Individual differences among at-risk students: changing the relationship between resilience and vocational identity

The way at-risk students see themselves as workers, their vocational identity, is important for their career development. Special programs for heterogeneous groups of at-risk students in the Netherlands aim to foster students' vocational identity and their task may be eased by stimulating resilience. Therefore this cross-sectional study explored whether differences in at-risk students' individual characteristics moderate the relationship between their resilience and vocational identity. In general, resilient students often have strong vocational identities compared to less resilient students. However, the strength of the relationships vary with varying personal characteristics. Results enable educational programs to attune to at-risk students with the strongest relationships between resilience and vocational identity: males, younger subgroups, and those experiencing less motivation and low school engagement.Teaching and Teacher Learning (ICLON

Towards emotional responsive mentoring of at-risk students in last-resort programs

Background: Mentors guide students in their challenges at school and in life. At-risk students in last-resort programs who are at a high risk of leaving school unqualified are especially in need of highly competent and adaptive mentors. This study therefore aimed to identify mentor qualities as perceived by at-risk students and their mentors that meet students’ needs and mentors’ capabilities.Methods: Face-to-face individual semi-structured interviews were conducted with students and mentors of two specialized programs in the Netherlands. Sensitizing concepts, derived from literature, were used to identify themes. Data analysis was conducted using thematic analyses and was validated by performing an audit.Results: The mentor qualities that at-risk students and their mentors reported were classified in three different themes. Mentor tasks consisted of guiding and motivating students and providing them with tangible methods of support. Relationships between mentor and student were based on levels of respect, equality, and bonding.Characteristics of mentors related to empathy, care, and trust.Research implications: Emotional responsiveness deserves further exploration as it appears to be an underlying concept of being a good mentor. Future research might explore mentor qualities in the context of other last-resort programs for at-risk students.Practical implications: Findings implicate that mentors have to walk a tightrope between keeping professional distance and being sensitive, suggesting constant attention to their professional development is needed.Originality: In the context of last-resort programs, an alternative perspective on mentoring at-risk students is outlined, based on perceptions of both students and mentorsTeaching and Teacher Learning (ICLON

Relating academics' ways of integrating research and teaching to their students' perceptions

Modern and Contemporary Studie

Reciprocal elucidation: a student-led pedagogy in multidisciplinary undergraduate research conferences

© 2016 HERDSA. There is no previous study of the benefits of attending a national multidisciplinary conference dedicated to undergraduate researchers, despite the growing number of such conferences internationally. This paper addresses the gap in knowledge of the learning gains from these conferences, and reveals a student driven learning process, a multidisciplinary signature pedagogy. It presents the results of 90 in-depth interviews with student conference participants conducted over three consecutive years of a multidisciplinary National Conference of Undergraduate Research (2012–2014). This paper uniquely captures the student voice on their perceived learning gains from this experience. The results reveal that some students co-create a pedagogy of Foucauldian reciprocal elucidation, through a sense of ‘unfinishedness’, allowing them to reflect on their own learning in the light of divergent perspectives, questions and frames of reference. Bidirectional exchange of ideas and insights enabled students to ask and answer questions that transformed each other’s thinking, allowing them to arrive at understandings they could not have achieved by themselves. The opportunity to present research in an authentic setting beyond disciplinary and institutional contexts developed students’ skills and confidence, giving additional value over and above the recognised benefits of engaging in research. The undergraduate research conference is framed as a threshold experience for the development of self-authorship. Significant implications for practice include supporting constructive dialogues between students and the creation of authentic and professional multidisciplinary contexts for sharing research

Teacher professional learning and development in the context of educational innovations in higher education: A typology of practices

Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices work for different innovations, contexts and populations. However, research is characterized by descriptive, single case studies and lacks a common framework to relate research findings. To address this shortcoming, this study collected and compared a wide variety of cases to develop a typology of practices. The results showed that educational innovations and teacher PLD were typically configured in three ways: (1) the focus is on implementing a new form of education and teacher learning is used as a means to this end, (2) the focus is on teachers’ professional learning and the educational innovations are spin-offs, and (3) the focus is on stimulating innovations and teacher learning is a side-effect. These types of configurations differed regarding the educational innovation, required teacher expertise, professional development initiatives, teacher learning, and outcome measures. The typology serves as a framework that may help to reflect on practices, bridge disciplines, and formulate hypotheses for future research

Dupilumab provides sustained effectiveness on patient-reported outcomes and favorable safety in patients with moderate-to-severe atopic dermatitis: up to 5-year results from the daily practice BioDay Registry

Background: Long-term daily practice data on patient-reported benefits of dupilumab for atopic dermatitis (AD) remains limited. Objective: To evaluate patient-reported outcome measures (PROMs) and the safety of dupilumab in patients with moderate-to-severe AD over a follow-up period of up to 5 years. Methods: Data were extracted from the prospective, multicenter BioDay registry (October 2017–2022) of patients with moderate-to-severe AD treated with dupilumab in daily practice. Results: In total 1223 patients, 1108 adults and 115 pediatric patients were included. After ≥1 year of treatment, mean Patient-Oriented Eczema Measure (POEM), Dermatology Life Quality Index (DLQI), Numeric rating scale (NRS)-pruritus ranged between 7.8 and 8.7, 3.5 and 4.2, and 2.9 and 3.1 in adults, respectively, whilst these patient-reported outcome measures (PROMs) ranged between 8.9 and 10.9, 4.4 and 6.4, and 3.0 and 3.7 in pediatric patients, respectively. At follow-up, overall work impairment decreased from 40.1% to 16.3% to 13.3% in adults. Furthermore, class I obesity and itch-dominant patients generally had less favorable treatment response. Of all patients, 66.8% reported ≥1 adverse event, with conjunctivitis being the most common (33.7%). Limitations: The overall percentage of missing values for selected PROMs was 26% in adults and 46% in pediatric patients. Conclusion: In addition to favorable safety, dupilumab has demonstrated sustained effectiveness across various PROMs, underscoring the treatment benefits from patients' perspectives

Een bibliometrische analyse van onderwijs- en opvoedkundig onderzoek verschenen in Pedagogische Studiën van 2009-2019

Teaching and Teacher Learning (ICLON

Conservatoire leaders’ observations and perceptions on curriculum reform

Teaching and Teacher Learning (ICLON

Vocational identity of at-risk emerging adults and its relationship with individual characteristics

Teaching and Teacher Learning (ICLON

Expatriate academics and transnational teaching: the need for quality assurance and quality enhancement to go hand in hand

Teaching and Teacher Learning (ICLON