1) The document discusses a study on the relationship between minority parents' participation in Dutch society and their children's educational outcomes.
2) The study uses data from over 10,000 children and their parents to examine how factors like parental ethnicity, education, labor participation, and cultural participation correlate with children's language, math, and social skills.
3) The results find a consistent positive effect of parents' cultural participation (e.g. attending concerts and museums) on children's language and math abilities, supporting the idea that cultural capital benefits children's education. However, the hypothesis that greater parental participation broadly leads to better child outcomes is only partially confirmed.
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.
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.
Geert Driessen, Frederik Smit & Cees Klaassen (2010) JEDR Connecting ethnic m...Driessen Research
In many Western countries the pressure exerted on immigrants to integrate has
become intense in recent years. Efforts to preserve their ethnic identity through
multicultural recognition has now been replaced by the requirements of active
civic participation and assimilation. Of course integration is considered important
not only for the immigrant parents but also for their children. The central question
in this article is whether there is a relationship between the degree of integration
of the immigrant parents and the generation of their children on the one hand and
the level of language and numeracy achievement of the children on the other. To
answer this question we use data collected in 2008 from the Dutch COOL5–18
cohort study. The information comes from more than 9000 immigrant and 16,000
indigenous children and their parents. The results show that as immigrant parents
are better integrated and their children are of later generations, the language and
numeracy skills of the children improve, though there remain large differences in
achievement between different ethnic groups.
Geert Driessen & Hetty Dekkers (2008) ISSJ Dutch policies on socio-ecomic and...Driessen Research
Dutch policies targeting educational disadvantages
have not only been guided by the changing
political colour of the government, but also by
social, economic, demographic, cultural and
political developments both nationally and
internationally (Karsten and Meijnen 2005). In
the 1960s attention was primarily paid to the
unfavourable position of working-class children.
Under the influence of democratisation
processes, a society with more egalitarian
and meritocratic principles
was aimed at with the reasoning
that positions in society
should be acquired only on
the basis of personal competence.
One’s socio-economic
background should play no
role in this and so education
was given a key function in
this process.
From the 1980s onwards,
large numbers of children
of immigrants from former
colonies, of so-called guest
workers and asylum seekers
and refugees streamed into
the Dutch educational system.
1 It quickly became
apparent that these children
lagged significantly behind
other children in a number
of subjects. Although their results have
improved somewhat over the past decades,
immigrant pupils are still behind when compared
with white middle-class pupils.
The concern on the problems facing workingclass
children has largely disappeared into the
background as a result of the immense amount
of attention being paid to the plight of minority
children, although the position of workingclass
children in The Netherlands is still very
worrying.
Geert Driessen & Hetty Dekkers (2007) ed Teese Educational inequality in the ...Driessen Research
Driessen, G., & Dekkers, H. (2007). Educational inequality in the Netherlands: Policy, practice, and effects. In R. Teese, S. Lamb & M. Duru-Bellat (eds.), International studies in educational inequality, theory and policy. Volume 3. Inequality: Educational theory and public policy (pp. 257-274). Dordrecht: Springer.
ISBN 978-1402052057
DOI 10.1007/978-1-4020-5916-2_37
Frederik Smit & Geert Driessen (2005) AA Ethnic minority parents' and teacher...Driessen Research
In order to expand parental participation in the education of their children, teachers should be
equipped with some basic and possibly new skills for communication and cooperation purposes.
Schools host a very diverse population of pupils, and the purpose of the present study was
therefore to attain a better understanding of what various groups of parents expect of education
and the school in order to develop a framework for school strategies to involve different types of
parents. The research included a review of the literature, consultation with three expert panels, a
web survey of 500 school leaders, an interactive focus group, 20 case studies to identify
promising practices and the identification of strategies to expand parental participation. The
results showed parents in ‘white’ schools to support teachers during activities (parents as
supporters). Non-minority parents and certainly those from higher social milieus were
accustomed to having a say in school matters (parents as politicians). In schools with many
disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in
school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate
due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not
perceive themselves as qualified to participate (absentee parents). It is further shown that
strategies which parallel the different types of parents can be identified for school teams to
realize effective partnership relations.
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.
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.
