S The purpose of the present study was to investigate the development of and interrelations between the language proficiencies and reading abilities of children learning to read in either a first language or a second language. The authors compared the reading‐comprehension, word‐decoding, and oral‐language skills of both high and low SES Dutch third and fourth graders to the skills of low SES minority third and fourth graders from a Turkish or Moroccan background living in the Netherlands. Several tests of reading comprehension, word decoding, oral text comprehension, morphosyntactic knowledge, and vocabulary knowledge were administered at the beginning of third grade, the end of third grade, and the end of fourth grade. The results showed the minority children to be faster decoders than the Dutch low SES children. With respect to reading comprehension and oral language proficiency, however, the minority children were found to lag behind the Dutch children in all respects. With respect to the interrelations between oral‐language skills and reading skills, the development of reading comprehension was found to be influenced more by top‐down comprehension‐based processes than by bottom‐up word‐decoding processes for both the first‐ and second‐language learners. The oral Dutch skills of the minority children played a more prominent role in the explanation of their reading‐comprehension skills than the oral‐language skills of the Dutch children, however.

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Overname van gegevens uit deze publicatie is niet toegestaan, tenzij de bron wordt vermeld. Beginnende geletterdheid vóór groep 3, volgens de schoolleider, 119 in percentages 8. 4 Beginnende geletterdheid vóór groep 3, door de ouders, in percentages 119 8.5 Inhoudsopgave Overzicht van figuren en tabellen iiiBeginnende gecijferdheid voor groep 3, volgens de schoolleider, 120 in percentages 8. 6 Beginnende gecijferdheid, door de ouders, in percentages 120 8.7Ouderbetrokkenheid, door de ouders, in percentages 121 8.8Ouderbetrokkenheid, door de leerlingen, in percentages 122 8.9Mening over school van kind, door de ouders, in percentages 123 8.10 Verwachtingen opleidingsniveau kind, door de ouders, in percentages 123 8.11 Attitude t.o.v. lezen, door de ouders, in percentages 125 9.1 Mate waarin de schoolleiders gebreken of onvolkomenheden in de 128 infrastructuur belemmerend vinden voor het onderwijs, in percentages 9.2Mate waarin de leerkrachten gebreken of problemen ten aanzien van hun 129 werkcondities belemmerend vinden voor het onderwijs, in percentages 9.3 Activiteiten schoolleider, volgens de schoolleider, in percentages 130 9. 4 Wijze van evaluatie instructiepraktijken docenten 131 9.5Ouderbetrokkenheid volgens de schoolleider, in percentages 132 9.6Leerklimaat volgens de leerlingen in gemiddelden en standaarddeviaties 133 9.7Veiligheid op school volgens de leerlingen, in percentages 133 9.8Ernst probleemgedrag volgens schoolleiders, in gemiddelden en 134 standaarddeviaties viii PIRLS-en TIMSS-2011 9.9Veiligheid op de school volgens de leerkrachten, in gemiddelden en 134 standaarddeviaties 9.10 Oordeel van de leerkrachten groep 6 en schoolleiders over het leerklimaat 135 op hun school, in gemiddelden en standaarddeviaties 9.11 Tevredenheid van de docent over zijn beroep in gemiddelden en standaard-135 deviatie 10.1 Significante ranglijstpositie Nederland in PIRLS (2001-2011) en 138 TIMSS (1995-2011 Voorwoord Voor u ligt het verslag van het Nederlandse aandeel in Progress in International ReadingLiteracy Study (PIRLS-2011) en Trends in International Mathematics and Science Study (TIMSS-2011). PIRLS werd voor het eerst uitgevoerd in 2001 en TIMSS in 1995. In 2011 is het voor het eerst in de geschiedenis dat zowel PIRLS als TIMSS in hetzelfde jaar plaatsvinden. Dit heeft geleid tot een gezamenlijk Nederlands rapport, waarin zowel de leesresultaten als de resultaten op het gebied van rekenen en natuuronderwijs gepresenteerd worden.PIRLS en TIMSS worden uitgevoerd onder auspiciën van IEA, de International Association for the Evaluation of Educational Achievement. De IEA is een internationale onafhankelijke organisatie die internationaal vergelijkende studies naar opbrengsten en contexten van onderwijs verricht. De Programmaraad voor het Onderwijsonderzoek (PROO) van de Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO) heeft het Nederlandse aandeel in deze studies gesubsidieerd.Aan PIRLS en TIMSS hebben in Nederland vele mensen een bijdrage geleverd. In de eerste plaats zou dit rapport niet...

Teachers are the key agents in the promotion of parental involvement in education. In this study, we examined the concept of transformational leadership for parental involvement (TLPI). The Transformational Leadership for Parental Involvement Questionnaire (TLPIQ) was developed to assess teachers' perceptions of support from school leaders in inviting parents to be involved in their children's education. Participants were 90 primary school teachers in 18 schools in urban and rural areas of Java, Indonesia. Results showed that teachers' perceptions of transformational leadership was positively associated with their invitational behaviors toward parents. This study points to the supporting role school leaders can play in the context of parental involvement.This study is about how teachers perceive school leadership practices to promote parental involvement in elementary school education in Java, Indonesia. In terms of education policy, Indonesia was among the most highly centralized nations in the world until the end of 2000 (Bjork, 2003). Since 2003, school-based management (SBM) has been implemented in Indonesia, when the government began to decentralize the governance of its primary and secondary education to district and local control. In SBM, schools have substantially greater responsibility and authority to run schools' academic operations according to students' needs and are expected to engage parents and other local community-based stakeholders to improve the quality of education (Vernez, Karam, & Marshall, 2012). To support parents and community participation in SBM in Indonesia, the Law on National Education System 2003 requires the establishment of school committees as autonomous entities that provide a platform for local community participation in education and create conditions for transparency and accountability. In this study, we investigate how teachers perceived the school leadership practices in the promotion of parental involvement in their children's education and how teachers encouraged parents to be involved in their children's education.Promoting parental involvement in children's education and establishing home-school partnership have become the focus of attention of policymakers and educators across the world (see, for example,