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Vanlommel, Kristin; van den Boom-Muilenburg, Selia Neeske; Thesingh, Jan; Kikken, Èvi – Journal of Professional Capital and Community, 2023
Purpose: The purpose of this study is twofold. First, this study reflects on the development of professional capital through understanding collective cultural factors, namely, academic optimism and shared vision. Second, it aims at exploring teacher learning. Teacher learning resulting in changes to teacher knowledge, attitudes and practices is…
Descriptors: Self Efficacy, Faculty Development, Educational Change, Group Unity
Kasja Weenink; Noelle Aarts; Sandra Jacobs – European Journal of Higher Education, 2024
The teaching-research nexus is omnipresent in academic professional life. How it is articulated depends on specific situations, contexts, and academic hierarchies. Initiatives to change the nexus in Dutch research universities are now informing European policy processes, but how academics in different positions play it out and deal with various…
Descriptors: Foreign Countries, College Faculty, Publish or Perish Issue, Faculty Development
van Goethem, Anne; Ten Dam, Geert; Dijkstra, Anne Bert – Research Papers in Education, 2022
Using a mixed-methods approach, this paper investigates current views within society about what civic knowledge is important for students leaving secondary education. We combined questionnaire data from a representative national sample with data from a multiple-case study among several focus groups of stakeholders with various roles in society.…
Descriptors: Adolescents, Civics, Citizenship Education, Secondary Education
Stam, Valerie – Whiteness and Education, 2021
This article examines how whiteness operates within research projects -- specifically projects where white researchers undertake studies on race -- and offers possibilities for activating an 'ethic of solidarity' within and through skewed power dynamics. An 'ethic of solidarity' offers five areas for white researchers to reflect and act on:…
Descriptors: Foreign Countries, Race, Group Unity, Whites
Wheater, Rebecca; Durbin, Ben; McNamara, Stephen; Classick, Rachel – National Foundation for Educational Research, 2016
The impact of socio-economic background on mathematics performance in England can be seen from the most to least disadvantaged. As socio-economic background of pupils increases, so does average mathematics performance; the gap between the most and least disadvantaged is equivalent to over three years' of schooling. However, many factors other than…
Descriptors: Foreign Countries, Mathematics Education, Outcomes of Education, Disadvantaged Youth