Geert Driessen, Frederik Smit & Cees Klaassen (2010) JEDR Connecting ethnic m...Driessen Research
In many Western countries the pressure exerted on immigrants to integrate has
become intense in recent years. Efforts to preserve their ethnic identity through
multicultural recognition has now been replaced by the requirements of active
civic participation and assimilation. Of course integration is considered important
not only for the immigrant parents but also for their children. The central question
in this article is whether there is a relationship between the degree of integration
of the immigrant parents and the generation of their children on the one hand and
the level of language and numeracy achievement of the children on the other. To
answer this question we use data collected in 2008 from the Dutch COOL5–18
cohort study. The information comes from more than 9000 immigrant and 16,000
indigenous children and their parents. The results show that as immigrant parents
are better integrated and their children are of later generations, the language and
numeracy skills of the children improve, though there remain large differences in
achievement between different ethnic groups.
Geert Driessen & Hetty Dekkers (2008) ISSJ Dutch policies on socio-ecomic and...Driessen Research
Dutch policies targeting educational disadvantages
have not only been guided by the changing
political colour of the government, but also by
social, economic, demographic, cultural and
political developments both nationally and
internationally (Karsten and Meijnen 2005). In
the 1960s attention was primarily paid to the
unfavourable position of working-class children.
Under the influence of democratisation
processes, a society with more egalitarian
and meritocratic principles
was aimed at with the reasoning
that positions in society
should be acquired only on
the basis of personal competence.
One’s socio-economic
background should play no
role in this and so education
was given a key function in
this process.
From the 1980s onwards,
large numbers of children
of immigrants from former
colonies, of so-called guest
workers and asylum seekers
and refugees streamed into
the Dutch educational system.
1 It quickly became
apparent that these children
lagged significantly behind
other children in a number
of subjects. Although their results have
improved somewhat over the past decades,
immigrant pupils are still behind when compared
with white middle-class pupils.
The concern on the problems facing workingclass
children has largely disappeared into the
background as a result of the immense amount
of attention being paid to the plight of minority
children, although the position of workingclass
children in The Netherlands is still very
worrying.
Geert Driessen & Hetty Dekkers (2007) ed Teese Educational inequality in the ...Driessen Research
Driessen, G., & Dekkers, H. (2007). Educational inequality in the Netherlands: Policy, practice, and effects. In R. Teese, S. Lamb & M. Duru-Bellat (eds.), International studies in educational inequality, theory and policy. Volume 3. Inequality: Educational theory and public policy (pp. 257-274). Dordrecht: Springer.
ISBN 978-1402052057
DOI 10.1007/978-1-4020-5916-2_37
Frederik Smit & Geert Driessen (2005) AA Ethnic minority parents' and teacher...Driessen Research
In order to expand parental participation in the education of their children, teachers should be
equipped with some basic and possibly new skills for communication and cooperation purposes.
Schools host a very diverse population of pupils, and the purpose of the present study was
therefore to attain a better understanding of what various groups of parents expect of education
and the school in order to develop a framework for school strategies to involve different types of
parents. The research included a review of the literature, consultation with three expert panels, a
web survey of 500 school leaders, an interactive focus group, 20 case studies to identify
promising practices and the identification of strategies to expand parental participation. The
results showed parents in ‘white’ schools to support teachers during activities (parents as
supporters). Non-minority parents and certainly those from higher social milieus were
accustomed to having a say in school matters (parents as politicians). In schools with many
disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in
school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate
due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not
perceive themselves as qualified to participate (absentee parents). It is further shown that
strategies which parallel the different types of parents can be identified for school teams to
realize effective partnership relations.
Frederik Smit & Geert Driessen (2005). Ethnic minority parents’ and teachers’...Frederik Smit
Frederik Smit & Geert Driessen (2005). Ethnic minority parents’ and teachers’ orientation on collaboration between home and school: strategies and contexts

Resumen
Tras los atentados islamistas del 11-S y del asesinato del director de cine holandés Theo van Gogh, hay una tendencia creciente entre los políticos y profesores holandeses a preocuparse por la responsabilidad de los padres acerca del modo en que sus hijos se comportan en una socie- dad multicultural. En Holanda, la educación moral y el fomento de la cohesión social son prio- ritarios en la agenda política. En los últimos años, las tensiones sociales entre grupos étnicos han cambiado el clima social en este país con una tradición previa abierta y tolerante. Dos estudios en Educación Primaria y Secundaria, se llevaron a cabo sobre las expectativas de los padres y las relaciones de los profesores ante las circunstancias interculturales. Ambos estudios se reali- zaron en la ciudad de Rótterdam donde existe una gran diversidad étnica. Las conclusiones más importantes fueron que los padres de las minorías étnicas quieren tener mucha más implicación en la educación de sus hijos y que entre los profesores hay demasiadas diferencias en cuanto a conocimientos y conciencia de la interculturalidad. Para resolver estos problemas debería inter- venirse específicamente en la mejora de los déficits comunicativos en las escuelas.
