scholarly journals Exploring salutogenic mechanisms of an outdoor experiential learning programme on youth care farms in the Netherlands: untapped potential?

2014 ◽  
Vol 19 (2) ◽  
pp. 139-152 ◽  
Author(s):  
Ester Schreuder ◽  
Mandy Rijnders ◽  
Lenneke Vaandrager ◽  
Jan Hassink ◽  
Marie-José Enders-Slegers ◽  
...  
Keyword(s):  
Experiential Learning ◽  
The Netherlands ◽  
Youth Care ◽  
Outdoor Experiential Learning

scholarly journals Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification

2019 ◽  
Vol 11 (19) ◽  
pp. 5231 ◽  
Author(s):  
Irmeli Palmberg ◽  
Sirpa Kärkkäinen ◽  
Eila Jeronen ◽  
Eija Yli-Panula ◽  
Christel Persson
Keyword(s):  
Experiential Learning ◽  
Student Teachers ◽  
Species Identification ◽  
Teaching And Learning ◽  
Project Work ◽  
Learning Methods ◽  
Chi Square ◽  
Identification Test ◽  
Living Organisms ◽  
Outdoor Experiential Learning

Teachers need knowledge of species and species identification skills for teaching the structure and function of ecosystems, and the principles of biodiversity and its role in sustainability. The aim of this study is to analyze Nordic student teachers’ views on the most efficient methods and strategies to teach and learn species and species identification, and to find some trends about how well their views are reflected in a species identification test. Student teachers in Finland, Norway, and Sweden (N = 426) answered a questionnaire consisting of fixed and open-ended questions, and a species identification test. An analysis of variance, Chi-Square, and t-test were used for quantitative data and an inductive content analysis for qualitative data. Results showed that outdoor teaching and learning methods are more efficient than indoor methods. The majority of student teachers considered outdoor experiential learning with living organisms as the most efficient teaching and learning method. Student teachers who highlighted outdoor experiential learning and outdoor project work as their most efficient methods received significantly better results in the species identification test than the others. Field trips and fieldwork were emphasized as the most important sources in schools and universities, while the Internet was the most important source among media. The student teachers underlined teachers’ expertise in the form of in-depth understanding of subjects and supervising skills for efficient teaching both outdoors and indoors. Therefore, teaching and learning of species and species identification as the practical part of biodiversity and sustainability education is emphasized as an integral part of teacher education programs.

scholarly journals Bridging the Theory/Practice Divide: Experiential Learning for a Critical, People-Centred Economy

2021 ◽  
Author(s):  
Janice Waddell
Keyword(s):  
Experiential Learning ◽  
Youth Care ◽  
Thinking Skills ◽  
Community Services ◽  
Theory And Practice ◽  
Professional Service ◽  
Educational Approach ◽  
Executive Summary ◽  
Child And Youth Care ◽  
Learning And Teaching

This report provides an overview and analysis of the current understanding of how “experiential learning” is conceptualized, implemented and evaluated in professional service fields of study. Better understanding of this educational approach will benefit educators as well as students. Experiential learning is an integral part of the authors’ institutional culture: 90% of all undergraduate programs include an experiential learning component (Learning and Teaching Office, Ryerson University, 2015). Experiential learning is also rapidly expanding in other Ontario universities (Council of Ontario Universities, 2014). Despite its prevalent use, the field of experiential learning remains under-researched and the research that has been done is fragmented. There is a lack of evidence to support the extent to which this type of learning bridges the gap between theory and practice, broadens career prospects, and contributes to the development of students’ critical thinking skills. This report focuses on the nine professional fields associated with the Faculty of Community Services, Ryerson University: Child and Youth Care, Disability Studies, Early Childhood Studies, Midwifery, Nursing, Nutrition, Public and Occupational Health, Regional and Urban Planning and Social work. (Executive Summary, page 3)

scholarly journals Bridging the Theory/Practice Divide: Experiential Learning for a Critical, People-Centred Economy

2021 ◽  
Author(s):  
Janice Waddell
Keyword(s):  
Experiential Learning ◽  
Youth Care ◽  
Thinking Skills ◽  
Community Services ◽  
Theory And Practice ◽  
Professional Service ◽  
Educational Approach ◽  
Executive Summary ◽  
Child And Youth Care ◽  
Learning And Teaching

