Driessen, G., Veen, A., & Daalen, M. van (2015). Early Childhood Education: Possible explanations for not finding the expected results. Paper ECER 2015, Budapest, Hungary, September 7-11, 2015.
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.
All-Party Parliamentary Group for Nursery Schools and Nursery ClassesDr Julian Grenier
This presentation to the APPG argues that maintained nursery schools are essential to the development of a self-improving early years system. We need to be given the freedoms to innovate and expand: "you can mandate adequacy but you cannot mandate greatness; it has to be unleashed.”
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
Mindspark allows parents an amazing amount of visibility of their child's progress through periodic reports, graphs and emails. Buy your subscription of Mindspark today at www.mindspark.in!
Informing Early Childhood Policy: An Analysis of the Sensitivity of a School ...Krista Schumacher, PhD
Dissertation defense presentation discussing findings of a study of the effects of changes to the set of demographic and socioeconomic indicators used to estimate county-level risk for children starting school unprepared to learn.
All-Party Parliamentary Group for Nursery Schools and Nursery ClassesDr Julian Grenier
This presentation to the APPG argues that maintained nursery schools are essential to the development of a self-improving early years system. We need to be given the freedoms to innovate and expand: "you can mandate adequacy but you cannot mandate greatness; it has to be unleashed.”
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
Mindspark allows parents an amazing amount of visibility of their child's progress through periodic reports, graphs and emails. Buy your subscription of Mindspark today at www.mindspark.in!
Informing Early Childhood Policy: An Analysis of the Sensitivity of a School ...Krista Schumacher, PhD
Dissertation defense presentation discussing findings of a study of the effects of changes to the set of demographic and socioeconomic indicators used to estimate county-level risk for children starting school unprepared to learn.
Orhan Agirdag, Geert Driessen & Michael Merry (2015) Is there a catholic scho...Driessen Research
Agirdag, O., Driessen, G., & Merry, M. (2015). Is there a catholic school effect for Muslim pupils? Paper 12th Conference of the European Sociological Association 2015, Prague, Czech Republic, August 25–28, 2015.
Geert Driessen (2007) Peer group effecten op onderwijsprestatiesDriessen Research
Driessen, G. (2007). ‘Peer group’ effecten op onderwijsprestaties. Invited presentatie Kenniskamer OCW, ‘Onderwijs en de stijgingskansen van leerlingen op achterstand’, Ministerie VWS, Den Haag, 10 december 2007.
Geert Driessen & Greetje van der Werf (1994). Het functioneren van het voortg...Driessen Research
Driessen, G., & Werf, G. van der (1994). Het functioneren van het voortgezet onderwijs. De schoolloopbanen van de leerlingen: stand na drie jaar.Nijmegen/Groningen: ITS/GION.
<isbn>
Greetje van der Werf & Geert Driessen (1993) Het functioneren van het voortge...Driessen Research
Werf, G. van der, & Driessen, G. (1993). Het functioneren van het voortgezet onderwijs. Kenmerken van scholen en docenten in het eerste leerjaar. Groningen/Nijmegen: RION/ITS. <isbn>
Geert Driessen (2011) Staan jongens op achterstand? Seksespecifieke schoolloo...Driessen Research
Driessen, G. (2011). Staan jongens op achterstand? Seksespecifieke schoolloopbanen, mogelijke verklaringen en maatregelen. Gastcollege Educatief Meesterschap Amsterdam, 11 maart 2011.
Geert Driessen & Frederik Smit (2008) Does ethnic minority parents' integrati...Driessen Research
Driessen, G., & Smit, F. (2008). Does ethnic minority parents’ integration in society affect their children’s school performance? Paper Annual Meeting AERA, New York, NY, USA, March 24-28, 2008.