Geert Driessen 2018 Encyclopedia Early childhood education intervention progr...Driessen Research
Early childhood education (ECE) intervention programs nowadays are the core of the educational disadvantage policy in the Netherlands. They offer institutional compensatory activities to young children who lack educational stimulation in the home environment. Target groups mainly comprise children from deprived socioeconomic backgrounds and of immigrant origin. ECE is confronted with several bottlenecks, including the definition of the target groups, the quality of ECE staff, and the ECE programs. Most important is the controversy surrounding the empirical evidence of effects of ECE provisions. This article presents a description of state-of-the-art Dutch ECE, with special attention to recent Dutch studies on the effectiveness of ECE programs.
Driessen, G. (2018). Early childhood education intervention programs in the Netherlands. Still searching for empirical evidence. Educational Sciences, 8(1), 3 [1-8].
<ISSN 2227-7102>
Driessen, G. (2020). Early Childhood Education. Encyclopedia, 10 November 2020. Retrieved from: https://encyclopedia.pub/267
Eddie Denessen, Geert Driessen, Frederik Smit & Peter Sleegers (2001) ed Smit...Driessen Research
Denessen, E., Driessen, G. Smit, F. & Sleegers, P. (2001). Culture differences in education: implications for parental involvement and educational policies. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 55-65). Nijmegen: ITS.
ISBN 90-5554-177-X
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform...Frederik Smit
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform for Ethnic Minority Parents in the Netherlands. Paper 7th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Diversity in Education'. Malmö, Sweden, August 26-28, 2009.
Frederik Smit, & Geert Driessen (2007). Parents and schools as partners in a ...Frederik Smit
In recent years Dutch society has had to deal with an influx of large and highly divergent migrant groups. Dutch education faces the task of accommodating these differences. Parental involve- ment and participation are increasingly seen as important elements in the interplay of upbring- ing and informal and formal education. In this respect it appears that immigrant parents’ involvement and participation lag behind that of Dutch parents. This article deals with recent trends in the relationship between schools and parents, its significance for children’s develop- ment and how it links up with aspects like norms and values, religious education and identity development. The article presents the results of an extensive empirical study conducted in Rot- terdam, a city which for some time now has been confronted with the aforementioned demo- graphic phenomena on a massive scale and tries to allow for it in its educational policy. The study focuses particularly on differences and similarities in ideas about the parents-school relationship among ten ethnic groups.
Frederik Smit, Geert Driessen & Peter Sleegers (2001). Relationships between ...Frederik Smit
Frederik Smit, Geert Driessen & Peter Sleegers (2001). Relationships between parents of ethnic minority children, schools and supporting institutions in the local community - some ideas for the future. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (Eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 255-258). Nijmegen: ITS.
Inspired by the ecological model of Bronfenbrenner (1986) researchers emphasize the cooperation and complementarity of schools and families, and encourage communication and collaboration between these two institutions (Deslandes, 2001). In the Netherlands, schools become convinced that good partnerships between parents and communities are necessary in behalf of the optimization of the students’ developmental opportunities, the enhancement of the students’ educational careers and the improvement of the teachers’ task performance (Smit 1991; Smit, Doesborgh &Van Kessel, 2000). The last few years have shown an increasing tendency for middle class parents to wish to get more involved in their children’s experiences during classes and their children’s learning at home. Parents from lower classes and from ethnic minorities tend to be less involved in their children’s education (Chavkin, 1993; Driessen & Valkenberg, 2000). On the other hand: many parents form higher classes consider schooling to be too important to leave it to professionals only (Klaassen & Smit, 2001).
