Suchergebnisse

The future teacher is an investigating one when educated at Fontys University of Applied Sciences
The future teacher is an investigating one when educated at Fontys University of Applied Sciences
The Fontys University of Applied Sciences educates teachers for primary schools. Increasingly, teachers need a critical and reflective attitude towards scientific research to be able to work evidence-based. The article describes how the curriculum at Fontys has been changed to educate extended professionals who can put innovative educational insights into practice.

Applied research and an investigating attitude: how an Educational Programme and a Centre of Expertise link research and education for professionalization of the field
Applied research and an investigating attitude: how an Educational Programme and a Centre of Expertise link research and education for professionalization of the field
The University of Applied Sciences in Utrecht wishes to relate research, education of professionals and research questions that originate from professional contexts. To achieve this aim the curriculum has been changed recently. A project is described in which students write their theses based on projects that stem from the field, while their findings are fed back into the curriculum.

The role of research in educating masters at the University of Applied Science in Arnhem and Nijmegen (HAN)
The role of research in educating masters at the University of Applied Science in Arnhem and Nijmegen (HAN)
The HAN wishes to achieve an educational culture that is research-minded. Professionals who have been educated at the HAN need to be able to resolve complex issues in applied fields. To achieve this objective research methodology has been introduced in the curriculum. For some professionals research is considered to be a core competence, for others it is a supportive competence.

Since the introduction of the bachelor-master (bama) in the Netherlands (2002) and Flanders (2004), university education landscape has changed dramatically. The Bachelor's reform was accompanied by numerous institutional reforms, such as the hard switch in the Netherlands, the 'inkanteling' of college courses in Flemish universities, and curriculum revisions at all levels. Furthermore, the mobility between universities become easier, one of the central objectives of the Bologna Declaration. (Almost) ten years after this symposium is to focus the question, what has been the impact of this reform on university education in general and on the quality of education in particular. The introduction of the bamastructuur student mobility actually increased or disappoint the results? Provide universities now stands better educated graduates, and if so, is that thanks to Bachelor's or other developments such as the increased focus on quality assurance through accreditation? Adapted from the source document.

This article tries to analyse & improve the individual-level approaches to the study of public Euroscepticism in Belgium. In recent literature, three approaches focusing on instrumental, cultural & political cues can be distinguished. First, the utilitarian approach associates Euroscepticism with economic interests. Second, the cultural approach draws on cultural attitudes & affective identities. Third, the political approach associates support for European integration with political efficacy & institutional trust. Drawing upon Belgian data from the IntUne Project 2007, the results show that negative evaluations of the benefits of European membership, social distrust in European fellow citizens & institutional distrust in the EU are the most important determinants of Euroscepticism, while education, national attachment, exclusive identity & political powerlessness have a minor impact. Tables, Figures, References. Adapted from the source document.

By means of a re-analysis of the most relevant data source -- the international social mobility & politics file -- this paper criticizes the newly grown consensus in political sociology that class voting has declined since World War II. An increase of crosscutting cultural voting, rooted in educational differences, rather than a decline of class voting proves responsible for the decline of the traditional class-party alignments. Moreover, income differences have not become less, but more consequential for voting behavior during this period. It is concluded that the new consensus has been built on quicksand. Class is not dead -- it has been buried alive under the increasing weight of cultural voting, systematically misinterpreted as a decline of class voting, due to the widespread application of the Alford index. Tables, Figures. Adapted from the source document.