Guuske Ledoux, Geert Driessen et al. (2015) Het onderwijsachterstandenbeleid ...Driessen Research
Ledoux, G., Roeleveld, J., Veen, A., Karssen, M., Daalen, M. van, Blok, H., Kuiper, E., Dikkers, L., Mulder, L., Fettelaar, D., & Driessen, G. (2015). Het onderwijsachterstandenbeleid onderzocht. Werkt het zoals bedoeld? Nijmegen: ITS.
Geert Driessen (2010) Integratie, generatie en prestatieDriessen Research
Driessen, G. (2010). Integratie, generatie en prestatie. Samenhangen tussen de mate van integratie van allochtone ouders en de herkomstgeneratie en taal- en rekenvaardigheid van hun kinderen. Paper OnderwijsResearchDagen ORD 2010, Enschede, 23-25 juni 2010.
Geert Driessen (1994) Moroccan children acquiring Arabic in the NetherlandsDriessen Research
Driessen, G. (1994). Moroccan children acquiring Arabic in the Netherlands. In G. Driessen & P. Jungbluth (eds.), Educational opportunities. Tackling ethnic, class and gender inequality through research (pp. 71-88). Münster/New York: Waxmann.
<isbn>
Geert Driessen (1990) PT Sociaal milieu en etnische herkomst als verklaring v...
Similar to Geert Driessen, Annemiek Veen & Maartje van Daalen (2015) Early Childhood Education: Possible explanations for not finding the expected results
Geert Driessen (2020) The evidence for the effectiveness of family and cente...Driessen Research
Early Childhood Education (ECE) provides compensatory educational programs both in preschools and the early grades of primary school, and for parents at home. The aim of this policy is to prevent young children from disadvantaged backgrounds starting formal schooling with significant educational delays. In many countries ECE programs are in existence for several decades now. The search in this article is for the scientific evidence-base of this policy. While the focus is on the Netherlands, the findings probably also are valid for many other countries.
Geert Driessen (2019) Are the early childhood education claims valid?Driessen Research
Early Childhood Education (ECE) often is part of a broader educational disadvantage policy and offers institutional compensatory programs to young children who lack specific educational stimulation in the home environment. ECE typically aims on children from deprived socioeconomic backgrounds and those of immigrant origin. Although ECE nowadays is widespread and accepted as perhaps the most important means of preventing and combatting educational disadvantage, the controversy surrounding the evidence of effects and thus the justification and foundation of ECE provisions still is not solved. This article focuses on the basis (or lack of it) of ECE in the Netherlands.
The links between school failure and serious psychosocial problems later in life are very strong for all children, regardless of family background. This is bad news for children in out-of-home care. They do poorly in the education system, worse than peers with the same cognitive ability. The good news is that most interventions targeting foster children’s school performance seem to yield positive results. Health is another area that has been neglected in the Nordic welfare states. Again, the good news is that relatively simple interventions can make a substantial difference. Bo Vinnerljung uses results from a host of national population studies and intervention studies to argue for a strong – “back-to-basics” – focus on education and health in child welfare practice.
GZ psycholoog, Opleider en trainer. PhD.
SEN, Intelligentie en leerpotentieel, leer-en gedrag, observatievaardigheden, Passend onderwijs, Inclusie,
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Geert Driessen & Michael Merry (2015) RA The gross and net effects Pres.pdfDriessen Research
Driessen, G., & Merry, M. (2015). The gross and net effects of the schools’ denomination on student performance. Paper Annual Meeting AERA 2015, Chicago, Ill., USA, April 16 – 20, 2015.
DOI 10.13140/RG.2.2.30454.40006
Can early child development programmes help overcome social disparities? (2008)sadafsh
Shallwani, S., & Jindani, F. (June, 2008). Can early child development programmes help overcome social disparities? Paper presented at the Biennial Convention of the Society for the Psychological Study of Social Issues, Chicago.
