How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?

In this article, we address four main questions, including: What is self-regulated learning for? What key strategies do students need to guide and direct their own learning process? What cues in the learning environment trigger self-regulation strategies? What can teachers do to help student to self-regulate their learning, motivation, and effort in the classroom? We illustrate that answers to these questions have changed over time and that changing conceptualizations of the self-regulation process have influenced the assessment tools that were used. We also point to changing classroom conditions as a factor that has affected the assessment of self-regulation. Finally, we formulate some questions that need to be tackled in research on self-regulation and introduce the articles and commentaries in the special issue that provide some cutting-edge work on the use of assessment to register self-regulation over time.     

Mapping discourses on mosque education in the Netherlands: a content analysis of the Dutch press, 2010–2016

ABSTRACT

This article provides an overview of the discourses on Dutch mosque education. Based on a review of the scholarly debates on mosque education in West, we conducted a qualitative content analysis of newspaper articles containing references to mosque education between 2010 and 2016 (N?=?45). The data are sampled from the five largest Dutch newspapers. Most of the themes emerging from the literature are also reflected in the discourses on mosque education in the press. In line with other media analysis on representation of Muslims, the portrayal of mosque education in the Dutch press is also mainly negative. The key issues in the press portrayals included use of corporal punishment, inadequate training of imams, reinforcement of conservative gender norms, intensification of social segregation, links with religious extremism and local opposition to mosques. Fewer references concern the positive influence of mosque education on cognitive skills and identity development of the Muslim children.     

Physical activity, nutrition, screen time and sleep associated with body weight and physical condition in young children

The aim of this cross-sectional study was to explore the possible relationship between (un)healthy behaviour and (over)weight and physical condition in families with young children (4–7 years), in a village (30,000 inhabitants) in the eastern part of the Netherlands, close to Germany. It is one of two pilot studies as a precursor of a cross-border project including six Dutch and six German villages, to counteract physical inactivity and possible future metabolic problems. In total, 459 children of five elementary schools and their parents were included. Parents were requested to fill in a questionnaire on the nutritional, physical, sedentary, and sleeping behaviour of their child. Relevant background characteristics were obtained and lifestyle classifications were made. At school, the children's height and weight (body mass index (BMI)) were measured, as well as their physical condition (two tests) and basic motor abilities (four physical exercise tests). The relationship between the standardized BMI z-scores and physical condition test scores, and nutritional, physical, sedentary and sleeping habits was analysed using independent sample t-test, bivariate correlation analysis and multiple regression analysis. Latent class analysis was used to identify clusters of people based on their nutritional, physical and sleep habits. Of the parents, 376 (82?%) were willing to fill out the questionnaire. High birth weight and a high BMI of the mother and/or father correlated with a higher BMI of the child (ρ?=?0.28, p?<?0.001; ρ?=?0.13, p?=?0.016; and ρ?=?0.23, p?<?0.001, respectively). Daily playing outside, eating small cookies (compared with large cookies) and no sleeping problems (no waking up during the night) were related to low BMI levels (no overweight) [ρ?=???0.14, p?=?0.005; ρ?=???0.12, p?=?.020; t(364)?=?1.81, p?=?0.072 (trend), respectively]. Daily playing outside (frequency and duration) and being a member of a sports club were related to positive scores on the physical condition tests [ρ?=?0.20, p?<?0.001; t(365)?=???2.99, p?=?0.003, respectively]. High levels of television (TV) watching and general sleeping problems were related to a less optimal physical condition [ρ?=???0.09, p?=?0.076 (trend); and ρ?=???0.10, p?=?0.059 (trend), respectively]. A latent class analysis revealed three clusters: 46?% of the sample belonged to the ‘healthy group’ concerning nutrition, sedentary lifestyle and TV/personal computer (PC) use; 17?% to the ‘less healthy’ group and 37?% to a group with nutrition and physical activity habits close to the healthy group, but with low conditional probabilities for the sleeping items. Conducting a pilot study before the start of a binational intervention study gives a blueprint for the final questionnaire, and clues for tailored interventions in the schools, as proposed in the approach of ‘Gesunde Kinder in gesunden Kommunen’ (GKGK). The results of a latent class analysis underscore that interventions should exist of a multi-component strategy, focusing on promoting physical activity, healthy nutrition habits and appropriate sleep.     

‘This baby…it isn't alive.’ Towards a community of learners for vocational orientation

The aim of this study is to contribute to the innovation of pre‐vocational education, in particular, students' orientation at possible future occupations. From our theoretical understanding, vocational orientation that makes sense to students requires them to be part of a ‘community of learners for vocational orientation’. In such a community, students are stimulated to learn deliberately while participating in vocational practices. In this article we distinguish four parameters to define a community of learners for vocational orientation. We then present the results of a collective instrumental case study into teaching‐learning processes in four classes in two pre‐vocational secondary schools. Data were collected through classroom observations, a series of interviews with teachers and students. The interviews focused on eight ‘critical incidents’ recorded during classroom observations. The results show that the parameters ‘shared learning’ and ‘meaningful learning’ are more manifest in the teaching‐learning process than ‘reflective learning’ and ‘a focus on transferable learning outcomes’. The article concludes with a discussion of the limits of working in simulated work situations in school for realizing effective pre‐vocational education.     

Religious education in Syria: unity and difference

This article discusses the almost identical syllabuses of the Christian and Muslim religious education programmes of the Syrian Arab Republic. Content analysis of the students’ textbooks and teachers’ guides (in Arabic) reveals common themes of citizenship education and national unity. Classroom observations in Damascus also highlight how Christian and Muslim teachers have similar ways of teaching religion. Finally, the article describes how each programme aims to unite, in its own way, all the Christians of Syria as well as the Muslims. It becomes evident that the Syrian religious education programmes strike a balance between the religious autonomy of the faith communities and the need for national unity.     

Effects of curriculum organisation on study progress in engineering studies

Procrastination and time investment areimportant issues in the study of studentperformance and progress. Previous research onthese issues has mainly concentrated uponindividual differences between students inpersonality and time management skills.However, study progress depends not only onstudent characteristics but also on theorganisation of the curriculum. A multilevelanalysis that was carried out on dataconcerning 1578 engineering students on twelvedifferent programmes provides evidence thatvariation in study progress can partly beattributed to curriculum organisation. Thespread of study activities over the year,instruction characteristics and examinationcharacteristics were found to have effects onprogress. This implies that institutes inhigher education may improve their studentsprogress to some extent by means of efficientcurriculum organisation.     

Practice what you preach: Adoption of internal campus innovations at Dutch research-intensive universities

Campus decision makers are increasingly expected to adopt ‘campus innovations’ (affecting real estate and different facilities), not only from the market and demand-led (external campus innovations), but also developed by the university's own scientists (internal campus innovations). The adoption of the latter can be driven and hindered by many unique factors that campus decision makers have not dealt with before. To provide insight into them, qualitative data were collected from 13 out of 14 Dutch research-intensive universities. The results indicate that internal campus innovations are driven by co-creation stimulation, collaborative partnership, transparency and accountability, and local development contribution. Their adoption, however, may be obstructed by barriers embedded in the interaction between campus decision makers and scientists, organizational university context, funds unavailability and innovations' supply-pushed characteristics. An increased understanding of these barriers and the practices to overcome them is crucial for universities' campus decision makers to actively engage in the adoption of internal campus innovations.