Concept My School

Concept
'Mijn School' (My School)
July 2015
H. Ambaum & N. Bakkum

Conceptomschrijving Mijn School, juli 2015 [2/17]
This document was sent to:
Most recent
version
received
Name Position
Final version Hanno Ambaum Education Maker 'Mijn School'
Miriam Cents Policy maker O&I/trainee
supervisor
Sjalom Bruin Volunteer Mijn School
Niels Veurman Student Mijn School
v. 7 Eddie Denessen Teacher Radboud
Universiteit/stagebegeleider
v. 1.5 Ivonne Harmsen Former manager B&O
Martin Spaans Policy maker O&I

Table of Contents
1. What is Mijn School?
1.1. Introduction ................................................................................................... 4
1.2. Goal ........................................................................................................ 4
1.3. Target group ................................................................................................ 5
2. Vision
2.1. Introduction ................................................................................................... 6
2.2. Autonomy of the student .......................................................................... 6
2.3. Positive connection as a basis ...................................................................... 6
2.4. School as a community ............................................................................. 6
2.5. Sustainable and project-based education ........................................................... 7
3. Working methods
3.1. Introduction ................................................................................................... 8
3.2. Widespread guidance .................................................................................. 8
3.3. Working efficiently ..................................................................................... 9
4. Programme structure
4.1. Introduction ................................................................................................. 10
4.2. Phasing ................................................................................................. 10
4.3. Course plan and portfolio ............................................................................. 11
4.4. Intermediate vocational education and practical part .................... 11
4.5. Guidance ............................................................................................. 12
5. Theoretical background
5.1. Introduction ................................................................................................. 13
5.2. Demotivation & early school leave............................................................................... 13
5.3. Motivation ................................................................................................ 14
5.4. Community learning ..................................................................................15
5.5. 21st-century skills ................................................................................... 16
References.................................................................. 17

1. What is Mijn School?
1.1 Introduction
Mijn School is a special part of a regular ROC; the Graafschap College in Doetinchem, the
Netherlands. The Graafschap College is the largest intermediate vocational education
institution in the Achterhoek, with a wide range of programmes at vo-, AKA- and mbo-
level. Mijn School is a tailored facility of the Graafschap College and is thus an alternative
concept of education for talented students who do not feel comfortable with the regular
curriculum. This may be due to personal circumstances and constraints, or because the
regular curriculum does not properly meet the needs of a student and is therefore not
appropriate.
At Mijn School it is not the problems, constraints or obstacles of students that are
central, but the identity of the student is considered, as well as his or her talents and
qualities, the goals they wish to achieve and how they want to work towards them. If
possible and necessary, parents, friends, family members, social workers and volunteers
are involved. The student is central and in control.
The mainstream programmes Social Cultural Worker and Welfare Work are provided at
Mijn School, but with an appropriate approach and a fitting curriculum. Students at Mijn
School have the opportunity to develop themselves in their own way, gain the necessary
skills and obtain a regular diploma.
1.2 Goal
In the school year 2013/2014, the number of early school leavers (dropouts) within the
intermediate vocational education (MBO) in the Netherlands was about 20,402 (5.2%)
(Ministry of Education, Culture and Science, 2015). The MBO has the highest percentage
of dropouts compared to other types of education. Early school leave is related to the
idea that talent remains underdeveloped because of dropouts and therefore (partly
because of this) the economic utilisation of this talent lags behind. Furthermore, early
school leave leads to a higher statistical chance for an adolescent to encounter problems
such as unemployment, crime and social exclusion. From the need and necessity to find
an appropriate solution to the aforementioned problems surrounding dropout and youth
unemployment, Mijn School was founded in 2010.
The goal of Mijn School is to create a learning environment in which adolescents feel safe
and have control over their own learning process. Instead of trying to change students
and fitting them into the education system, it is according to Mijn School’s vision much
more logical to adjust the education to meet the needs of the students and thereby
combat early school leave. With a positive connection as a foundation, the dreams,
wishes and goals of the students and ways to achieve them will be discussed. A positive
approach is used and the primary focus is on the talents and competencies of students.
It is emphasised that each student is different and has different things they are good at.
Each dream and each initiative is taken seriously and attempted.
Not only the education part, but the entire system around the adolescents is considered,
in order to integrate the school and the corresponding learning process into the life of the
adolescents. Mijn School also tries to strengthen the connection of adolescents to society
and to improve their future position on the job market by letting adolescents participate
in social projects, letting them take initiative and letting them function as role models. In
addition, society is taken to the school setting by setting up projects, organising guest
lectures and by always having an open door for family members, friends and network
partners to follow lessons or to have a cup of coffee.
1.3 Target group