Abstract:
Current research in early child development (ECD) indicates that children’s experiences in their earliest years lay the foundation for lifelong development, academic achievement, and social success. Studies suggest children’s developmental health is impacted by the physical, emotional, and social environments in which they are raised in their earliest years (R. H. Bradley et al., 1989). Longitudinal research indicates that early interventions for ECD can have positive lasting effects on all children, but particularly strong impacts on children from disadvantaged circumstances (L. J. Schweinhart et al., 1993).
Some have further argued that ECD programmes can be a key opportunity to equalize social and health disparities resulting from poverty and social exclusion (M. Friendly & D. Lero, 2002). For example, the Inter-American Development Bank claims that early childhood interventions targeted to children from disadvantaged backgrounds “can help break the tragic cycle of poverty” (1999, p.3). In this way, ECD programmes are presented as an effective and unproblematic way to address problems of social disparities.
However, much of the evidence cited to support this conceptualization is based on research conducted with very specific populations in the Minority world, and has been critiqued as neither very strong nor very generalizable (H. Penn, 2004). Moreover, this conceptualization of ECD as the great equalizer focuses attention to the care and education given to the children of low-income parents, and diverts attention away from macro-level neoliberal economic practices which actually cause poverty and social injustice.
In this presentation, we critically review research and theory on the relationship between ECD and social and health disparities. We present evidence both supporting and shedding doubt upon the mainstream conceptualization of ECD as an opportunity to overcome disparities. We draw upon our own practice and research experiences, particularly in Majority world contexts such as Pakistan and Kenya, to qualitatively highlight learnings.
Geert Driessen (2015) IE Teacher ethnicity student ethnicity and student outc...Driessen Research
A review of the empirical literature was conducted to establish the relation
between teacher and student ethnicity, and cognitive and noncognitive student
outcomes. It was hypothesized that ethnic teacher–student congruence results in
more favorable outcomes for especially minority students. A total of 24 quantitative
studies focusing on primary and secondary education in the United States
were reviewed. The results show that there is as yet little unambiguous empirical
evidence that a stronger degree of ethnic match be it in the form of a one-to-one
coupling of a teacher to students with the same ethnic background, or a larger
share of ethnic minority teachers at an ethnically mixed school, leads to predominantly
positive results. Insofar positive effects were found, they apply to a
greater extent to subjective teacher evaluations than to objective achievement
outcome measures.
Similar to Geert Driessen, Annemiek Veen & Maartje van Daalen (2015) Early Childhood Education: Possible explanations for not finding the expected results (20)
Geert Driessen (2024) OOP De generaliseerbaarheid van een VVE-modelprogramma....Driessen Research
SAMENVATTING
Voor- en Vroegschoolse Educatie (VVE) richt zich op het voorkomen van achterstanden die het gevolg zijn van sociaal-etnische gezinsomstandigheden. De claim is dat het daarin effectief kan zijn, mits het van hoge kwaliteit is. Ondanks de input van vele miljarden zijn de achterstanden de afgelopen decennia echter alleen maar gegroeid. De vraag die hier gesteld wordt is daarom of die claim wel terecht is. Daartoe wordt de externe validiteit van het meest geciteerde voorschoolse programma, het Perry Preschool Project, onder de loep genomen. Kunnen de resultaten daarvan echt in die mate worden gegeneraliseerd als wordt geclaimd?
Kernwoorden: Voor- en Vroegschoolse Educatie; VVE; onderwijsachterstanden; Perry Preschool; James Heckman; generalisatie; externe validiteit
SUMMARY
Preschool Education programs aim at preventing educational delays resulting from socioethnic disadvantage in the home environment of young children. Proponents claim that such programs can be effective, provided they are of high quality. Despite the investment of huge budgets, the educational gap between socioeconomically deprived families and their wealthier counterparts still is widening. The question therefore is whether the programs’ claim is justified. This article focuses on the external validity of the most cited preschool program, the High/Scope Perry Preschool Project. Is it really possible to generalize its findings to other programs, settings and conditions, and target groups, as is being claimed?
