This review illuminates the growing body of funds of identity (FoI) scholarship and explores its contribution to breaking down deficit thinking and enhancing the inclusivity and equity of education...

/pdf/a-synthesis-of-funds-of-identity-research-purposes-tools-4r9y4xscwp.pdf

A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes:

A review study about creativity in adolescence: Where is the social context?

The role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts

Teachers of color increase school success for students of color. Yet, little attention has been paid to whether school attendance behaviors also increase from same race and ethnicity matches. To ad...

Do High School Students With a Same-Race Teacher Attend Class More Often?:

Attachment theory has played a prominent role in the study of affective relationships between teachers and individual children in school settings. This review synthesizes three decades of attachment-based research on teacher-child relationships roughly covering the period between 1992 and 2022. Five key themes were discussed: (1) conceptualization and assessment, (2) secure base and autonomous exploration, (3) safe haven and self-regulation, (4) attachment history and relationship (dis)continuity, and (5) teacher sensitivity and mentalization. Following a narrative review approach, a selection of pivotal research studies was made and chronologically presented to illustrate research developments per theme. The results indicated that the conceptualization and assessment of teacher-child relationships holds largely, but not completely, across different developmental phases, cultural contexts, measurement methods, and informants. In addition, research confirmed the role of the secure base and safe haven functions of teacher-child relationships in promoting children’s emotional security at school. Furthermore, progression has been made through the development of multiple measurement methods for both teachers and children, by expanding research from early childhood education up to secondary education, and by more recent cross-cultural studies. However, there is still limited insight in mechanisms that explain (dis)continuity in relationships over time, and a striking lack of research on dyadic teacher sensitivity and mentalization as antecedents of teacher-child relationships. Research directions for the following decade(s) of research are discussed per theme.

/pdf/three-decades-of-research-on-individual-teacher-child-2yr46568.pdf

Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes

Schools can play an important role in adolescents’ identity development. To date, research on the role of school in adolescents’ identity development is scattered across research fields that employ different theoretical perspectives on identity. The aim of this literature review was to integrate the findings on the role of school in adolescents’ identity development from different research fields and to provide schools and teachers with insights into how adolescents’ identity development can be supported. Using constant comparative analysis, 111 studies were analyzed. We included articles on personal and social identity and on school-related identity dimensions. Three groups of studies emerged. First, studies on how schools and teachers unintentionally impact adolescents’ identity showed that, at school, messages may unintentionally be communicated to adolescents concerning who they should or can be through differentiation and selection, teaching strategies, teacher expectations, and peer norms. Second, studies on how schools and teachers can intentionally support adolescents’ identity development showed that different types of explorative learning experiences can be organized to support adolescents’ identity development: experiences aimed at exploring new identity positions (in-breadth exploration), further specifying already existing self-understandings (in-depth exploration), and reflecting on self-understandings (reflective exploration). The third group suggests that explorative learning experiences must be meaningful and situated in a supportive classroom climate in order to foster adolescents’ identity development. Together, the existing studies suggest that schools and teachers are often unaware of the many different ways in which they may significantly impact adolescents’ identity development.

https://link.springer.com/content/pdf/10.1007/s10648-018-9457-3.pdf

The Role of School in Adolescents’ Identity Development. A Literature Review

Citation for published version (APA): van Bochove, M., & Verhoeven, M. (2014). Extra, evenknie of eigenaar: Samenwerkingspatronen tussen vrijwilligers en professionals. In M. van Bochove, E. Tonkens, & L. Verplanke (Eds.), Kunnen we dat (niet) aan vrijwilligers overlaten? Nieuwe verhoudingen tussne vrijwilligers en professionals in zorg en welzijn (pp. 17-39). Den Haag; Amsterdam: Platform31; Universiteit van Amsterdam.

/pdf/extra-evenknie-of-eigenaar-samenwerkingspatronen-tussen-4nt0knj1xy.pdf

Extra, evenknie of eigenaar: Samenwerkingspatronen tussen vrijwilligers en professionals

Vrijwilligerswerk staat prominent op de agenda van politiek en beleid. Vooral in het gemeentelijk zorg- en welzijnsbeleid zijn de verwachtingen hoog. Kunnen we inderdaad grote delen van zorg en welzijn aan vrijwilligers overlaten? Een groep UvA-onderzoekers ontrafelt de pro’s en contra’s.

/pdf/kunnen-we-dat-niet-aan-vrijwilligers-overlaten-1bt1hf95l9.pdf

Kunnen we dat niet aan vrijwilligers overlaten

De afgelopen tijd is in de onderwijspraktijk en het onderwijsbeleid de aandacht voor de identiteitsontwikkeling van leerlingen sterk toegenomen. Deze literatuurstudie brengt in kaart wat we uit onderzoek weten over de vraag hoe het voortgezet onderwijs een bijdrage kan leveren aan de identiteitsontwikkeling van leerlingen. Scholen en leraren beinvloeden de identiteiten die jongeren ontwikkelen soms onbewust en onbedoeld via de ‘verborgen boodschappen’ die ze aan leerlingen overbrengen. Maar ze kunnen de identiteitsontwikkeling van jongeren ook bewust en bedoeld ondersteunen, namelijk door hen exploratieve leerervaringen aan te bieden. Dit rapport reikt leraren en scholen voorbeelden, begrippen en vragen aan die hen uitdagen om hun dagelijkse praktijk met betrekking tot de identiteitsontwikkeling van leerlingen onder de loep te nemen.

Exploreren kun je leren : De rol van onderwijs in de identiteitsontwikkeling van leerlingen

A conceptual framework is presented to understand and study the role of students’ agency in their school (dis-)engagement from a Funds of Identity (FoI) perspective. The framework includes the noti...

https://www.tandfonline.com/doi/pdf/10.1080/10749039.2021.1908363

Creating space for agency: a conceptual framework to understand and study adolescents’ school engagement from a Funds of Identity perspective

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