Uitval bij Gypsophila : infectieproeven

In deze publicatie wordt onderzoek beschreven naar de oorzaak van uitval. Bij praktijkbedrijven is ziek plantmateriaal verzameld dat onderzocht werd. Het blijkt dat Phytophthora cryptogea de primaire veroorzaker van uitval is, maar Fusariumschimmels komen ook voor. Bedrijfshygiëne is belangrijk om verspreiding te voorkome

Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education

This systematic review gives an overview of the effects of differentiation practices on language and math performance in primary education, synthesizing the results of empirical studies (n = 21) on this topic since 1995. We extracted 78 effect sizes from the included studies. We found that using computerized systems as a differentiation tool and using differentiation as part of a broader program or reform had small to moderate positive effects on students’ performance. Between- or within-class homogeneous ability grouping had a small negative effect on low-ability students, but no effect on others. The finding that computer technology can be a useful tool to facilitate differentiated instruction is not covered in earlier reviews. Moreover, our findings emphasize that homogeneous ability grouping alone is not enough to guarantee differentiated instruction. This stresses the importance of embedding differentiation practices in a broader educational context

The predictive power of track recommendations in Dutch secondary education

In the transition from Dutch primary to secondary education, two indicators are used to place students in the right track: primary school teachers' track recommendations (TTR) and standardized achievement tests (SATs) at the end of primary school. Which indicator is better for placing students is a long-standing issue among educational researchers and professionals. Since 2015, the SAT is administered after the TTR has been given; previously, SAT was administered first. In the current study, it was investigated to what extent TTR and a commonly used SAT predict students' educational attainment after three years of secondary education for multiple cohorts before and after 2015. The results were compared for educational tracks and for different socio-economic status (SES) groups, using multiple samples approaching population data. For all educational tracks and SES groups the results show that TTR is a better predictor of educational attainment than SAT. Furthermore, large differential effects for SES were found. The change of administrative sequence in 2015 had no effect on the overall predictive accuracy: TTR remained the better predictor. The results give new insights into the predictive value of both TTR and SAT before and after the change in administration sequence

Development of fundamental motor skills between 2006 and 2016 in Dutch primary school children

Background: Fundamental Motor Skills (FMS) are important building blocks for children’s sport-participation and lifelong physical activity. In the last decade, several international studies have reported delays in the development of FMS. To get better insight into the Dutch situation and to provide future directions, this study examined the development of FMS in Dutch primary school children.Method: The main goal of this study is to compare FMS of 11–12-year-old Dutch children in 2016 with scores of similarly-aged-children in 2006. In addition, gender, age, BMI were taken into account, to see whether changes in motor performance are related to these child characteristics. FMS-test scores on seven motor competence tests (balance, swing, jump, roll, shoot, throwing and catching, and tennis) from 1939 children in 2016 were set side by side with those of 1648 children in 2006. Temporal changes in motor competence scores were analyzed using regression-analysis.Results: This cross-sectional study shows better results for the children in 2006 compared to similarly-aged-children in 2016. Lower scores were found on six out of seven tested FMS, with the largest declines on the object control skills tennis and throwing and catching. Only vaulting jump skills remained on the same level. Overall, children with a higher BMI scored lower on all tests, except for throwing and catching via the wall. On the balancing, jumping and tennis test, the gap with children with a lower BMI widened over the last decade. Girls showed a lower competence level on rolling, shooting and throwing and catchingcompared to boys. During the last decade, their performance on the tennis test decreased more than for boys. Conclusions: Results of this study are alarming as diminishing motor skills are related to lower sport participation and poorer health outcomes. For the future generation, new interventions are needed to help children reach a sufficient proficiency level in FMS, to prevent or overcome the negative effects of lowered motor skills. Targeting FMS components during physical education and outside of school hours may potentially be a valuable strategy in reverting the lowering FMS levels amongst childre

Read-alouds in kindergarten classrooms:A moment-by-moment approach to analyzing teacher-child interactions

The aim of the study was to explore teacher–child interaction in 24 whole-class read-aloud sessions in Chilean kindergarten classrooms serving children from low socioeconomic backgrounds. Fifteen sessions focused on story meaning, and nine focused on language coding/decoding. We coded teacher and child turns for their function (i.e., teacher initiation, child response, teacher follow-up), type (e.g., open/closed questions, directives; confirmation, elaboration), and complexity (i.e., literal/low vs. inferential/high language). We found considerable variability in reading approaches. Teachers in meaning-oriented sessions initiated more inferential conversations, whereas in code-oriented sessions the majority of initiations had low complexity. Confirmations were the most recurrent follow-up type, while elaborations occurred mainly during inferential conversations. Overall, teachers strongly determined the complexity of the conversation by means of their initiations. The study expands Anglo-American and European findings to the Latin American context, illustrating the commonality of read-alouds as early childhood education practice and underscoring that teachers can engage children from low socioeconomic backgrounds in cognitively challenging conversations