Keywords: Pre- and Early School Education; educational disadvantage; Perry Preschool; High/Scope; James Heckman; generalization; external validity
Pre-print van: Driessen, G. (2024). De generaliseerbaarheid van een VVE-modelprogramma. Heckmans dubieuze claims. Orthopedagogiek: Onderzoek en Praktijk, 63(1), 18-29. ISSN 2211-6273
https://orthopedagogiek.eu/
Geert Driessen (2024) Demasqué VVE-modelprogramma's.pdfDriessen Research
Het effect van vve blijft in Nederland moeilijk aantoonbaar. Vve-beleid wordt daarom vaak gestoeld op bewijs uit Amerikaans onderzoek. Geert Driessen fileert de belangrijkste – Perry Preschool en Abecedarian. Er blijft weinig van het bewijs over.
Geert Driessen (2024) Encyclopedia Abecedarian an impossible model preschool ...Driessen Research
The primary goal of pre- and early-school programs is to prevent young children from socioeconomically disadvantage backgrounds to start school already with educational delays. The programs offer compensatory stimulation activities which are supposed to be not available in the home situation; the focus is on language development. Proponents claim that such programs can be effective, provided they are of high quality. The belief in their success is very much based on the outcomes of a few so-called model programs from the 1960s and 1970s. One of these programs is the Carolina Abecedarian Project, a small single-site project started in 1972. Four cohorts of in total 111 children and their poor, Black parents participated in this experiment with a random allocated treatment and a control group. The children were followed from 6 weeks after birth to 6 years of age, that is, when they entered school. They were regularly tested and observed, and then after the program had ended again until they were 40 years of age. The focus here is on the internal and external validity of the Abecedarian Project. Are the effects as reported by the program’s staff reliable and valid? Is it possible to generalize the findings of this model program to other times, settings, conditions, and target groups?
Driessen, G. (2024). Abecedarian: An impossible model preschool program. Encyclopedia, 11 January 2024.
ISSN 2309-3366
Retrieved from https://encyclopedia.pub/entry/121338
Geert Driessen (2023) Encyclopedia The Perry HighScope Preschool Program A Cr...Driessen Research
Early Childhood Education programs aim at preventing educational delays associated with socio-ethnic disadvantage in the home environment of young children. Advocates claim that such programs can be effective, provided they are of high quality. Despite the investment of enormous budgets, the educational gap between socio-economically deprived families and their wealthier counterparts is still widening. The question therefore is justifiied whether these claims are justified. This article focuses on the internal and external validity of the most cited preschool program, the High/Scope Perry PreschoolProject, which was carried out between 1962 and 1967 in one school in Ypsilant, MI. Are the program's effects as reported by, e.g. Lawrence Schweinhart and James Heckman, reliable and valid? And is it really possible to generalize the findings of this so-called model program to other programs, target groups, settings and conditions, as is being claimed?
Geert Driessen (2023) The Perry High/Scope Preschool program. A critique
Retrieved from https://encyclopedia.pub/entry/history/show/109024
Kees de Bot, Geert Driessen & Paul Jungbluth (1988) MLEML An exploration of t...Driessen Research
Bot, K. de, Driessen, G., & Jungbluth, P. (1988). An exploration of the effects of the teaching of immigrant language and culture. Paper International Conference on Maintenance and Loss of Ethnic Minority Languages, Noordwijkerhout, the Netherlands, August 28-30, 1988.
Geert Driessen (1992) MLEML Developments in first and second language acquisi...Driessen Research
Driessen, G. (1992). Developments in first and second language acquisition of Turkish and Moroccan children in the Netherlands. Paper Second International Conference on Maintenance and Loss of Ethnic Minority Languages, Noordwijkerhout, the Netherlands, September 1-4, 1992.