Frederik Smit, Geert Driessen, Peter Sleegers & Paul Hoop (2002) INET Relatio...Driessen Research
Smit, F., Driessen, G., Sleegers, P., & Hoop, P. (2002). Relations between ethnic minority parents and schools. Paper 11th International Roundtable of Scholars on School, Family, and Community Partnerships (INET), New Orleans, LA, USA, April 1, 2002.
Parental involvement and educational achievement, Geert Driessen, Frederik Sm...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of
education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
British Educational Research Journal
Vol. 31, No. 4, August 2005, pp. 509–532
Frederik Smit, Geert Driessen, Peter Sleegers & Paul Hoop (2004) INET Expecta...Driessen Research
Smit, F., Driessen, G., Sleegers, P., & Hoop, P. (2004). Expectations and wishes of ethnic minority parents regarding education and schooling. Paper 12th International Roundtable of Scholars on School, Family, and Community Partnerships (INET), San Diego, CA, USA, April 12, 2004.
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
Frederik Smit, Geert Driessen & Bert Felling (2009). The functioning of the P...Frederik Smit
In 2006, a beginning was made with the establishment of a national platform for ethnic minority parents and of local platforms for ethnic minority parents in thirty big cities in the Netherlands. The project is funded by the Ministry of Education, with the support of the national Dutch parents’ associations. The goal is to stimulate parental involvement and participation. To reach the ‘invisible’ minority parents, the project employs the ‘community-approach’ paradigm. In addition, various innovative approaches are introduced to stimulate minority parents and their networks to participate in schools and to implement a culture aiming at change. The platforms develop debates about the policy of community-empowered schools in which the schools’ pedagogical task is supported by other activities in the community.
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/
Critical lessons from practices for improving the quality of communication be...Frederik Smit
Abstract
At the request of Better Performing, the collaboration programme of school boards and the municipality of Rotterdam, research institute ITS of the Radboud University Nijmegen, the Netherlands conducted a study into the functioning of the parental involvement policies in primary and secondary schools in Rotterdam.
In Rotterdam, a city with 600,000 inhabitants and some 180 nationalities, two-thirds of the youth grows up in immigrant families. In many homes of these second- and third-generation immigrants Dutch is not the language normally spoken among parents and children. One in three children grow up in a family with low educated parents. These youngsters rarely go to higher forms of education and many of them acquire only a basic qualification for the labour market. The socioethnic composition of the city’s population thus poses a particular challenge for policymakers and school staff.
One of the objectives of the Better Performing programme is that every school in Rotterdam should demonstrate progress in parental support of their children’s learning process. Parents should exhibit more effective teaching supportive behaviour at home and more parents should be actively involved in the school career and job choices of their children. Basic ingredients of the Rotterdam approach are partnership and two-way communication, with an emphasis on intake interviews and discussion of the role of parents in choosing a school and school career.
Contact
dr. Frederik Smit
F.Smit@its.ru.nl
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.
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.
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Frederik Smit & Geert Driessen (2005). Ethnic minority parents’ and teachers’...Frederik Smit
Frederik Smit & Geert Driessen (2005). Ethnic minority parents’ and teachers’ orientation on collaboration between home and school: strategies and contexts

Resumen
Tras los atentados islamistas del 11-S y del asesinato del director de cine holandés Theo van Gogh, hay una tendencia creciente entre los políticos y profesores holandeses a preocuparse por la responsabilidad de los padres acerca del modo en que sus hijos se comportan en una socie- dad multicultural. En Holanda, la educación moral y el fomento de la cohesión social son prio- ritarios en la agenda política. En los últimos años, las tensiones sociales entre grupos étnicos han cambiado el clima social en este país con una tradición previa abierta y tolerante. Dos estudios en Educación Primaria y Secundaria, se llevaron a cabo sobre las expectativas de los padres y las relaciones de los profesores ante las circunstancias interculturales. Ambos estudios se reali- zaron en la ciudad de Rótterdam donde existe una gran diversidad étnica. Las conclusiones más importantes fueron que los padres de las minorías étnicas quieren tener mucha más implicación en la educación de sus hijos y que entre los profesores hay demasiadas diferencias en cuanto a conocimientos y conciencia de la interculturalidad. Para resolver estos problemas debería inter- venirse específicamente en la mejora de los déficits comunicativos en las escuelas.