This report provides an overview and analysis of the current understanding of how “experiential learning” is conceptualized, implemented and evaluated in professional service fields of study. Better understanding of this educational approach will benefit educators as well as students. Experiential learning is an integral part of the authors’ institutional culture: 90% of all undergraduate programs include an experiential learning component (Learning and Teaching Office, Ryerson University, 2015). Experiential learning is also rapidly expanding in other Ontario universities (Council of Ontario Universities, 2014). Despite its prevalent use, the field of experiential learning remains under-researched and the research that has been done is fragmented. There is a lack of evidence to support the extent to which this type of learning bridges the gap between theory and practice, broadens career prospects, and contributes to the development of students’ critical thinking skills. This report focuses on the nine professional fields associated with the Faculty of Community Services, Ryerson University: Child and Youth Care, Disability Studies, Early Childhood Studies, Midwifery, Nursing, Nutrition, Public and Occupational Health, Regional and Urban Planning and Social work. (Executive Summary, page 3)

scholarly journals Children’s Rights in Secure Residential Youth Care in the Netherlands

2021 ◽  
Vol 29 (4) ◽  
pp. 946-971
Author(s):  
S. J. C. Höfte ◽  
C. H. Z. Kuiper ◽  
G. H. P. van der Helm ◽  
S. M. de Valk ◽  
G. J. J. M. Stams
Keyword(s):  
The Netherlands ◽  
Care Delivery ◽  
Children's Rights ◽  
Youth Care ◽  
Children’S Rights ◽  
Group Climate ◽  
Residential Youth Care ◽  
Residential Group ◽  
Rights Of The Child ◽  
Secure Residential Youth Care

Abstract This study examines the extent to which secure residential youth care in the Netherlands complies with children’s rights as laid down in the United Nations Convention on the Rights of the Child (uncrc) and the Dutch Youth Act. Residential group climate was measured with the Prison Group Climate Instrument (pgci), which assesses quality of group care from the perspective of the three basic needs for human self-determination: contact, autonomy and competence. Results indicate that children’s rights are a subsidiary issue in secure residential youth care in The Netherlands, because groups workers and staff have insufficient understanding of children’s rights and Dutch legislation on youth care. Dutch law allows secure facilities to make their own policy on youth care delivery, but it seems that policies are insufficiently explicit about children’s rights. Results of this study can be used to work on the fulfilment of children’s rights in secure residential youth care.

scholarly journals Audit quality and inspection in the Netherlands: The importance of an intellectual approach to experiential learning and practice advancement

2018 ◽  
Vol 92 (1/2) ◽  
pp. 7-19 ◽  
Author(s):  
Christopher Humphrey ◽  
Mary Canning ◽  
Brendan O'Dwyer
Keyword(s):  
Experiential Learning ◽  
The Netherlands ◽  
Future Development ◽  
Audit Quality ◽  
Accounting Profession ◽  
Audit Firms

Recent reported failings of audit practice and the extent of fines and sanctions issued against major audit firms in the Netherlands have resulted in severe criticism of the Dutch accounting profession. This paper contemplates how a noted Dutch tradition of excellence in auditing has shifted to one dominated by notions of inadequacy. It considers the content of AFM inspection reports, analyses various elements of the profession’s response to the criticisms being made of the quality of auditing, reflects on the scale and nature of identified problems, assesses the implications for the standing and future development of the auditing profession in the Netherlands and explores the scope for meaningful experiential learning and practice advancement.

Alert4you: monitoronderzoek naar de praktijk van samenwerking tussen kinderopvang en jeugdzorg

KWALON ◽  
2011 ◽  
Vol 16 (2) ◽  
Author(s):  
Cécile Chênevert ◽  
Marielle Balledux ◽  
Erik Jan de Wilde
Keyword(s):  
The Netherlands ◽  
Research Design ◽  
Day Care ◽  
Research Method ◽  
Youth Care ◽  
Unusual Behaviour ◽  
Support Tools ◽  
Monitoring Study

Alert4you: monitoring study on the practice of collaboration between childcare and youth care Alert4you: monitoring study on the practice of collaboration between childcare and youth care This article describes the monitor of the project Alert4you, conducted by the Netherlands Youth Institute. The project Alert4you is a collaboration between youth care and children’s day care. The project’s objective is earlier detection of unusual behaviour in children, providing better support tools to pedagogical staff and improving cooperation with parents. The article describes the monitor’s research design and results. In addition, the researchers describe the advantages of this research method.

Sign in / Sign up

Export Citation Format

Share Document