Geert Driessen, Lia Mulder & Paul Jungbluth (1994) ILAPSI Ethnicity and socia...Driessen Research
Driessen, G., Mulder, L., & Jungbluth, P. (1994). Ethnicity and social class as rivaling determinants of educational opportunities. A closer look at family characteristics and parental behaviour. Paper International Conference on Immigration, language acquisition and patterns of social integration, Jerusalem, Israel, June 29-30, 1994.
Geert Driessen & Pim Valkenberg (2000) AERA Islamic schools in the western wo...Driessen Research
Driessen, G., & Valkenberg, P. (2000). Islamic schools: the case of the Netherlands. Paper AERA Annual Meeting, New Orleans, LA, USA, April 24-28, 2000.
Geert Driessen (2000) AEGEE Islamic schools in the western world Paper.pdfDriessen Research
Driessen, G. (2000). Islamic schools in the Western World: The case of the Netherlands. Invited paper AEGEE Conference on Intercultural Education, Nijmegen, the Netherlands, April 14-16, 2000.
Geert Driessen & Frederik Smit (2005) ERNAPE Integration participation and ed...Driessen Research
Driessen, G., & Smit, F. (2005). Integration, participation and education: effects of minority parents’ societal participation on their children’s cognitive and non-cognitive competencies. Paper 5th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Family-School-Community Partnerships: Interrelation between Family and Education Merging into Social Development’. Oviedo, Spain, September 14-16, 2005.
Frederik Smit & Geert Driessen (2005) CARE Parent and community involvement i...Driessen Research
Smit, F., & Driessen, G. (2005). Parent and community involvement in education from an international comparative perspective. Challenges for changing societies. Invited paper international conference Children At-Risk in Education, (CARE), ‘Children at Risk. Advancing their Educational Frontiers’. Kuala Lumpur, Malaysia, December 2-4, 2005.
Geert Driessen (2006) ERCOMER Integration participation and education Pres.pptDriessen Research
Driessen, G. (2006). Integration, participation and education: Effects of minority parents’ societal participation on their children’s cognitive and non-cognitive competencies. Invited paper ERCOMER seminars, European Research Centre on Migration and Ethnic Relations, Utrecht, the Netherlands, November 6, 2006.
Michael Merry & Geert Driessen (2010) WCCES Integration by other means Hindu ...Driessen Research
Merry, M., & Driessen, G. (2010). Integration by other means: Hindu schooling in the Netherlands. Paper XIV World Congress of Comparative Education Societies, ‘Bordering, re-bordering and new possibilities in education and society’, Istanbul, Turkey, June 14-18, 2010.
Geert Driessen & Michael Merry (2013) AERA Tackling socioeconomic and ethnic ...Driessen Research
Driessen, G., & Merry, M. (2013). Tackling socioeconomic and ethnic educational disadvantage to prevent lifelong poverty. Paper Annual Meeting AERA 2013, San Francisco, CA, USA, April 27 – May 1, 2013.
Frederik Smit & Geert Driessen (2013) ERNAPE Dealing with street culture in s...Driessen Research
Smit, F., & Driessen, G. (2013). Dealing with street culture in schools: Are families, schools and communities able to work together to improve the quality of the daily interactions and communication? Paper 9th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Learn from the past, review the present, prepare for a future with equity’. Lisbon, Portugal, September 4-6, 2013. In Nieuwsbrief Ouders, scholen en buurt, juli 2013. Retrieved from http://itsexpertisecentrum.wordpress.com/2013/07/02/dealing-with-street-culture-in-schools-are-families-schools-and-communities-able-to-work-together-to-improve-the-quality-of-the-daily-interactions-and-communication/
Frederik Smit & Geert Driessen (2013) ERNAPE Critical lessons from practices ...Driessen Research
Smit, F., & Driessen, G. (2013). Critical lessons from practices for improving the quality of communication between parents and schools. Paper 9th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Learn from the past, review the present, prepare for a future with equity’. Lisbon, Portugal, September 4-6, 2013. In Nieuwsbrief Ouders, scholen en buurt, juli 2013. Retrieved from http://itsexpertisecentrum.wordpress.com/2013/07/02/critical-lessons-from-practices-for-improving-the-quality-of-communication-between-parents-and-schools/
Orhan Agirdag, Geert Driessen & Michael Merry (2015) ESA Is there a Catholic ...Driessen Research
Agirdag, O., Driessen, G., & Merry, M. (2015). Is there a catholic school effect for Muslim pupils? Paper 12th Conference of the European Sociological Association 2015, Prague, Czech Republic, August 25–28, 2015.
