When was the Nutritional Labeling and Education Act of 1990 implemented?

What are the flaws of the American education system?

In his book "Tenured Radicals" Roger Kimball wrote in 1990 that "simply describing what goes on in the academia today often produces blank incredulity in those not acquainted with its workings. ...I regret to report that the situation is far worse than they are ever likely to have imagined." Indeed, and things have only become worse in the twenty years since Kimball penned those words. This is such an important subject that I won't pretend to do it justice here, but will merely mention the grossly disproportionate number of liberal teachers in our educational system. The liberal to conservative ratio in our colleges and universities is essentially the exact opposite of the conservative/liberal demographics of America.

Define curriculum and explain how it evolved?

1988 The National Curriculum is introduced in all state schools in England, Wales and Northern Ireland, prescribing what children should be taught to ensure each pupil is given the same standard of education. Along with the new curriculum, GCSE exams for 16 year olds are taught for the first time.1990 Standard Assessment Tests (SATs) are brought in at state schools for all seven year olds.1994 An A* grade is invented at GCSE to help distinguish between the top candidates. SATS are also introduced for 11 year olds.1996 The Education Act 1996 requires all maintained schools to offer courses in religious education, but parents can opt their children out of the subject. Secondary schools must also offer a sex education programme.1997 A third SAT exam is created for all 14 year olds in the country. More education laws also ensure all older pupils are given courses in careers education.2000 A major overhaul of A-levels sees each course broken down into six modules, three of which are sat a year earlier at the new AS level.2002 New laws force all schools to offer pupils at least one course in each grouping of subjects at GCSE: the arts, design and technology, the humanities, and modern foreign languages.2003 Laws preventing councils from "promoting teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship" are axed.2007 Labour is criticised for telling schools to strip back the traditional curriculum, removing Churchill and Hitler from the syllabus in favour of courses in debt management, the environment and healthy eating.2008 A level exam marking criteria are adapted to include a new A* grade similar to that at GCSE.2009 Unpopular SATs for 14 year olds are scrapped, along with the science exam for 11 year olds2011 The coalition announces an overhaul of the curriculum, with more focus to be placed on British history and great works of literature.

What are the contributions of Rev Henry Ward to Early Childhood?

The education of very young Jamaican children began in the late 19th century when a few women teachers were allowed to teach a small number of children in primary and infant schools. Many more children began needing custodial care in the 1920s and 1930s when many mothers began to work in factories. Churches and individuals rallied to support the development of infant centers and private schools to meet the resulting need for out-of-home care (Johnson, 1990). Despite this strong response, more children needed care than could be served by the limited number of available facilities and programs. It was not until the 1930s that an attempt was made to formalize the system of schools caring for young children. Rev. Henry Ward is credited with developing community schools that later became known as "basic schools." In 1938, Ward alerted the Jamaican government to the critical need for a more organized system of care and training for preschool-age children.

How does goffmans theory relate to institutional abuse?

The three forms of stigma recognised by Goffman include: The experience of a mental illness (or the imposition of such a diagnosis); a physical form of deformity or an undesired differentness; or an association with a particular race, religion, belief etc. (Goffman, 1990). Institutional abuse occurs when the lifestyles of individuals are sacrificed in favour of the rituals, routines and/or restrictive practices of the home or care setting. Stereotypical responses and perceptions manifest by the staff or governance of an institution are one of the risk factors associated with this form of abuse

Need of professional development of secondary school teachers on a recurrent basis?