Mijn School is targeted at adolescents from three different groups:
1. Students at risk of dropping out because of circumstances or limitations may enroll at Mijn
School and can still earn their diploma through a personal track. This is possible in any stage of
the education and students may also temporarily enrol at Mijn School.
2. Talented students that are currently at a too low level of education because of their course of life,
adolescents with many extracurricular activities, who want to start their own business, etc. can
follow a customised programme at Mijn School. They can accelerate, deepen, etc.
3. Adolescents with a long distance to school and the labour market (often combined with other
problems) can easily enter Mijn School.

2. Vision
2.1 Introduction
In the vision of Mijn School it is important that adolescents have control over their own
learning process and that they can develop themselves from a secure base. With a
positive connection as a basis, one can cooperate with the adolescent to create their
development process. Mijn School lets go of the frames of the mainstream education
system and designs the school as a community where learning and developing together
is important. Finally, a sustainable and project-based education are an important part of
Mijn School.
2.1 Autonomy of the student
Within Mijn School’s vision, the autonomy of the student is at the centre; students
experience freedom (of choice) during their activities. A good link between the personal
development of the student and the education is very important for this. The personal
circumstances, the goals, the preferences and the interests of a student are therefore
considered when setting up the educational goals. The student determines, of course
with the necessary support, his own goals and how he wants to work towards achieving
them. The starting point for this is that the guidance is serving in the student’s process.
If a student makes a different choice than advised by his mentor, it does not mean this is
a reason to stop the programme. Mijn School has a flexible structure in which students
have room to develop themselves in their own way within clear frameworks and based on
clear agreements.
2.2 Positive connection as a basis
At Mijn School, a positive connection between students and their mentors is seen as one
of the most important elements of a safe and stimulating learning environment. A
constructive follow-up contact can only takes place after a positive start. The basis of a
positive connection are sincere attention and involvement. For most students it makes a
major difference to have the feeling they are being heard, seen and respected.
Assuming a positive connection does not mean a supervisor could not be honest and
confronting. This however happens from a positive approach and with respect for the
student. Mentors will also be open to criticism. The mentor will respect that an
adolescent could have a different opinion and not always wants to follow the advice
given.
The (core) qualities and possibilities of the student are at the centre of this positive
connection. Together with the students we work on strengthening their qualities, and
obstructing factors are tackled. By formulating positive and realistic goals a student can
gain successful experiences. It is important to accept the student as he is, encourage him
where necessary and formulate positive expectations. Students must experience that
they are given the space to learn and that it is all right to make mistakes. At Mijn School
it is also very important that students know they are always welcome and are always
allowed to come back if they want to learn.
2.3 School as a community
At Mijn School, not only the educational goals of the adolescent are considered, but the
entire system surrounding the adolescent is incorporated. Mijn School will therefore be
better integrated into the life of the student. Mijn School lets go of the hierarchical
system as is often seen in mainstream education, and space is created for a system
based on cooperation.
Students, teachers, social workers and other people involved work closely together, with
equality as a foundation. Mijn School has thus the resemblance of a living and working

community, where adolescents have the space to learn and develop alone or together. In
addition, students are involved in organising activities, the design and decoration of the
school building and the further development of Mijn School. Rules of conduct are
formulated, discussed and evaluated together with students. During this it is clearly
stated that also the personnel of the school has to adhere to these rules. This means that
the teachers and the school have to be open to tips and criticism and have to do
something with this. Only in this way the students will feel really involved and will take
their own responsibility and actively think and work on the approach and way of work. At
Mijn School there is always room for conversation. Also, people sympathise with each
other and there is attention to expression, play and art.
2.4 Sustainable project-based education
The educational courses of Mijn School are base don sustainable project-based
education. In addition to the theoretical courses, students will learn through projects,
workshops and internships where they can test their dreams in reality and reflect on their
own learning process through a portfolio. Students work in a dynamic way according to
goals, which are regularly evaluated with the student and adjusted, renewed or deleted if
necessary. The goals are aimed at the functioning of a student within the given
circumstances.
We furthermore make sure that what happens within the school has a direct relationship
with the world around the school and the students. All assignments, projects, internships
are real, have social relevance and have a direct link to suitable work. We also focus on
developing so-called 21st
-century skills, with which adolescents are educated as flexible
employees who use their creativity to adjust to the wished of the 21st
century labour
market. In addition to the core courses, Mijn School pays much attention to competences
such as cooperation, creativity, working with IT, communication, problem-solving skills,
critical thinking and social-cultural skills. Furthermore, Mijn School works on an
appropriate attitude with core words such as involvement, enterprising, own initiative,
curiosity and responsibility.

