Teacher knows best?

Lek, Kimberley

doi:10.33540/96

Cited by 4 publications

(5 citation statements)

References 149 publications

(268 reference statements)

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“…Moreover, social networks channel opportunities to White people to attain job security whereas they do not work for non-White people to the same extent (Baalbergen & Jaspers, 2023). Furthermore, when it comes to education, non-White students were less likely to get scientific schooling advice in some Dutch schools, which is key to attain the most prestigious jobs (Lek, 2020). Thus, the inequality created by colonialism in overseas territories arguably also reflects in the Dutch social structure for the advantage of White people.…”

Section: White Identity Strategies and Historical Linking Of Colonialismmentioning

confidence: 99%

When white people experience the weight of the past: The role of white identity strategies in linking colonialism to current racial inequalities

Cáceres,

Kende,

Boiger

et al. 2024

Preprint

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How do White Europeans address racial inequalities in times of burgeoning discussions about colonialism? The current research explores the strategies that White people in the Netherlands use to manage their racial-ethnic identity in relation to linking colonialism and current racial inequalities. With this, we examined how White identity strategies were related to ideologies legitimizing racial inequalities. Using mixed-methods consisting of qualitative interviews (N = 24) and quantitative surveys (N = 564), we found that White people exhibited different combinations of prideful (“I am a proud person of our ethnic heritage”), dissociated (“My ethnic group does not have a significant impact on how I see the world”), and power-cognizant (“I am a White person with privileges because of my ethnic group”) identity strategies. Moreover, these White identity strategies were associated with linking colonialism and racial inequalities and, thereby, with ideologies legitimizing them. Specifically, White people holding prideful and dissociated strategies were less likely to link colonialism and racial inequalities than White people who exclusively endorsed power-cognizance. Furthermore, power-cognizant people challenged current-day racial inequalities the most. We conclude by discussing how White European people legitimize or question racial inequalities by managing their Whiteness and the theoretical and practical implications of these findings.

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Section: White Identity Strategies and Historical Linking Of Colonialismmentioning

confidence: 99%

When white people experience the weight of the past: The role of white identity strategies in linking colonialism to current racial inequalities

Cáceres,

Kende,

Boiger

et al. 2024

Preprint

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“…The decision of which track a child will be enrolled in is based on their results in the primary school end test and their teacher's advice. The combination of these two aspects is beneficial overall, as it leads to lower mis-recommendation rates, when compared to only using the PSET [7]. Using a test such as the PSET to estimate children's educational level has advantages, such as providing an objective insight into constructs that might be difficult for teachers to estimate for multiple individual students [7].…”

Section: Transition From Primary To Secondary Educationmentioning

confidence: 99%

“…The combination of these two aspects is beneficial overall, as it leads to lower mis-recommendation rates, when compared to only using the PSET [7]. Using a test such as the PSET to estimate children's educational level has advantages, such as providing an objective insight into constructs that might be difficult for teachers to estimate for multiple individual students [7]. However, educational experts and practitioners often argue against the use of the PSET to advise students on which track they should enroll in.…”

Section: Transition From Primary To Secondary Educationmentioning

confidence: 99%

Discovering Learning Potential in Secondary Education Using a Dynamic Screening Instrument

Graafeiland

Veerbeek

Janssen³

et al. 2023

Education Sciences

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This study aimed to investigate the effectiveness of a newly developed dynamic screening instrument, using a learning phase with standardized prompts, to assess first year secondary school students’ potential for learning. This instrument aimed to provide an alternative to the current static tests. The study sample included 55 children (mean age = 13.17 years) from different Dutch educational tracks. The dynamic screener consisted of the subtests reading, mathematics, working memory, planning, divergent thinking, and inductive reasoning. Each subtest employed a test–training–test design. Based on randomized blocking, half of the children received graduated prompt training between pre-test and post-test, while the other half did not. On some, but not all, subtests, training seemed to lead to an increase in performance. Additionally, some constructs measured through the dynamic screener were related to current school performance. This pilot study provides preliminary support for the use of such an instrument to gain more insight into children’s learning potential and instructional needs. Directions for future research are discussed.

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“…Based on a study of the first student cohort after the policy change, Van Leest et al (2020) found that approximately 16% of the variance in the level of track recommendations was associated with the school level after taking student performance on the monitoring tests into account. Moreover, Lek et al (2020) found that the effects of gender, ethnicity and socio‐economic status differed greatly between schools. Furthermore, they found that the average teacher recommendation is almost one track higher in a class of students with only highly educated parents than in a class of students with only parents with a low educational background.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, students with higher educated parents more often get higher track recommendations than students with a lower socio‐economic status also after controlling for their performance levels on the school leavers test (e.g. Lek et al, 2020; Traag, 2016).…”

Section: Introductionmentioning

confidence: 99%

Are track recommendations dependent on schools and school boards? A study of trends in the level of track recommendations, number of double recommendations and reconsiderations in Dutch urban and rural areas

Timmermans

Dijks

Warrens

2023

British Educational Res J

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Track recommendations provided to students in the final grade of primary education lead the allocation to specific school tracks in secondary education in the Netherlands. Where the results of a standardised test indicate that students are able to go to a higher track level, primary schools are required to reconsider and potentially adjust the track recommendation to a higher level. The current research aimed to (1) investigate trends in the level of track recommendations, double track recommendations and reconsiderations over the years 2014–2015 to 2018–2019, (2) explore the variation in (trends of) track recommendations between Dutch primary schools and their school boards, and (3) assess the association between track recommendations and the school level variables degree of urbanisation and type of primary education. We used multilevel growth curve modelling for continuous and count data based on publicly available school‐level population data regarding track recommendations and school leavers tests from 2014–2015 to 2018–2019. The number of double track recommendations has increased over the cohorts, with a slightly decreasing gap between schools in rural and urban areas. The number of reconsiderations first decreased and then increased. The differences in reconsiderations between rural and urban areas are increasing over time. An initial trend towards higher average recommendations stabilising in the later cohorts appeared with no clear pattern for degree of urbanisation. The current study adds to the existing knowledge by assessing longitudinal trends instead of cross‐sectional analyses and including multiple stakeholders and factors simultaneously.

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Teacher knows best?

Cited by 4 publications

References 149 publications

When white people experience the weight of the past: The role of white identity strategies in linking colonialism to current racial inequalities

When white people experience the weight of the past: The role of white identity strategies in linking colonialism to current racial inequalities

Discovering Learning Potential in Secondary Education Using a Dynamic Screening Instrument

Are track recommendations dependent on schools and school boards? A study of trends in the level of track recommendations, number of double recommendations and reconsiderations in Dutch urban and rural areas

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