The article concerns a case study of action research in an educational innovation project in a network of student teachers, teacher trainers and researchers of the Teacher Education Department of HAN University (ILS) and of teachers of a school for pre-vocational secondary education in a small town in the vicinity of Nijmegen in the Netherlands. The project aims at results on two levels: 1 The curriculum of the school and the learning by pupils 2The co-operation in a network of student teachers, teacher trainers and researchers and secondary school teachers, and the professional development of these participants The project is carried out within the framework of a research group, called 'Theory that works, learning as a symbiosis of theory and practice' (Prof. Dr. P.H. van de Ven). The Teacher Education Department of HAN University (ILS) carries out pre-service and in-service teacher education. At present ILS is developing networks of student teachers, teacher trainers and researchers of ILS and secondary school teachers in the context of a national policy in the field of pre-service and in-service teacher education. In this context ILS and a school for pre-vocational secondary education in a small town in the vicinity of Nijmegen, have been participating in an educational innovation project since the beginning of 2005. The school has initiated the project because of the educational problems it experienced, mainly problems concerning pupils' motivation. An actively and independently learning pupil should become the focus of all teaching and learning. Instead of a transmissive didactic approach, a socio-constructivist approach was required. That meant new teacher roles. The teacher had to become a coach helping the pupils to construct their knowledge. Another approach was required in a new organisational and didactic setting, focusing on integration of school subjects which was supposed to contribute to the pupils' motivation. But school management and teachers raised many questions as to how to put these ideas into practice. The participation of ILS in the project is focused on the development of knowledge about learning by pre-vocational pupils, but also on the development of knowledge about network co-operation in educational innovation projects. In chapter 1 the situational framework of the project is described. In paragraph 1.1 an explanation is given of the Dutch secondary education system. Special attention is paid to the characteristics of pre-vocational secondary education. Paragraph 1.2 focuses on recent developments in pre-service and in-service teacher education. In chapter 2 a report is given of the research activities in the first project year. It describes the process from general ideas and exploration of the educational problems of the school to problem definition and formulation, execution and evaluation of a general plan. Paragraph 2.1 focuses on the first phase: the exploration of the educational problems and problem definition. In paragraph 2.2 the general plan is described. Paragraph 2.3 elaborates on the execution of the general plan. Paragraph 2.4 deals with the results and conclusions and the follow-up activities. Chapter 3 focuses on the research activities in the second project year. Due to changes in management and teaching staff of the school a reorientation on the educational problems and problem definition appeared to be necessary. Paragraph 3.1 deals with this subject. In paragraph 3.2 the general plan of the second project year is described. The research activities concentrated around a project week organised by the school. Paragraph 3.3 elaborates on the execution of the general plan. Paragraph 3.4 presents the results and conclusions. Follow-up activities are formulated for the school year of 2006/2007. 1.1 The Dutch secondary education system Secondary education follows on ordinary and special primary education. It does not include special schools for disabled children, adult education, vocational education or higher education. In 1999 important organisational and didactic changes were introduced. Since 1999 secondary education has been provided at schools for: * Pre-university education (VWO) 6 years, age 12-18 * Senior general secondary education (HAVO) 5 years, age 12-17 * Pre-vocational secondary education (VMBO) 4 years, age 12-16 During the first two years all pupils follow a nationally defined core curriculum, a basic secondary education, at their own specific level. After that, the routes diverge. See figure 1. Figure 1 Upper VMBO (14 - 16 years) consists of four sectors: Engineering and Technology, Care and Welfare, Business, and Agriculture. In every sector there are four levels: the theoretical route offering a mixture of two theoretical subjects and a limited vocational part, a mixed route offering one theoretical subject and a larger vocational part, a practical route (level 1) entirely aimed at vocational training and a simplified practical route (level 2) aimed at vocational training too. See figure 2. Figure 2 As to the didactic changes: new ways of learning were prescribed by legislation. An actively and independently learning pupil should become the focus of all teaching and learning. Instead of a transmissive didactic approach, a socio-constructivist approach was required. That meant new teacher roles. The teacher had to become a coach helping pupils to construct their knowledge. Another approach was required in a new organisational and didactic setting. But many questions were raised as to how to put these ideas into practice. 