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Exploring EFL Literature Approaches in Dutch Secondary Education
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Bloemert, Jasmijn; Jansen, Ellen; van de Grift, Wim – Language, Culture and Curriculum, 2016
There is an increasing awareness that the inclusion of literature in foreign language (FL) curricula can be beneficial to language learners. Especially, the move towards integrated language and literature curricula is gaining ground. In this study we investigated the way English as a foreign language (EFL) is approached in Dutch secondary…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students
Teacher Research and the Aims of Education
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Leeman, Yvonne; Wardekker, Willem – Teachers and Teaching: Theory and Practice, 2014
We report on the development of a course for experienced teachers in the Netherlands, intended to enhance their professionalism by engaging them in doing research based on reflection on the aims of their educational efforts. The course was accompanied by design-based research. The research question was whether and how the course stimulated…
Descriptors: Foreign Countries, Experienced Teachers, Educational Research, Teacher Researchers
Computer Science in Dutch Secondary Education: Independent or Integrated?
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van der Sijde, Pieter C.; Doornekamp, B. Gerard – Education and Computing, 1992
Reports results of a study that investigated whether the objectives of teaching computer science as an independent subject are met when computer science is integrated with school subjects. Components of a formal (independent) curriculum, identified through interviews with computer science experts, are compared with the operational (integrated)…
Descriptors: Comparative Analysis, Computer Science Education, Curriculum Design, Curriculum Evaluation
The Development of Diagnostic Competence: Comparison of a Problem-Based, an Integrated, and a Conventional Medical Curriculum.
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Schmidt, Henk G.; And Others – Academic Medicine, 1996
A Dutch study compared the clinical diagnostic skills of 612 medical students educated at schools with problem-based, integrated, or conventional curricula. Students responded to 30 case histories epidemiologically representative of Dutch society and all organ systems. Students trained within problem-based and integrated curricula made more…
Descriptors: Clinical Diagnosis, Comparative Analysis, Curriculum Design, Foreign Countries