Fighting segregation in special needs education in the Netherlands: the effects of different funding models

ABSTRACT

In the past few decades, the number of students attending segregated special schools in the Netherlands has risen considerably. In 1975, 2.2% of all students between 4 and 11 years old attended a special school, and this percentage almost doubled to 4.3% over the next 20 years. In order to stop further growth, two new education policies came into force in 1995 and 2003: Together to School Again and the so-called Backpack. These policies differed in the way that special needs funding was allocated. Together to School Again was based on lump sum funding to schools, while Backpack was linked to the individual and based on individual needs. Neither of these policy initiatives has been particularly successful in reducing the number of students with special needs in segregated settings. In theory, lump sum funding seemed a promising option, but the combination of two different ways of funding special needs education proved to be problematic. The Dutch experience illustrates the difficulties of effecting fundamental structural changes in this field.     

Innovation in project-based firms: The context dependency of success factors

Innovation management literature typically concerns functionally organized firms. In this paper we investigate innovation management in a different type of firm, the project-based firm. Project-based firms, such as engineering and construction companies, consultancies and system integrators, are service firms that solely execute projects for clients. We focus on new service development projects in these firms. Based on an in-depth study of six projects in four different firms, we develop hypotheses on differences between success factors for development projects in project-based firms and in functionally organized firms. Some of the success factors for functionally organized firms, as described in the literature, appear to be more important in project-based firms, others seem redundant. Our findings suggest that the specific structure and capabilities of project-based firms provide an explanation for these differences.     

Building tribal communities in the collaborative economy: an innovation framework

In recent years, there has been a groundswell of initiatives aimed at providing platforms to share resources among people. Collaborative consumption provides a model for a ‘sharing economy’ where the dominant logic of consumers is resource access rather than ownership. This study examines the nature and development of a variety of collaborative consumption businesses; in particular, we explore how start-up entrepreneurs see the problems of creating a tribal community among customers and users. Interviews were carried out with founders and co-founders of collaborative consumption ventures during 2014–15. The results suggest that these organisations face many common issues. We develop and apply a framework to understand some of these. We find that collaborative consumption entrepreneurs strive to build a tribal community by matching, in an innovative way, supply and demand. This is typically done by co-creating shared commonality, developing scalable electronic platforms, and building trust into platforms using social media to develop proxy social capital. Consequently, by using existing ecosystems of social media, tribal communities can be formed and scaled much more quickly than via traditional marketing approaches.     

The Digital Divide as a Complex and Dynamic Phenomenon

The purpose of this article is to propose a fruitful analytical framework for data supposedly related to the concept of the so-called "digital divide." The extent and the nature of this divide depend on the kind of access defined. Considering the possession of hardware, growing divides among different categories of income, employment, education, age, and ethnicity can be proved to have existed in the 1980s and 1990s according to official American and Dutch statistics. If only by effects of saturation, these gaps will more or less close. However, it is shown that differential access of skills and usage is likely to increase. The growth of a usage gap is projected. Multivariate analyses of Dutch official statistics reveal the striking effect of age and gender as compared to education. The usage gap is related to the evolution of the information and network society. Finally, policy perspectives are discussed.     

Modes of governance of new service development for mobile networks: A life cycle perspective

This paper focuses on governance modes for service development of mobile telephone networks (GSM, Wireless Application Protocol (WAP), GPRS, UMTS). ‘Services’ refer to services containing information. The paper shows that the phase of the life cycle of the network and the service affects the choice of governance mode of new service development projects. Governance modes include internal development by the telecom operator, several forms of collaboration between telecom operator and service firm, and only providing a network by the telecom operator to the service firm, which then develops and provides its services (external). In this paper a model is developed for the governance mode of service development in different phases of the life cycles of the mobile network and service, based on the degrees of uncertainty and urgency involved in the network and service development processes. Four cases are presented of service development projects for mobile telecom networks. These cases indicate that the number of redesigns and the level of communication costs in collaboration projects indeed depend on the degree of urgency and uncertainty involved in these projects, which are in turn affected by the life cycle of the network and service.     