3. Working methods
3.1 Introduction
This chapter contains a description of the overarching elements of the working methods
of Mijn School. The following chapter will elaborate on the practical organisation of the
education; the structure of the programme.
At Mijn School, the student obtains a regular diploma, just with a tailored route towards
it. students have control over their own learning process and are guided in this from a
positive connection. Experience-based learning is the starting point of the curriculum.
Students are divided based on learning ability levels, which is the leading work method
on Mijn School. The figure below shows how the emphasis of level A/B is on connection
and activation and from this basis the further development of the student, his
preparation for the labour market and the ability to serve as a role model.
3.2 Widespread guidance
Mijn School developed a new form of guidance; the so-called widespread guidance.
According to Mijn School, the core of Widespread Guidance (WG) the initiation of a long-
term connection from a positive basis, with which a student is supported in his or her
development process with realistic intermediate goals. In this, it is important to set
short-term and long-term goals, coming from an overview of/insight into all stimulating
and restrictive factors. The system around the student is constantly stabilised and/or
strengthened. The student is in control and decides what the steps are. The mentor
supports the decision making and the execution of the decisions.
It’s a long-winded approach that supports a development process based on qualities and
equality. Consistently looking for (new) opportunities, choosing different references and
entering new pathways are important in this, because one has to be able and dare to
look beyond his or her own frames of reference in order to grow.
3.3 Working efficiently

The goals the student wants to achieve are at the centre of Mijn School. The student’s
own abilities and the things the student can do to achieve his plans in cooperation with
others are assessed. When formulating the goals, students are given an honest indication
of what is realistic and what is now, so students can focus on successful experiences
during their learning process, rather than becoming unmotivated because of (too many)
experiences of failure.

4. Programme structure
4.1 Introduction
Students have the control over their own learning process, in which professional practice
is the starting point. The various levels are not separated; everyone learns at his/her
own level, but together. As in practice, the experienced worker helps the inexperienced
worker and is inspired by the ‘new blood’. Students work with individual course plans
that connect to and steer the learning process. Learning and examination mainly takes
place in the (protected) practice.
4.2 Phasing
Phasing is based on Consortium’s exam material. The portfolio and the curriculum is
structured based on this phasing.
❖ Phase 1: Intake phase/intuitive/developmental
❖ Phase 2: Development phase/conscious/examinating
❖ Phase 3: Profiling phase/professional/examinating
Course
Phase Description
1. Intuitive Developmental; you research whether you like this course and
show you possess the capacities to develop yourself further up
to a full-fledged professional.

2. Conscious Qualifying; you work on your skills and develop your skills and
theoretical knowledge. You learn to act professionally and work
methodically. You develop yourself to a balanced professional in
training.
3. Professional Qualifying and profiling; you show you are qualified and you
profile yourself from your talent within the occupation. You are
ready for your diploma.
Persoon
Phase Description
2. Intuitive You are going to see who you are, what your talents are, what
your background is. What makes you special? What issues do
you come across, what is holding you back and hinders you in
your development? What do you want to learn, what do you
want to achieve, what are your dreams?
3. Conscious You are going to look for your inspiration. What spurs you to do
this work? What type of work suits you best? Do you want to
work or continue to study? What do you need to further develop
yourself to become a good professional? You can identify and
use talents both personally and professionally.
4. Professional You are a professional with individuality. You know who you
are, what you stand for and what your strengths and
weaknesses are. And you are not just any professional, you are
a special professional and you can explain why.
4.3 Course plan and portfolio
When a student applies to Mijn School the first step is to discuss with the student what
he/she wants and in which way he/she wants to achieve that. This is recorded in a
course plan with the adolescent and his/her goals, level of motivation, talents, internal
and external factors at the centre. Subsequently a portfolio is started and filled with the
demonstrable experience the student has. After this we discuss which activities will fill
the portfolio and in what way (work, internship, projects, learning department, etc.). The
examination portfolio is complete and the diploma is obtained once the portfolio is
completely filled, and English, Dutch and arithmetic are at a sufficient level.
4.4 Intermediate vocational education and practical part
The intermediate vocational education is in line with the practice and is offered in courses
to support the work to be performed. This makes theory and skills directly applicable to
the student. The phasing in the learning development is translated into the practical part:
❖ Intuitive: Workshop/internship/project. Discovering the field and developing your talents in a
protected practice.
❖ Conscious: Workshop/internship/project agency. Discovering the field you want to
professionalise yourself in through defined projects in practice.
❖ Professional: Workshop/internship/project/work/freelance. Developing yourself in practice
from a professional approach to a qualified worker.