Geert Driessen 2018 Encyclopedia Early childhood education intervention progr...Driessen Research
Early childhood education (ECE) intervention programs nowadays are the core of the educational disadvantage policy in the Netherlands. They offer institutional compensatory activities to young children who lack educational stimulation in the home environment. Target groups mainly comprise children from deprived socioeconomic backgrounds and of immigrant origin. ECE is confronted with several bottlenecks, including the definition of the target groups, the quality of ECE staff, and the ECE programs. Most important is the controversy surrounding the empirical evidence of effects of ECE provisions. This article presents a description of state-of-the-art Dutch ECE, with special attention to recent Dutch studies on the effectiveness of ECE programs.
Driessen, G. (2018). Early childhood education intervention programs in the Netherlands. Still searching for empirical evidence. Educational Sciences, 8(1), 3 [1-8].
<ISSN 2227-7102>
Driessen, G. (2020). Early Childhood Education. Encyclopedia, 10 November 2020. Retrieved from: https://encyclopedia.pub/267
Eddie Denessen, Geert Driessen, Frederik Smit & Peter Sleegers (2001) ed Smit...Driessen Research
Denessen, E., Driessen, G. Smit, F. & Sleegers, P. (2001). Culture differences in education: implications for parental involvement and educational policies. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 55-65). Nijmegen: ITS.
ISBN 90-5554-177-X
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform...Frederik Smit
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform for Ethnic Minority Parents in the Netherlands. Paper 7th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Diversity in Education'. Malmö, Sweden, August 26-28, 2009.
Frederik Smit, & Geert Driessen (2007). Parents and schools as partners in a ...Frederik Smit
In recent years Dutch society has had to deal with an influx of large and highly divergent migrant groups. Dutch education faces the task of accommodating these differences. Parental involve- ment and participation are increasingly seen as important elements in the interplay of upbring- ing and informal and formal education. In this respect it appears that immigrant parents’ involvement and participation lag behind that of Dutch parents. This article deals with recent trends in the relationship between schools and parents, its significance for children’s develop- ment and how it links up with aspects like norms and values, religious education and identity development. The article presents the results of an extensive empirical study conducted in Rot- terdam, a city which for some time now has been confronted with the aforementioned demo- graphic phenomena on a massive scale and tries to allow for it in its educational policy. The study focuses particularly on differences and similarities in ideas about the parents-school relationship among ten ethnic groups.
Frederik Smit, Geert Driessen & Peter Sleegers (2001). Relationships between ...Frederik Smit
Frederik Smit, Geert Driessen & Peter Sleegers (2001). Relationships between parents of ethnic minority children, schools and supporting institutions in the local community - some ideas for the future. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (Eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 255-258). Nijmegen: ITS.
Inspired by the ecological model of Bronfenbrenner (1986) researchers emphasize the cooperation and complementarity of schools and families, and encourage communication and collaboration between these two institutions (Deslandes, 2001). In the Netherlands, schools become convinced that good partnerships between parents and communities are necessary in behalf of the optimization of the students’ developmental opportunities, the enhancement of the students’ educational careers and the improvement of the teachers’ task performance (Smit 1991; Smit, Doesborgh &Van Kessel, 2000). The last few years have shown an increasing tendency for middle class parents to wish to get more involved in their children’s experiences during classes and their children’s learning at home. Parents from lower classes and from ethnic minorities tend to be less involved in their children’s education (Chavkin, 1993; Driessen & Valkenberg, 2000). On the other hand: many parents form higher classes consider schooling to be too important to leave it to professionals only (Klaassen & Smit, 2001).
Frederik Smit, Geert Driessen, Peter Sleegers & Paul Hoop (2002) INET Relatio...Driessen Research
Smit, F., Driessen, G., Sleegers, P., & Hoop, P. (2002). Relations between ethnic minority parents and schools. Paper 11th International Roundtable of Scholars on School, Family, and Community Partnerships (INET), New Orleans, LA, USA, April 1, 2002.
