation at the western updrift side of the breakwaters, leading to the rapid burying of valuable armour rock. The Sandbar Breakwater concept is based on this principle by using natural accretion as the basis for the port protection. Such a concept is advantageous as a large sediment drift naturally supplements the sand filling works during construction and the required rock volumes are reduced significantly, saving construction time and minimising the environmental impact. To counteract the downdrift coastal retreat, a replenishable sand engine completes the scheme. The realisation of a Sandbar Breakwater at Lekki, Nigeria, in 2018, with subsequent safe and continuous port operations, proves the feasibility of the concept. Sustainable future development is further pursued by integrated maintenance campaigns following the Building with Nature principles to guarantee the operability of the port while preserving the alongshore sediment balance and minimising the environmental impact.

Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In this study we explore workplace learning in dual training programs in Dutch higher professional education. To gain an understanding of these learning environments and processes, a qualitative multiple case study was conducted in seven sectors. The findings show substantial differences in learning environments between and within sectors. However, cooperation between school and practice is minimal in all of the cases. Although students develop personal and job-related competencies that are useful for daily work routines, they acquire hardly any profound theoretical knowledge at the workplace. School fails to direct workplace learning. Given the considerable share of workplace learning in dual training programs, and the demands to higher professional education graduates in terms of being able to solve complex problems and develop new knowledge during their career as reflective practitioners, it is important that these shortcomings are resolved. More promising alternatives for workplace learning environments and questions for further research to improve workplace learning in higher professional education are discussed.

In two experiments, we study the effects of verb concepts on the interpretation of reciprocal expressions in Dutch and Hebrew. One experiment studies Hebrew to test a previous account, the Strongest Meaning Hypothesis, which suggests that listeners resolve ambiguity in reciprocal sentences using the logically strongest meaning that is consistent with the context. The results challenge this proposal, as participants often adopt a weaker meaning than what the Strongest Meaning Hypothesis expects. We propose that these results reflect the sensitivity of reciprocal quantifiers to verb concepts, which is modelled by a new principle, the Maximal Typicality Hypothesis (MTH). For any given reciprocal sentence, the MTH specifies a core situation: the maximal situation that is also maximally typical for the verb concept. The MTH predicts reciprocal sentences to be maximally acceptable in the core situation and, under certain conditions, in situations that contain it, but substantially less acceptable in other situations. To test this prediction, we conducted a two-part experiment among Dutch speakers: (a) a membership test that ranks typicality preferences with different verbs; (b) a truth-value judgement test with reciprocal sentences containing these verbs. The results show that the typical number of patients per agent varies between verbs, with a significant effect of these preferences on reciprocal quantification: the stronger the verb concept’s bias is for one-patient situations, the weaker is the interpretation of reciprocal sentences containing it. These results support the MTH as a basis for a general theory of reciprocal quantification.

Cohabiters have been shown to invest less in their relationship than married couples. This study investigated the role of legal and interpersonal commitment by examining heterogeneity within marital and cohabiting unions. Going beyond the dichotomy of cohabitation versus marriage, different union types were distinguished by their level of legal and interpersonal commitment, followed by an assessment of their association with joint investments (specialization, having children together, purchasing a home). Using panel data from The Netherlands (N = 2,362), the authors found considerable heterogeneity within marital and cohabiting unions. Joint investments increased as interpersonal commitment increased, with cohabiters without marriage plans investing the least and couples who directly married without prior cohabitation investing the most. The relationship between investments and legal union types was less straightforward and often challenged expectations, prompting the authors to elaborate on alternative explanations for their findings.

This study examined whether past grandparental child care is related to present support from adult children. On the basis of social exchange theory, the authors expected that grandparental child care creates a debt that is repaid in the form of receiving support later in life. Using data from the Longitudinal Aging Study Amsterdam (N = 349 parents, N = 812 adult children), the authors found that grandparents who frequently provided child care for sons in the past more often received instrumental and emotional support from these sons approximately 13 years later than grandparents who less frequently provided child care. Investments in daughters did not pay off. Instrumental support other than child-care provision did not predict receiving support from either sons or daughters, but emotional support did. These results support the notion of long-term reciprocity in parent-child relationships, but its importance depends on the child's gender and the type of earlier investment.