1.2 Recent developments in pre-service and in-service teacher education Until recently, pre-service and in-service teacher education was the exclusive task of teacher education departments. At present, however, schools for primary education, secondary education and senior secondary vocational education are stimulated by the Ministry of Education and Science to take (more) responsibility for pre-service and in-service teacher education. Part of the budget for education is reserved for pilot studies. This initiative should contribute to the idea of teachers' life-long learning. == == Over the last years, ILS has initiated various projects anticipating the measures introduced by the Ministry of Education and Science. One of these projects was the co-operation of researchers of ILS with secondary school teachers in a project in the field of modern language acquisition in VMBO. The objectives were developing, trying out, and evaluating educational situations to stimulate active and independent learning, the development of evidence based knowledge of how VMBO pupils learn and the professional development of secondary school teachers, teacher trainers and researchers of ILS. The underlying project can be looked upon as a continuation of the route taken; further development of knowledge about learning by pupils in pre-vocational schools in the new setting and further development of knowledge about network co-operation in educational innovation projects of student teachers, teacher trainers and researchers of ILS and secondary school teachers. == 2 Research activities in the first project year 2.1 Exploration of the educational problems and problem definition In October 2004 the first conversations were held between teacher trainers and researchers of ILS and the management of the school. The school experienced educational problems and was involved in a major educational innovation project. Its objectives were: * modernising education e.g. developing more self-supporting learning by pupils; * developing curriculum differentiation options, offering choices to pupils * offering more responsibility to pupils * creating cohesion between school subjects The school had formed a number of project groups, meeting ever Tuesday afternoon. The school proposed to involve teacher trainers and researchers of ILS in the following two project groups: * one working on self-supporting learning for a number of subject areas in the theoretical and the mixed route of upper VMBO (a corridor) * the other working on integration of languages and vocational subjects in the practical route (levels 1 and 2) of the Business sector of upper VMBO The school and ILS would investigate how student teachers could be asked to assist in the projects. It was agreed that ILS would propose a plan for co-operation. In the first meeting of the project groups however, it turned out that the situation was different from what was expected by the ILS research group. Teachers appeared to differ in their opinion on educational change from school management. E-mail 26-01-05 (JK):Dear all, an alarming e-mail this time. Yesterday the first meeting of the two project groups took place at â€¦ in the presence of ILS people. The picture they now have of the situation and the role they can play differs somewhat from what they had expected. Participation in the meetings of the two project groups the week after was not considered to be wise, until expectations were exchanged. In the research group of ILS the problem was discussed. It was concluded that the two projects of the school were not compatible with each other and that the educational philosophy was not clear to the teachers. It was assumed that the educational innovations were introduced to enhance learning motivation and learning satisfaction of pupils. It was decided: * to work in the zone of proximal development of teachers: how do teachers teach now, and what can be the next step for them? * to use pupils' experiences as a reflection tool for teachers: what is the effect of the lessons on pupils? 2.2 General plan After a few of meetings of the management of the school and ILS teacher trainers and researchers a general plan was formulated in March 2005. The following mutual project objectives were defined: # A deeper understanding of how innovation can be managed # A deeper understanding of the way teaching materials can be developed, implemented and evaluated within the innovation framework # A deeper understanding of the way ILS can co-operate with professional development schools within the framework of developing training-on-the-job and professional development of teachers # Insight into the experiences of pupils with regard to innovations. # Suitable and tested teaching materials # Publications # Professional development of staff of both ILS and the school The main activity of the two project groups was to develop, implement, evaluate and revise teaching materials, as depicted in figure 3: Figure 3 Two researchers were appointed as assistant project leaders in both projects. They were to support the two project leaders and teachers in the development process and record the proceedings; they would also conduct research activities. The third researcher was appointed to gather data at school level via classroom observations and interviews with pupils, trying to find out how teachers teach now and how pupils experience their lessons. Data would consist of class room observation, interviews with pupils, pupils' educational results (texts, papers and other products as results of their learning), recordings of meetings with teachers and teacher trainers and researchers and interviews with these participants. 2.3 Execution of the general plan Research activities were carried out in two projects and at school level. The theoretical and mixed route of upper VMBO One researcher of ILS prepared and evaluated meetings of the project group of the theoretical and mixed route of upper VMBO together with the project leader. It was decided to do a number of preliminary exercises on innovative elements for next school year. The researcher could not influence the choice of the innovative elements. Teachers considered it important to start with: * creating cohesion between the grammatical subjects of the languages * experimenting with study guides The researcher studied the study guides. He offered suggestions for approaches. He gave feedback on the results by confronting the project group with the difference in rhetoric and practice. The study guides did not present what the teachers said to aim for. For instance, study guides did not contain objectives, suggestions for learning approaches and assessment criteria. Teachers only focused on subject matter; there was no attention for the learning process. Pupils did not experience working with study guides as motivating. The practical route (levels 1 and 2) of the Business sector of upper VMBO The project group in the practical route of the Business sector of upper VMBO was working on a project for integration of listening and speech skills. Project objectives had only been formulated on the level of listening and speech skills. There were no objectives integrating language