A rich palette of Bible use: A theoretical and empirical contribution from the context of Protestant Christian secondary schools in the Netherlands

2021 ◽  
Author(s):  
A. (Jos) Kock ◽  
P. M. (Ronelle) Sonnenberg ◽  
C. H. (Corina) Nagel‐Herweijer
Keyword(s):  
The Netherlands ◽  
Secondary Schools ◽  
Empirical Contribution

scholarly journals Why Secondary Schools Do Not Implement Far-Reaching Smoke-Free Policies: Exploring Deep Core, Policy Core, and Secondary Beliefs of School Staff in the Netherlands

2019 ◽  
Vol 26 (6) ◽  
pp. 608-618 ◽  
Author(s):  
Michael Schreuders ◽  
◽  
Bas van den Putte ◽  
Anton E Kunst
Keyword(s):  
The Netherlands ◽  
Secondary Schools ◽  
Personal Autonomy ◽  
Core Beliefs ◽  
Advocacy Coalition ◽  
Free School ◽  
Staff Members ◽  
Time Space ◽  
The Many ◽  
Secondary Beliefs

Abstract Background Secondary schools that implement smoke-free policies are confronted with students who start smoking outside their premises. One solution is to complement smoke-free policies with prohibitions for all students to leave the school area during school hours, technically making school hours a smoke-free period. However, there are strikingly few Dutch secondary schools that implement this approach. This study explores why staff members in the Netherlands decide not to implement smoke-free school hours for all students. Method We interviewed 13 staff members, with different functions, from four secondary schools. The analysis was informed by the Advocacy Coalition Framework (ACF) to delve into the values, rationales, and assumptions of staff with the aim to identify deep core, policy core, and secondary beliefs. Results We identified six beliefs. Two deep core beliefs are that schools should provide adolescents the freedom to learn how to responsibly use their personal autonomy and that schools should only interfere if adolescents endanger or bother others. Three policy core beliefs identified included the following: that smoking is not a pressing issue for schools to deal with; that schools should demarcate their jurisdiction to intervene in adolescents’ lives in time, space, and precise risk behavior; and that implementing smoke-free school hours would interfere with maintaining positive student-staff relationships. One secondary belief identified was that smoke-free school hours would be impossible to enforce consistently. Conclusion This paper was the first to demonstrate the many beliefs explaining why schools refrain from voluntary implementing far-reaching smoke-free policies.

Smoothing The Transition To Skilled Employment: School-Based Vocational Guidance in Britain and Continental Europe

1994 ◽  
Vol 150 ◽  
pp. 73-89 ◽  
Author(s):  
Valerie Jarvis
Keyword(s):  
The Netherlands ◽  
Secondary Schools ◽  
Vocational Guidance ◽  
European Countries ◽  
Classroom Observations ◽  
Social Education ◽  
Specific Information ◽  
Successful Transition ◽  
School Based ◽  
The World

This article compares how vocational guidance is provided in schools in Britain and three Continental European countries. The comparisons are based on classroom observations and interviews with teachers in some two dozen secondary schools in Germany, Switzerland, the Netherlands, together with a similar number in Britain. Careers guidance on the Continent begins earlier, is taught by careers specialists in separate lessons devoted to the topic, and is geared specifically to providing youngsters with detailed information on the content and requirements for particular types of work. The lack of focus on occupationally-specific information in ‘careers guidance’ in British schools, particularly in the now-widespread ‘Personal and Social Education’ (PSE) courses, leaves many British youngsters at a distinct disadvantage in making a successful transition to the world of work. The article suggests a number of relatively simple measures which could significantly improve careers education in British schools.

The Politics of Sex Education Policy in England and Wales and The Netherlands since the 1980s

2002 ◽  
Vol 31 (4) ◽  
pp. 669-694 ◽  
Author(s):  
JANE LEWIS ◽  
TRUDIE KNIJN
Keyword(s):  
The Netherlands ◽  
Secondary Schools ◽  
Sex Education ◽  
Teenage Pregnancy ◽  
Policy Making ◽  
Central Government ◽  
Political Debate ◽  
England And Wales ◽  
Documentary Sources ◽  
The Uk

Teenage pregnancy rates are extremely high in the UK and extremely low in The Netherlands. Sex education is acknowledged to be a determining factor. While it is by no means the most important factor, it provides a useful comparative lens through which to examine the very different approaches of the British and Dutch to policy-making in this sensitive area.The issue of sex education is controversial in both the UK and The Netherlands, but while the political debate has been fierce in the UK it has been largely absent in The Netherlands. Our research used documentary sources and interviews to investigate the recent history of policy-making on sex education at the central government level; compared a selection of key texts used in secondary schools; and drew on exploratory fieldwork in three English and three Dutch secondary schools. We find that the approach to the issue is in large part determined by the struggle over ideas in respect of the wider issues of change in the family and sexuality. We suggest that the adversarial nature of the politics of sex education in England and Wales results in a message that lacks coherence, which is in turn reflected in what happens in the classroom. We do not advocate any simple attempt at ‘policy borrowing’, but rather highlight the importance of understanding the differences in the nature and conduct of the debate.

Learning Together or Apart? Ethnic Segregation in Lower Secondary Schools

2018 ◽  
pp. 114-140
Author(s):  
Hanno Kruse ◽  
Frank Kalter
Keyword(s):  
School Choice ◽  
The Netherlands ◽  
Secondary Schools ◽  
Learning Environment ◽  
Minority Students ◽  
Ethnic Groups ◽  
Group Differences ◽  
Ethnic Segregation ◽  
Context Factors ◽  
Lower Secondary Schools

Whether, or to what degree, minority students are able to learn together with majority peers in schools is among the important context factors for their integration paths. In this chapter we investigate the extent of ethnic segregation in lower secondary schools in the four CILS4EU countries. We demonstrate that there are vast differences in majority exposure at school, both across the four countries as well as across ethnic groups within each country. Further analyses suggest that these group differences may be due to at least three reasons: ethnic differences in residential segregation, in the allocation across different ability tracks as well as ethnically specific school choice preferences. Finally, we show that low levels of majority exposure at school may not always come with a disadvantaged learning environment: in Germany, the Netherlands and Sweden schools with low majority shares tend to hold fewer learning-related resources; the opposite seems to apply for schools in England.

International Mathematical Education: Equivalent Forms of the Parallel Axiom

1967 ◽  
Vol 60 (6) ◽  
pp. 641-652
Author(s):  
Lucas N.H. Bunt
Keyword(s):  
The Netherlands ◽  
Secondary Schools ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Official Journal ◽  
Mathematical Education ◽  
Mathematical Background ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Didactics Of Mathematics

Editor's Note.—Euclides is a magazine for the didactics of mathematics. It was started in 1924, and it is now the official journal of the associations of mathematics teachers in the Netherlands. There are ten issues a year, of 32 pages each. It contains articles on problems connected with the teaching of mathematics in the Netherlands and in other countries, especially in relation to modernization tendencies, and articles which are aimed at showing the mathematical background of the subject matter which is taught in secondary schools. It also gives reviews of books appearing in the field.

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