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Communities of Practice for Implementing Methods to Reduce Involuntary Care in Intellectual Disability Care: Insights from Tacit and Experiential Knowledge Exchange
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Esther H. Bisschops; J. Clasien de Schipper; Zina Salhi; Petri J.C.M. Embregts; Carlo Schuengel – Journal of Intellectual & Developmental Disability, 2024
Background: Intellectual disability organisations in the Netherlands are seeking to improve clients' quality of care by implementing methods that reduce involuntary care. This study described insights gained from sharing tacit and experiential implementation knowledge in Communities of Practice (CoP). Method: In a participatory research, managers,…
Descriptors: Intellectual Disability, Communities of Practice, Foreign Countries, Caregiver Role
Balancing Fidelity and Adaptation: Action-Oriented Research towards Implementing a Nutrition Education Program among Adolescents
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Marion D. Driessen-Willems; Nina H. M. Bartelink; Kathelijne M. H. H. Bessems; Stef K. Kremers; Patricia van Assema – Journal of School Health, 2025
Background: Implementation of school-based health promotion programs requires contextual fit. To strengthen the nutrition education program "Krachtvoer" (ENG: "Power Food") and learn general lessons about contextual fit, this study examined how the program, the context, and program-context interactions affected teachers'…
Descriptors: Health Promotion, Nutrition Instruction, Program Effectiveness, Context Effect
Key Contextual Factors in Implementing Whole-School Health Promotion within Dutch Schools: A Qualitative Comparative Analysis
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Gerjanne Vennegoor; Patricia van Assema; Gerard R. M. Molleman; Pepijn van Empelen; Maria W. J. Jansen – Health Education, 2025
Purpose: Contextual factors can influence the implementation of whole-school health promotion and compromise its impact among students. This study aimed to identify key (combinations of) contextual factors in the implementation of whole-school health promotion at Dutch primary, secondary and secondary vocational schools.…
Descriptors: Foreign Countries, Context Effect, Health Promotion, Elementary Secondary Education
Effects of the Comprehensive School Reform Program Success for All on Students' Reading Skills in Dutch Schools
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Marij A. Veldman; Mariëtte Hingstman; Hester de Boer – School Effectiveness and School Improvement, 2024
Success for All (SfA) is a comprehensive school reform program designed to support schools serving many students of disadvantaged backgrounds to increase students' achievement. SfA includes daily 90-min reading lessons with extensive use of cooperative learning, tutoring for struggling readers, and an emphasis on parental involvement. School teams…
Descriptors: Educational Change, Reading Skills, Success, Disadvantaged