acquisition and vocational training. The second researcher of ILS assisted the project leader in preparing and evaluating the meetings of the project group. She intervened by suggesting measures to integrate language acquisition and vocational training, by asking questions (what motivates your pupils?) and by offering an evaluation instrument in which the following items of the project could be assessed: * cohesion between language acquisition and vocational training * responsibility to pupils * didactic setting (the project) * learning results: process skills, language skills and vocational skills In June the project was executed. The researcher was present at both project days to observe teacher and pupil activities. She talked with the teachers in the breaks and asked them how they experienced the project. She also talked with the pupils. She collected the papers the pupils made. Observations and activities at school level From March to May 2005 the third researcher observed lessons in a number of classes of teachers of the theoretical and mixed route of upper VMBO and interviewed the teachers involved (4 Dutch lessons of 2 different teachers, 1 French lesson, 2 English lessons and 4 German lessons). The next period she observed lessons and spoke with teachers in the practical route (levels 1 and 2) of the Business sector of upper VMBO (1 German lesson, 1 lesson window dressing and 1 business lesson). The researcher used an observational framework determining which innovative elements could be identified and how pupils experienced the lessons. See figure 4. Innovative elements Characteristics of the learning environment Differentiation options Cohesion between school subjects Teaching methods accommodating pupils' needs Responsibility to pupils Teacher activities Pupil activities Tasks / assignments Physical environment Figure 4 When pupils were working independently, the researcher interviewed pupils about what they were doing, how they approached their tasks and how they valued the lessons. In conversations with the teachers the researcher noticed that the school needed practical examples. She proposed to the project leader of the theoretical and mixed route of upper VMBO to organise a study visit to a school with a large VMBO department which had been carrying out innovations for a few years. A delegation of the school visited this school. In May the preliminary results were assessed in a meeting of the management of the school and researchers of ILS. The researchers reported their observations. A confrontation with the experiences of pupils turned out to be a powerful instrument for reflection. The school now indicated that it was specifically interested in how pupils valued the innovations. On 31 May 2005 three researchers were present at a school meeting in which all project groups presented their results. The teachers were proud of their accomplishments and were very interested in each others' experiences. On 15 June 2005 the co-operation was evaluated. The researchers presented their analyses and conclusions. It was obvious that the learning of pupils (how pupils learn and what role teachers play) had to become the central focus in order to implement the innovations successfully. It was decided to continue the co-operation. New appointments were made for the school year of 2005/2006. 2.4 Results and conclusions, and follow-up activities First the results and conclusions will be given for the curriculum and the learning by pupils, then those for the development of knowledge about network co-operation in educational innovation projects. Finally the follow-up activities will be mentioned. Results and conclusions with regard to the curriculum and the learning by pupils Differentiation options The researchers observed that all pupils had to do the same programme. The only differentiation option they had was to start working on another subject, when they had finished. The researcher saw that some pupils started working on other subjects; others began talking with each other or started to play computer games. Cohesion between school subjects In the practical route (levels 1 and 2) of the Business sector of upper VMBO the researcher did not see the teachers explain the relevance of modern foreign languages and vocational training in the lessons she observed. Pupils did not seem to understand the relevance of modern foreign languages. A fragment of a pupil interview: Researcher: "What do you think of German?" Lieke: "I don't think it makes any sense." Researcher: "When would it start making sense to you?" Lieke: "If we lived in Germany." Researcher: "But if you want to trade with Germany and if you want to earn money, you will have to speak the language, won't you?" Lieke: "No." The project days for listening and speech skills integrating language acquisition and vocational training was very successful, however. Two reactions of pupils in their paper:"It was a nice experience to do something else for a change than sitting at the computer and working from a book." (Timo) "We find this project mega cool. We learnt a lot, and we enjoyed doing it. It is much nicer than the business lessons. We should do this more often." (Boris and Mohammed) Also the teachers were very enthusiastic. They saw that the pupils were very motivated. One of them was surprised the pupils never asked if their activities would be marked. Normally the first question pupils ask is: "Do we get a mark?" Teaching methods accommodating pupils' needs Pupils appreciated the possibility of being able to ask for help while working individually and independently. Few pupils asked for help in the lessons observed. One of the teachers explained that one of the disadvantages of working like this is that pupils do not learn from each others' questions anymore. The social dimension of learning had disappeared. Teachers sighed they always used to work so well with pupils and that they were now forced by the management to work differently. One pupil remarked: "Madam, are you now going to teach normally again, please?"Responsibility to pupilsPupils said they appreciate having more responsibility, but some pupils said they would like to have more guidance, because they lack discipline. One pupil's reaction: "You are left to your fate, which is rather unwise at this age. Pupils tend to do different things." (Karin) Pupils do not always choose