The level and phase a student is in is tested every half year, allowing the adjustment of
the course or guidance. Examination takes place through:
❖ Evaluating and assessing the activities.
❖ Testing the level of Dutch, English and arithmetic.
❖ A personal conversation about the personal circumstances and study progress.
4.5 Guidance
The student is placed in a basic group, linked to a mentor. The mentor, in cooperation
with the student, draws up the course plan and supervises it, helps with the portfolio and
regularly discusses with the students if all things are going well, or whether help or
support is needed. In case of inhibiting factors, a guidance plan is drawn up as well:
❖ Individual support/guidance for personal problems.
❖ Supporting education in the field of Dutch, English and arithmetic.
The development is discussed weekly in the team and action is taken where needed. All
agreements are recorded and can be personally viewed by the student at any time.
Hereby we want to guarantee that someone always receives the guidance he needs, that
we know exactly where someone is in his development/course and that the student can
progress, even if the mentor is not there at that time.
If a student is unable to function at the desired level, for instance because of a language
disadvantage, tailored supporting education or individual guidance is offered.

5. Theoretical background
5.1 Introduction
In line with Mijn School’s vision, the autonomy of the student is central in order to
provide him with the experience of freedom and the ability to make his own choices
regarding his learning process. In addition, it is very important to guide students from a
positive connection and set the qualities of the students as the starting point. These
aspects should, according to the vision of Mijn School, motivate students more and
combat early school leave. Furthermore, Mijn School believes the motivation of the
students can be increased by designing the school as a community, by means of having
equal relationships and by cooperating with the students a lot to increase involvement.
Lastly, students at Mijn School are guided towards the field of work as well as possible,
with a focus on 21st
-century skills.
Practice shows that students at Mijn School are more motivated, are more excited to
come to school and are more challenged to be active in their own learning process. In
2013, already three-quarters of the students obtained their starting qualification. By
now, 66 diplomas have been handed out and most adolescents go straight to work. It is
also observed that the personal situations of many students improve. It appears that in
practice Mijn School, with already 200 students enrolled, is successful.
In addition to the positive results in practice, the school concept of Mijn School seems to
have much theoretical evidence. Research shows that innovative education can,
according to students, parents and teachers, provide a more suitable educational offer
(Hoeven, Steenvoorde, & Verbeeck, 2010). There is for instance much room for tailored
guidance and education because of the flexibility of innovative education (Hoeven,
Steenvoorde, & Verbeeck, 2010). Students are stimulated to be active in their learning
process and think about their own development and goals. Students take and get more
responsibility, whereas teachers take a step back, but are still responsible for a safe basis
(Hoeven, Steenvoorde, & Verbeeck, 2010).
The theories regarding motivation, community learning and 21st
-century skills that form
the foundation of the school concept of Mijn School will be discussed below. These
theories form the basis of the innovative education at Mijn School. The theories are
introduced by means of a piece on demotivation and early school leave.
5.2 Demotivation & early school leave
Motivation plays a major role in education. The education offer seems to fit less and less
with today’s students, causing them to become demotivated and leave school early
(Waslander, 2007). In most cases demotivation is just seen as a lack of motivation.
Research however shows that demotivation consists of four aspects (Waslander, 2007):
1. Inability; the feeling of not being able to do it.
2. Negative expectation; feeling you will eventually not be able to make the necessary effort.
3. Disinterest; finding the (school)work boring, not challenging and tiring.
4. Attaching no importance; finding things unimportant and not valuing something.
The above aspects have in common that they arise from a feeling of a lack of control
over the situation and not being able to change it. This feeling of a loss of control can be
a harbinger of early school leave (Waslander, 2007).
Research on Early School Leave (ESL) shows that dropping out is a result of a long-term
process during which students increasingly mentally, emotionally and factually turn their
back on the school (Waslander, 2007). Early school leave can partly be explained by
personal factors and environmental factors outside school. Since the dropout rates can