To meet the requirements of an increasingly innovative and competitive environment, workers need to continuously develop and maintain competence. Consequently, initial vocational education and training should prepare (future) workers by providing a basis for lifelong learning in developing both routine and flexible competence. The question is whether workplace learning in initial VET contributes to this aim. To describe WPL processes and outcomes in the Dutch senior VET context, we apply a further elaboration of a comprehensive workplace learning theory, comprising a cognitive, a social and an emotional dimension. Qualitative case studies show that various factors in the different dimensions of learning influence the learning processes and outcomes in a diverse way. Especially more profound acquisition and development of abstract principles relating to flexible competence does not automatically take place during WPL. To fulfill the expectations regarding the role of initial VET to contribute to learning to learn and lifelong learning, improvements are required. (Contains 4 notes and 1 figure.)

This study examined the use of weblogs as a means to promote student teachers' reflective practice. The assumption was explored that weblogs are suitable tools to support and stimulate reflection on action in teacher training and consequently to enhance the students' ability to reflect. Three groups of student teachers used weblogs to reflect on teaching practice during an 8-week internship. Students were asked (a) to reflect on their own teaching experiences and (b) to provide peer feedback. Analyses of the student contributions show that weblogs are useful for reflection on critical incidents in the classroom and that they can stimulate interconnectivity in groups of students. However, weblogs do not incite deep reflection or spiral reflection, which can only be the result of explicit instruction. This exploratory study further shows that large-scale quantitative research is needed to support the premise that weblogs are suitable tools for reflection. (Contains 4 tables and 1 figure.)

Research on the division of household labor has typically examined the role of time availability, relative resources, and gender ideology. We explore the gendered meaning of domestic work by examining the role of men's and women's attitudes toward household labor. Using data from the Dutch Time Competition Survey (N = 732), we find that women have more favorable attitudes toward cleaning, cooking, and child care than do men: Women enjoy it more, set higher standards for it, and feel more responsible for it. Furthermore, women's favorable and men's unfavorable attitudes are associated with women's greater contribution to household labor. Effects are stronger for housework than child care, own attitudes matter more than partner's, and men's attitudes are more influential than women's.

This study examines long-term effects of parental divorce on sibling relationships in adulthood and the role of predivorce parental conflict. It used large-scale retrospective data from the Netherlands that contain reports from both siblings of the sibling dyad. Results show limited effects of parental divorce on sibling contact and relationship quality in adulthood but strong effects on sibling conflict. The greater conflict among siblings from divorced families is explained by the greater parental conflict in these families. Parental conflict is a far more important predictor than parental divorce per se. Siblings from high-conflict families have less contact, lower relationship quality, and more conflict than do siblings from low-conflict families. Finally, when it comes to sibling relationship quality, the effect of parental divorce depends on the amount of parental conflict. Parental divorce has little effect on the quality of the relationship in low-conflict families, but it improves the relationship in high-conflict families. (Contains 2 tables.)

Using cross-sectional data from the Netherlands Kinship Panel Study (N = 1,231), this study examines the relationship between grandchildren and their grandparents across early adulthood. Age is used as a proxy for change during the grandchild's life course and the influence of major life course characteristics is examined. Results indicate that the majority of young adult grandchildren have contact with their grandparents, but the average frequency is low. Age differences in contact frequency suggest a decline in grandparent--grandchild contact across early adulthood. Multilevel analyses show that grandchildren's employment status, partner, and parenthood status do not affect contact frequency with grandparents. Rather, the results point at the importance of the parental home for facilitating grandparent--grandchild contact as age-related differences are accounted for by whether grandchildren left the parental home. Furthermore, most of the variance in grandparent--grandchild contact is attributable to differences between family of the mother's and family of the father's side. (Contains 1 table and 1 figure.)