the best working order: they often start with the easy looking assignments. The mutual relationship between the assignments and the relationship between the assignments and theory disappears. A discussion between two pupils working together from one book: A: "We will begin with this assignment, because it is an easy one." B: "I have a key at home, that I will copy." Plenary moments were mostly dedicated to general instruction or correction of assignments. Attention was only paid to results, not to the process. Pupils could not explain the goal of their activities in class. Their only frames of reference were the test results. Pupils very often remarked that they considered working individually and independently, boring. They preferred working together and being regularly helped by the teacher. A pupil explains: "I think it is boring to work like this. All Mondays we do this all day. Five hours at a stretch. Sometimes we have tea together. We have to go through the book independently. We work together, only if it is a difficult chapter. It is nicer to do this together." (Chris) General conclusion A number of innovative measures were already recognisable in the lessons. The effects, however, were not congruent with the underlying objectives of the innovations: enhancing learning motivation and learning satisfaction of pupils. The listening and speech skills project, however, was successful in term of pupils' motivation. Other innovative measures were still absent. Results and conclusions for network co-operation in educational innovation projects In the first project year the focus of the ILS research group was on finding ways to coach the school: experimenting with, and choosing, positions and strategies. The research group used action research to determine how practice related to the ambitions of the teachers and the management of the school with regard to the educational innovations in order to be able to coach the school in its development process. It started the co-operation with the school by linking up with the ambitions of its management. Soon it became clear that there was a gap between management ambitions and ambitions of teachers. Moreover, the school appeared to use a rather narrow definition of learning; the social component of learning seemed to be absent. It is striking, that pupils, on the contrary, regularly mentioned the social component. ILS researchers concluded it was important to start problematizing: to make management and teachers aware of their learning needs. The research group chose to work via two routes: working with the teachers in the project groups and meeting on a regular basis with management. It was decided to use data, registering actual teaching behaviour and pupil's experiences, as a reflection tool. On the one hand, this was to determine the zone of proximal development of teachers and on the other hand to stimulate them to start raising questions. A statement of one of the managers of the school at the end of the school year was illustrative for the success of the strategy chosen: "We still have a lot to learn!" Members of the research group also learnt how to do action research using pupils as the most important source of information. They experienced its value. They realized that is was important to disseminate these learning results amongst other ILS colleagues and to integrate this form of action research into pre-service and in-service teacher education. Student teachers should be trained in aspects of action research as part of their ability to analyse and improve their own teaching behaviour. Action research could therefore be a strong additional instrument in the reflective area of learning. Until then only little attention was paid to the systematic collection and analysis of data, using pupils as the most important source of information, to improve teacher behaviour. One of the results was that student teachers often did not have an eye for the individual learning needs of the pupil until late in the programme. It was concluded that the participation of student teachers in the project could offer interesting opportunities for improvement of the ILS programme. Follow-up activities Co-operation would be continued by asking ILS student teachers to collect data on pupil's experiences. Data would be used again to determine the zone of proximal development of teachers and as a reflection tool in the innovation process. Student teachers would also conduct small didactic experiments. On the one hand this would help the innovation process at the school and on the other hand ILS would offer student teachers the opportunity to learn how to do action research using the pupil's voice, thus also contributing to the professional competencies of the student teachers. 3 Research activities in the second project year 3.1Reorientation on theeducational problems and problem definition The new school year at the school started with a new management and some changes in teaching staff. Responsibilities for innovations had become unclear. The educational philosophy endorsed before the summer holidays seemed to be temporarily forgotten. Efforts were made by the school to adjust teaching and pupils to the new structures. A number of conversations were held between teacher trainers and researchers of ILS and the management of the school to discuss continuation of the co-operation. At his time critical questions were asked in the research group about the desirability for continuation. The new management of the school however was eager to continue the co-operation. One of the results of the research activities of ILS in the first project year was that pupils said that individual and independent working was, above all, boring. The school had therefore decided to organize a project week for the third form of the theoretical and mixed route of upper VMBO. The main objective of the project week was that is had to be 'fun'. It was agreed upon that ILS teacher trainers and researchers and student teachers would observe and register the activities, explicitly using the pupils' voice. The working method would be participatory observation. The results would be used for feedback for the school. 