Multitasking during Web search sessions

A user’s single session with a Web search engine or information retrieval (IR) system may consist of seeking information on single or multiple topics, and switch between tasks or multitasking information behavior. Most Web search sessions consist of two queries of approximately two words. However, some Web search sessions consist of three or more queries. We present findings from two studies. First, a study of two-query search sessions on the AltaVista Web search engine, and second, a study of three or more query search sessions on the AltaVista Web search engine. We examine the degree of multitasking search and information task switching during these two sets of AltaVista Web search sessions. A sample of two-query and three or more query sessions were filtered from AltaVista transaction logs from 2002 and qualitatively analyzed. Sessions ranged in duration from less than a minute to a few hours. Findings include: (1) 81% of two-query sessions included multiple topics, (2) 91.3% of three or more query sessions included multiple topics, (3) there are a broad variety of topics in multitasking search sessions, and (4) three or more query sessions sometimes contained frequent topic changes. Multitasking is found to be a growing element in Web searching. This paper proposes an approach to interactive information retrieval (IR) contextually within a multitasking framework. The implications of our findings for Web design and further research are discussed.     

Adding a design perspective to study learning environments in higher professional education

How to design learning environments leading to learning-, thinking, collaboration- and regulation skills which can be applied to transferable, knowledge oriented learning outcomes is still controversial. We studied the designs of learning environments in innovative higher professional education more closely. To characterize learning environments we identify designable elements and position them on a scale ranging from specified, to emergent elements. Next, the main problems with the designs are identified. We introduce adaptive elements as a potential solution. We observed participants adapting such elements to suit their own needs or the needs of others. The designable and adaptive elements fulfill a dual function: they should offer contextual clues that would be available in professional practice and scaffold learners in need of support.     

E-technology and work/life balance for academics with young children

Since the late 1980s, research on post-industrialized economies shows that the boundary between work and family is increasingly becoming blurred. The continuing evolution of e-technology allows work for some to be done anywhere, anytime. This article examines the degree to which e-technology has transferred work into the home lives of academics and how this has affected their work/life balance. Drawing on a study in an Australian university of academics with young children, we utilise the terms ‘work extensification’ and ‘work intensification’ to explore whether these new technologies are a blessing or a curse in their work lives. At the same time we describe the deteriorating working conditions for Australian academics whose work has intensified and extended into their private lives with longer working hours in a speeded up environment. Our findings revealed the use of metaphors such as invasion and intrusion of e-technologies into academics’ homes and their need to establish boundaries to separate work and family life. Most felt that having e-technologies at home was of benefit to their work but they came at a cost to their family life—delivering a blessing and a curse.     

Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices

This study is connected to recent research that introduced achievement goal theory as a framework for research on teacher motivation. We aimed at investigating teachers’ goals’ indirect effects on their instructional practices through their reference norms. Drawing on a sample of 206 teachers, structural equation modeling revealed that mastery orientation was connected to more adaptive forms of reference norms and instruction, whereas less adaptive patterns were recorded for ability-approach orientation, ability-avoidance orientation, and work avoidance. Thus, school should not only focus on the enhancement of students’ mastery goals but also on fostering teachers’ mastery goals.     

Designing for interaction,thinking and academic achievement in a Tanzanian undergraduate chemistry course

Virtual learning environments are used in higher education around the world to promote student learning. However, in many countries it has not yielded the expected effect on student interaction and learning. The purpose of this study was to investigate whether the use of certain pedagogical approaches would promote student interaction, higher-order thinking and achievement. 102 undergraduate students taking an introductory chemistry course at a Tanzanian university participated in the study, and were randomly assigned to three groups. Each group first studied one topic using the control design (non-interactive learning, NIL) to establish a baseline. Then each group studied three further topics using different pedagogical approaches (NIL), discussion forums (medium interactive learning) and podcasts (highly interactive learning). Data included interviews, subject tests, and the content of online discussion forums. All qualitative data were coded, and repeated-measures ANOVA was used to analyze within design and between design effects; student interaction patterns were analyzed using social network analysis. Results show that social interaction, academic achievement and thinking improved progressively over the three topics (iterations) in each design. The changes in instructor pedagogical strategies and the actions of students to bring what they had learned from podcasts to the learning community contributed to the marked improvement. We conclude that effective use of discussion forums in higher education in Tanzania can produce important learning effects (interaction, thinking, and enhanced academic achievement) and is a low-bandwidth strategy, but coupling podcasts with discussion forums may be a powerful way to enhance the effects.