DOI 10.13140/RG.2.2.14725.76004/1
Geert Driessen (2016) College RUG Performance differences between religious a...Driessen Research
Driessen, G. (2016). Performance differences between religious and nonreligious schools. Gastcollege Bachelor Onderwijssociologie, Vakgroep Sociologie, RUG, Groningen, 25 februari 2016.
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Geert Driessen, Annemiek Veen & Maartje van Daalen (2015) Early Childhood Education: Possible explanations for not finding the expected results
1. Geert Driessen
ITS, Radboud University Nijmegen, the Netherlands
g.driessen@its.ru.nl www.geertdriessen.nl
Annemiek Veen
Kohnstamm Institute, University of Amsterdam, the Netherlands
Maartje van Daalen
Kohnstamm Institute, University of Amsterdam, the Netherlands
Paper Annual Meeting ECER, Budapest (H), September 7-11, 2015
2. Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015
0 2,5 4 6
Age
Kindergarten
Playgroups
Daycare
Early Childhood Education
School boardsMunicipalities
Decentralization
Preschool Early school
3. Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015
Model programs in the US
Positive (long-term) effects:
• High/Scope Perry Preschool
• Abcederian
• Chicago Child-Parent
However: Comparability (there, then)?
Other programs in the US
Mixed results, depending on contexts and conditions
Also: fade-out, file drawer
In the NL
Limited # studies:
• some show negative effects
• some show no effects
• some show positive effects (However: on some subtests and
under favorable conditions only)
4. Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015
Why does ECE not show the expected positive outcomes in
the Netherlands?
(Despite in investment of >€350M p/a)
Focus on:
• the preschool phase (playgroups, daycare)
• the identification of the ECE target groups
• the implementation of ECE (programs)
5. 1. Review of the literature: scientific evaluations, (local)
policy documents, ECE programs and instruments
2. In 12 municipalities, in-depth interviews with:
a. 11 staff members Early Childhood Care Centers
(responsible for identification target groups)
b. 25 staff/daycare and playgroup leaders
3. Feedback on results from 30 ECE experts (e.g.,
Inspectorate, program developers, pre-school teacher
training institutes, ECE organizations)
Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015
6. Validity official ECE target group criterion (parental
education; R [1985] 0.50 → [2014] 0.20)
Local variety target group indicators
Reliability and validity screening instruments
False-positives, false-negatives
Increase “problem children”, multiple problems, problem
accumulation
Contamination education disadvantage perspective and
special education perspective (origin, approach)
Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015
7. Qualifications/education level (intermediate vocational →
higher vocational)
Language proficiency Dutch
Interaction competencies teacher-child
Care ↔ education/didactics/instruction
Specific knowledge/competencies medical problems,
family problems (divorce, drugs, alcohol), behavioral and
learning problems and disorders
Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015
8. No ECE program evidence based
Local variation, adaptations (implementation fidelity?)
Discrepancy child’s (multiple) problems vs. type/focus of
ECE program
Center-based, no home component (role parents)
Focus cognitive development, but socio-emotional
foundation?
9. Incomparability context US – the Netherlands
Ambiguousness and ever-changing educational policy
Diversity in local implementation
Quality implementation
Evidence-based programs
But also: Lack of and quality of research
Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015
10. Re-think and define:
What is the exact goal of ECE?
Who are the target-groups?
What are their specific problems?
How can these problems best be tackled?
What programs are needed?
What teacher competencies are essential?
Evaluate
Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015