ETHNIC SEGREGATION AND THE ROLE OF PUBLIC HOUSING IN AMSTERDAM

Dutch cities are characterized by moderate levels of ethnic (and social) segregation if compared with other countries in the Western world. Dutch cities are also famous for their large share of public housing in the total stock. Not surprisingly these two features are frequently supposed to be causally related. However, in this contribution this association is challenged on the basis of a review of existing and well- described segregation situations, and on the basis of an empirical GIS analysis of micro-level data from the Amsterdam population register. Ethnic segregation may also develop within the large public housing secto

Dutch social rented housing A British experience?

SIGLEAvailable from British Library Document Supply Centre- DSC:9349.991(BU-SAUS-WP--121) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective

Fostering self-regulated learning (SRL) has become increasingly important at various educational levels. Most studies on SRL have been conducted in higher education. The present literature study aims toward understanding self-regulation processes of students in primary and secondary education. We explored the development of young students’ self-regulation from a theoretical perspective. In addition, effective characteristics for an intervention to develop young students’ self-regulation were examined, as well as the possibilities of implementing formative assessments in primary education to develop self-regulation. The results show that SRL can be supported in both primary and secondary education. However, at both school levels, differences were found, regarding the theoretical background of the training and the type of instructed strategy. Studies so far suggest avenues toward formative assessment, which seems to be a unifying theory of instruction that improves the learning process by developing self-regulation among students. But gaps in knowledge about the impact of formative assessments on the development of SRL strategies among primary school students require further exploration