Parental involvement and educational achievement, Geert Driessen, Frederik Sm...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of
education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
British Educational Research Journal
Vol. 31, No. 4, August 2005, pp. 509–532
Frederik Smit, Geert Driessen, Peter Sleegers & Paul Hoop (2004) INET Expecta...Driessen Research
Smit, F., Driessen, G., Sleegers, P., & Hoop, P. (2004). Expectations and wishes of ethnic minority parents regarding education and schooling. Paper 12th International Roundtable of Scholars on School, Family, and Community Partnerships (INET), San Diego, CA, USA, April 12, 2004.
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
Frederik Smit, Geert Driessen & Bert Felling (2009). The functioning of the P...Frederik Smit
In 2006, a beginning was made with the establishment of a national platform for ethnic minority parents and of local platforms for ethnic minority parents in thirty big cities in the Netherlands. The project is funded by the Ministry of Education, with the support of the national Dutch parents’ associations. The goal is to stimulate parental involvement and participation. To reach the ‘invisible’ minority parents, the project employs the ‘community-approach’ paradigm. In addition, various innovative approaches are introduced to stimulate minority parents and their networks to participate in schools and to implement a culture aiming at change. The platforms develop debates about the policy of community-empowered schools in which the schools’ pedagogical task is supported by other activities in the community.
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/
Critical lessons from practices for improving the quality of communication be...Frederik Smit
Abstract
At the request of Better Performing, the collaboration programme of school boards and the municipality of Rotterdam, research institute ITS of the Radboud University Nijmegen, the Netherlands conducted a study into the functioning of the parental involvement policies in primary and secondary schools in Rotterdam.
In Rotterdam, a city with 600,000 inhabitants and some 180 nationalities, two-thirds of the youth grows up in immigrant families. In many homes of these second- and third-generation immigrants Dutch is not the language normally spoken among parents and children. One in three children grow up in a family with low educated parents. These youngsters rarely go to higher forms of education and many of them acquire only a basic qualification for the labour market. The socioethnic composition of the city’s population thus poses a particular challenge for policymakers and school staff.
One of the objectives of the Better Performing programme is that every school in Rotterdam should demonstrate progress in parental support of their children’s learning process. Parents should exhibit more effective teaching supportive behaviour at home and more parents should be actively involved in the school career and job choices of their children. Basic ingredients of the Rotterdam approach are partnership and two-way communication, with an emphasis on intake interviews and discussion of the role of parents in choosing a school and school career.
Contact
dr. Frederik Smit
F.Smit@its.ru.nl
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.
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.
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.
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.
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/
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
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.
Geert Driessen (2016) College RUG Het onderwijsachterstandenbeleid Pres.pptxDriessen Research
Driessen, G. (2016). Het onderwijsachterstandenbeleid: vormgeving en effecten. Gastcollege Bachelor Onderwijssociologie, Vakgroep Sociologie, RUG, Groningen, 25 februari 2016.
Paul Jungbluth & Geert Driessen (1986) ORD Onderwijskwaliteit en verzuiling P...Driessen Research
Jungbluth, P., & Driessen, G. (1986). Onderwijskwaliteit en verzuiling. Verkennende analyses rond schooleffectiviteit. Paper OnderwijsResearchDagen ORD ’86, Utrecht, 1986.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Geert Driessen & Frederik Smit (2005) ERNAPE Integration participation and education Pres.ppt
1. Integration, participation, and
education: effects of minority
parents’ societal participation
on their children’s cognitive
and non-cognitive
competencies
Dr. Geert Driessen
Dr. Frederik Smit
ITS, Radboud University Nijmegen
Contact: www.geertdriessen.nl
Paper ERNAPE conference
14–16 September 2005, Oviedo (ES)
2. Three categories:
• former colonies (e.g., Surinamese: 325,000,
Antillean: 131,000)
• labor immigrants (e.g., Turkish: 352,000;
Moroccan: 306,000)
• refugees/asylum seekers (e.g., Iran, Iraq,
Afghanistan, Yugoslavia)
Characteristics:
• differences with respect to language, culture,
religion (Islam)
• many illiterate, little education, no job,
on social welfare; overrepresentation in crime
statistics
1. Ethnic minorities in the Netherlands
Non-Western immigrants 10% of the Dutch
population of 16.5 million
3. Since 1980s: ‘integration with maintenance
of own culture’
Since 2001: increased negative view on
immigration
Shift towards assimilation: compulsory
integration; accent on one’s own
responsibility
Goal: shared citizenship immigrants and
native inhabitants
Willingness to actively contribute to society
and participate in all facets of society:
education (diploma); labor market (job);
social (membership in associations);
political (voting); cultural; societal (volunteer
work); sports
2. Integration policy in the NL
4. Integration pertains to immigrants
themselves and also to their children.
