Onderzoek naar de kwel en het zoutbezwaar in het zuidelijke deel van de Twiskepolder

Door de Werkgroep Bodem en Water van de Twiskepolder is een onderzoek ingesteld naar de geschiktheid van de Twiskepolder voor enkele niet-agrarische bodemgebruiksvormen. Aanvullend onderzoek is verricht naar de verticale weestand van het afdekkend pakket en de kwel

Geo-elektrische metingen in Noord-Holland

Uit elektrische weerstandsmetingen uitgevoerd op 60 locaties en analyses van watermonsters zijn gegevens verkregen omtrent het chloridegehalte van het grondwater tot een diepte van 10 meter beneden maaivel

Bepaling van de specifieke weerstand in situ

Bepaling van de chemische samenstelling van het grondwater en in het bijzonder het chloridegehalte is één van de voornaamste onderdelen van het geo-hydrologisch onderzoek in gebieden waar verzilting van open water door kwel optreedt. Daar het electrisch geleidingsvermogen van water bij benadering een indruk geeft over de hoeveelheid opgeloste zouten, kunnen door het uitvoeren van weerstandsmetingen in het veld gegevens worden verkregen over de totale ionen concentraties in het grondwate

Physically active learning:The effect of physically active math and language lessons on children’s academic achievement

The main aim of this thesis was to examine the effects of physically active ‘Fit & Vaardig op school’ (F&V) lessons on the academic achievement of socially disadvantaged children (SDC) and children without this disadvantage (non-SDC). SDC have performed worse academically than non-SDC for decades. F&V is a program developed for elementary school children that integrates physical activity into math and language activities. The intervention lessons were taught in the classroom 3 times a week for 20–30 minutes. For example, words had to be spelled by jumping in place for every mentioned letter. To examine what the effects of the F&V program were, first the F&V program implementation was evaluated after one pilot year. It appeared that the F&V lessons could be implemented with success in elementary classrooms. Thereafter, the immediate effects of the F&V lessons on academic engagement were examined. The results showed that participation in the F&V physically active math and language intervention positively contributed to the academic engagement of SDC and non-SDC. Finally, in a two-year randomized controlled trial on 12 elementary schools with 500 children the effects on academic achievement were examined. After two years the F&V intervention contributed significantly more to the math and spelling performance of SDC and non-SDC in comparison with the control group. This equates to 4 months more learning gains. At 7–9 month follow-up, when the children no longer participated in the lessons, the gains in math achievement maintained

A Systematic Review of Studies Addressing the Implementation of the Evidence-Based Whole-School Reform “Success for All”

Purpose: The effectiveness of the 14-component evidence-based whole-school reform Success for All (SfA) has been well established, but research on its implementation is limited although fidelity of implementation is vital for the effectiveness of such a program. This review sheds light on this issue. Design/Approach/Methods: A systematic literature review was conducted to acquire an overview of qualitative and quantitative aspects of SfA’s implementation in primary schools as well as to identify stimulating and hindering factors when implementing SfA. Sixteen studies, conducted in the United States and the United Kingdom, were included in this review. Findings: Results indicate that 48% of schools implemented SfA at the minimal level, 45% at a more advanced level, and 7% at an insufficient level. Information on the implementation for each of the 14 components was rare. Most of the factors that affected implementation were hindering factors rather than stimulating ones. For successful implementation of this evidence-based program, the crucial factors appear to be leadership, fulfilling organizational conditions, staff development, and relentlessly implementing all 14 components together. Originality/Value: This review shows that for an evidence-based program to be effective, implementation fidelity is a very serious concern, which needs to be addressed systematically.</p