differ between schools, schools also seem to influence the degree of early school leave.
Schools with closer relationships between students and teacher generally have lower
dropout rates. Furthermore, schools with an autonomy-supportive climate seem to have
lower dropout rates. Finally, a large meta-analysis shows that a pleasant social climate at
school serves as a buffer (Waslander, 2007).
5.3 Motivation
There is often a huge struggle to answer the question how students can be motivated
more (Deci & Ryan, 1985; 2000; Hoeven, Steenvoorde, Verbeeck, 2010; Stevens, 2004).
The difficulty lies in the fact that students differ from each other with regard to cultural
background, personal circumstances, family situation, social skills, learning pace, the
degree to which they can bear responsibility, etc. The self-determination theory (SDT) by
Deci and Ryan (1985; 2000) is a theory on motivation around meeting three
psychological basic needs. These basic needs are present in everyone. Only if these
needs are met, the education suits the student and the student can happily go to school
again (Stevens, 2004).
Deci and Ryan (1985;2000) first distinguish between intrinsic and extrinsic motivation. If
you are intrinsically motivated you do something because of the activity itself. For
instance because you are curious, or enjoy doing it or feel challenged. If you are
extrinsically motivated you do something because you get something from it that lies
outside the activity itself: for instance money or a diploma that is required to continue
further education. Most studies show that intrinsic motivation in particular corresponds to
high learning yields. The intrinsic motivation of students however seems to decrease per
school year (Ryan & Deci, 2000). According to the SDT this is because intrinsic
motivation can only be promoted when the three psychological basic needs are met:
autonomy, competence and relatedness. These three basic needs will be discussed one
by one below.
Autonomy
Autonomy holds a primary place in the SDT (Deci & Ryan, 1985;2000). Autonomy is
about the feeling of having control and freedom of choice with regard to actions,
receiving support in this and experiencing psychological freedom (Deci, & Ryan,
1985;2000; Stevens, 2004; Verbeeck, 2010). This is only possible when the uniqueness
of students is respected and it is clear to the school, the parents and the student that the
student is there for himself (Stevens, 2004). It is therefore about a high degree of
flexibility and little or no external pressure. This does not mean there are no limits or
restrictions, but that someone has the freedom to take actions from his own personal
goals and values within the set framework (Verbeeck, 2010). It is up to the school to
provide security, space, guidance and support in order to stimulate the individual
freedom of students, without forgetting the relationship with the other (Stevens, 2004).
It is important to students that the experience that they can realise their own goals and
have control over them while never standing alone (Waslander, 2007). Students will
become more motivated and early school leave could largely be prevented. (Waslander,
2007).
Competence
The need for competence is explained by Ryan and Deci (1985;2000) as the strive for
being good at things and being respected and valued for this. The feeling of being
competent can be promoted by starting from the present knowledge, skills, capacities
and talents of students and by offering suitable challenges so students can obtain
successful experiences (Deci & Ryan, 1985;2000; Stevens, 2004; Verbeeck, 2010). The
course material and corresponding tasks have to meet the level of the student, but offer
a sufficient challenge at the same time (Deci & Ryan, 2000). The combination of high,
realistic expectations and a sufficient supply of help and support forms the basis of the
development of a feeling of competence (Stevens, 2004). It is furthermore important the
students understand the goal and the relevance of the educational courses and that they