Better integrated immigrant parents →
more favorable educational and societal
opportunities for their children.
Integration policy emphasizes the
responsibility of immigrant parents.
Expectations derived from notions of social
and cultural capital (Bourdieu, Coleman).
More parental participation → greater social
and cultural capital → positively influences
child-rearing situation, educational and
societal opportunities of their children.
3. Participation, capital, and
educational opportunity
5. Study of immigrant background,
participation, and educational results in
conjunction with each other.
“What relations exist between parental
participation and the cognitive and non-
cognitive educational outcomes of their
children?”
Answer → empirical support for the position
held by the Dutch government with respect
to ‘participation as capital’?
4. Research question
6. Cohort study Primary Education (‘PRIMA’).
583 or 9% of all Dutch primary schools.
10,680 children in kindergarten (6 years of
age) and their parents.
Data sources: parents, pupils, teachers,
schools
5. Data and variables
7. 6. Model
Family structural
parental ethnicity
parental education
parental length of
residence
Aspects of participation
labor
religious
political
societal
social
cultural
Cognitive outcome measures
language skill
math skill
Non-cognitive outcome measures
social position
self-confidence
well-being
8. 7. Ethnicity, participation,
and effect measures bivariately
Ethnicity
Dutch Sur/Ant Tur/Mor Other eta
Participation
Labor
% paid work 87 54 49 52 .38
Religious
% (practically) never 58 36 15 45 .31
% few times a year 24 44 17 25 .11
% 1-3 times a month 9 13 20 13 .12
% 1 times a week 9 7 48 16 .39
Political
% no times 21 45 43 58 .28
% one time 12 17 26 17 .14
% two times 67 38 30 25 .33
Societal
% volunteer work 28 12 12 14 .16
Social
% 0 48 63 48 65 .10
% 1 47 32 42 30 .11
% 2 5 5 9 5 .06
Cultural
% never 14 15 73 24 .49
% <1 a year 42 60 18 47 .20
% 1 a year 30 16 8 21 .19
% 2 a year 13 9 1 9 .14
Effect measures
Language 987 967 952 969 .36
Math 57 50 47 52 .28
Social position 3.8 3.7 3.7 3.7 .12
Self-confidence 3.6 3.6 3.6 3.6 .02
Well-being 4.1 4.0 4.0 4.0 .05
9. Language Model
0 1 2 3 4
B sig
.
B sig
.
B sig. B sig.
Regression coefficients
Ethnicity
Dutch = reference
Sur/Ant -15.7 ** -13.3 ** -13.3 **
Tur/Mor -25.4 ** -21.4 ** -21.4 **
Other -15.7 ** -12.1 ** -12.1 **
Education
Primary -17.1 ** -12.1 ** -12.1 **
Vocational -12.8 ** -9.0 ** -9.0 **
Professional -6.7 ** -4.5 ** -4.5 **
College = reference
Participation
Labor 6.9 ** 3.7 * 3.7 *
Religious -3.2 ** -.7 -.7
Political 3.6 ** 2.0 ** 2.0 **
Societal 4.2 ** 2.3 2.3
Social .2 .4 .4
Cultural 5.2 ** 2.4 ** 2.4 **
Interactions E/E x P .0 n.s.
Variance components
Pupil level (%) 80.9 6.4 4.3 +.9 +.7
School level (%) 19.1 54.0 36.9 +1.1 +1.3
Total (%) 15.5 ** 10.5 ** +.9 * +.8 n.s.
8. Ethnicity, education, participation,
and effect measures multivariately
10. 9. Conclusions and discussion
Hypothesis: participation indication of
integration; greater parental integration
promotes a more favorable educational
position for their children.
Only a consistent effect of cultural
participation on language and math skills.
‘High brow’ cultural participation: regular
attendance of concerts, films, and museums.
Confirmation of cultural capital thesis.
Assumption with regard to chances of
immigrant children receive only partial
confirmation. Expectations have been
stretched too high and greater realism is
called for.