believe they can carry out the tasks (Deci & Ryan, 2000). The degree of autonomy of the
student strongly relates to this and makes sure the students feel they have an influence
on the results of their learning activities (Deci & Ryan, 2000; Verbeeck, 2010).
Relatedness
Relatedness is the final psychological basic need from the motivation theory by Deci and
Ryan (1985; 2000). Both practice and research show that students have the need to feel
connected to others and benefit from a high degree of perceived relatedness. Three types
of relatedness can be distinguished (Uden, 2014):
1. Behavioural relatedness; A student demonstrates appropriate behaviour and abides by the rules
and agreements.
2. Emotional relatedness; A student feels good at school and is positive about school.
3. Cognitive relatedness; A student sees the value of an education and understands he has to show
effort himself.
A proper and equal relationships between students and teachers or other school
personnel is key in order to get to this point (Deci & Ryan, 1985; 2000; Stevens, 2004;
Verbeeck, 2010). These relationship that involve freedom, equality and openness, can be
seen as authentic relationships between individuals that are required for an optimal
development (Verbeeck, 2010). Teachers have a major influence on the quality of the
relationships by listening, providing trust, take action when really necessary, creating
inviting circumstances, setting the right example and challenging and supporting
students (Stevens, 2004)
Research shows that students who are more involved obtain better results and have a
lower chance of dropping out. The environment seems to have an influence on the
degree students feel involved in learning and in the school. Students are more involved
when they feel they are allowed to ask questions and work together if they please. It is
furthermore important that assignments are challenging and have authentic content.
Finally, students are more involved when they feel supported by teachers and fellow
students (Waslander 2007).
5.4 Community learning
Scientific literature on education regularly discusses community learning. A large part of
community learning seems to be based on the psychological basic need of relatedness.
The desire for relatedness does not just exist on an interpersonal level, but also on a
school wide level. Students want to have the feeling they belong and are a part of their
school community (Stevens, 2004).
A major advantage of the strive for a community is that students learn to take
responsibility and work together (Falk, & Harrison,1998). During their learning process
they come across many different people, each with unique knowledge, skills, means and
areas of expertise. Working together in this way makes sure everyone has their own
responsibility but can also ask others for help and can help others (Falk, &
Harrison,1998).
The students, teachers and other school personnel are together responsible for a good
atmosphere. From an equal relationship and shared responsibility, the school is cared for
and is further developed. This can for instance be achieved by involving students in the
design of the school, thinking of activities or events together, coming up with rules
together and also together make sure these rules are followed (Falk, & Harrison,1998;
Waslander, 2007). Students of schools that function as a community feel more involved
and have a lower chance of dropping out (Waslander, 2007). In these schools, students
feel the teachers are involved and care about them. This also means that students
receive help with private problems and that the connection is made between the school
course of the student and his personal goals. Especially for students with low levels of

motivation it is crucial that they are accepted and encouraged at school and that people
trust their competences (Waslander, 2007).
5.5 21st Century Skills
Sustainable project-based education is key at Mijn School within the working methods
and curriculum. The focus lies on connection to the labour market by offering practical
education in the field and by paying attention to the development of 21st
century skills.
The demand for 21st
century skills in the work field greatly increased because of the
current knowledge society, where information spreads quickly because of the presence of
media and technology and the ensuing globalisation. These 21st
century skills include
skills in competences that are required to properly function, work, and enable lifelong
development in the knowledge society (Oetelaar, 2012). The following skills are central:
❖ Cooperation: Students work on different cooperation skills such as listening, division of tasks
and discussing. This can further develop the quality of the cooperation.
❖ Knowledge engineering: Students learn to combine existing knowledge with new knowledge.
This is for instance achieved by doing research, analysis, synthesis, evaluation and interpretation
of knowledge and information.
❖ IT use: An indispensable 21st century skill is the ability to use IT well. Students learn how to use
computers, laptops, smartphones, tablets, but also digital video cameras and still cameras. Abuse
of these means is also made open to discussion.
❖ Problem-solving thinking and creativity: The 21st century demands flexible employees that
can creatively respond to changing situations and who possess problem solving skills.
❖ Systematic working: In systematic working, students develop skills in the context of self-
direction. This is largely achieved by providing students with autonomy and acting more in a
guiding way rather than a steering one (Oetelaar, 2012).

References
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human
behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs
and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Falk, I., & Harrison, L. (1998). Community learning and social capital:“Just having a little
chat”. Journal of Vocational Education and training, 50(4), 609-627.
Hoeven, J. van der, Steenvoorde, M. & Verbeeck, K. (2010). Wie de schoen past…Het
belang van de klik tussen leerlingen en school.
Oetelaar, F. van den (2012). ‘Whitepaper 21st Century Skills in het onderwijs’
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of
intrinsic motivation, social development, and well-being. American Psychologist,
55, 68-78.
Stevens, L. M. (2004). Zin in School. Amersfoort: CPS.
Uden, J. M. (2014). The teacher as linchpin: the teacher's perspective on student
engagement. Universiteit Twente.
Vansteenkiste, M., Soenens, B., Sierens, E., & Lens, W. (2005). Hoe kunnen we leren en
presteren bevorderen? Een autonomie-ondersteunend versus controlerend
schoolklimaat. Caleidoscoop, 17, 18-25.
Verbeeck, K. (2010). Op eigen vleugels. Autonomie voor kinderen in het basisonderwijs.
Waslander, S. (2007). Leren over innoveren. Overzichtsstudie van wetenschappelijk
onderzoek naar duurzaam vernieuwen in het voortgezet onderwijs. Utrecht: Vo
Raad.

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