3.2 General plan The project week would take place from 20 February - 24 February 2006. The target group was the third form of the theoretical and mixed route of upper VMBO. This form consisted of 42 pupils. The main theme of the project week was the question "How would the school look like in 2007?" The pupils would work in small groups on projects contributing to the main theme. The project week would end on Friday morning with final presentations of each group. Organisation and preparation of the project week would be the responsibility of the school. Teacher trainers and researchers of ILS would take care of the preparation of the student teachers. A group of 11 student teachers would participate in the project. They were first, second or third year student teachers from various courses (Dutch, English, geography and history). 3.3 Execution of the general planThe research group was concerned about the fact that the main objective of the project week was narrowed down to that it had to be 'fun'. No learning objectives were mentioned by the school. The research group therefore decided to use a written instruction for the student teachers as a discussion paper for the school. In the text two major learning objectives were suggested which were in line with the ambitions of the innovation process: * stimulating independent, inquiring and co-operative learning, giving more responsibilities to pupils * creating more cohesion between subjects. Suggestions were done for objectives in terms of knowledge, skills and attitudes and ideas were given for operationalizing the objectives with the help of a work plan. The school endorsed the suggestions. The research group organized two meetings with the student teachers preparing them for their tasks. In the second meeting two delegates of the school were present to present their plans for the project week. Student teachers (and teacher trainers and researchers of ILS) would have to do three main tasks during the project week: * keeping a log (for reflection purposes) * guiding, or assisting in guiding, small groups of pupils * collecting information about one specific pupil by mains of observations, interviews, learner products and learner reports (reflections written by pupils about what they had learnt and how they had experienced the project). This would be the basis for a pupil's portrait: a coherent description of a pupil. For the instruction see figure 5. A pupil's portrait A pupil's portrait consists of the following ingredients: # The pupil in the project: # ## Activities of the pupil ## Observations ## Learner products ## Learner reports ## Activities of the pupil at school ## Experiences of the pupil at and with school ## Background information about the pupil (using the pupil as source) # The pupil in the school: ## Organizers, patterns, recurring themes ## Cohesion in experience, interests, learning and learning style # De analysis: ## Conclusions about the pupil # Conclusions: Instruction: Summarize the information you have collected about the pupil in the project and the pupil in the school (parts 1 en 2). This summary is the basis for the analysis on the level of the individual pupil. Analyse the information by answering the following questions: which organizers and patterns can be identified? Which themes reoccur? Which cohesion is there in experience, interests, learning and learning style? Parts 3 consist of the answers on these questions. In part 4 you write down your conclusion with regard to the pupil. Figure 5 When all pupil's portraits were written an exchange would take place aimed at two main questions: * What are the most important similarities and differences? * Which conclusions can be drawn by the school with regard to the organisation and preparation of a second project week? On the first day of the project week it became clear that the organisation and preparation of the project week was different from what ILS had expected. There was no general scenario and there was no work plan for the project groups. Objectives, content and working methods were missing. As a result, many materials were not present. It turned out that many of the school teachers could not guide the groups, because they had other responsibilities. Teacher trainers, researchers and student teachers decided to concentrate on guiding the project groups in order to make the project week as successful as possible for the pupils. The consequence was that only few of them could find the time to collect information for the pupil's portraits. All participants kept logs however and these turned out to be very valuable. The student teachers discussed their personal logs in face-to-face communication with a teacher trainer or researcher, exploring their own presuppositions. This made it easier for them to become aware of their own educational viewpoints. After the project week the research group collected the logs and reports and analysed these along the following questions: * To what extent were the activities 'fun' for the pupils? How do we know this? * What have pupils learnt, and how do we know? * What have student teachers learnt, and how do we know this? * How was guidance organised and to what extent has this contributed to the learning results? * Which methods were used and to what extent have these contributed to the learning results? * What are the reflections on the organisation? First all teacher trainers and researchers analysed the logs and reports individually, answering all questions (a vertical approach). Then a division of tasks was made. Each teacher trainer or researcher analysed one question using the analyses collected in the vertical approach. The objective of this additional horizontal approach was to achieve a more objective interpretation of the data. In a report these questions were answered. The last question was subdivided into a part dedicated to organisation and a part dedicated to communication. A discussion paragraph was added. In the report quotes were embodied from student teachers or teacher trainers or researchers. A concept of the report was presented to the school and discussed in various sessions. The final version is endorsed by both ILS and school. Student teachers have received the final version of the report as well. In the last meeting decisions have been taken for follow-up activities. 3.4Results and conclusions, and follow-up activities In this paragraph firstly the results and conclusions will be presented with regard to the project week and the learning by pupils and secondly for the network co-operation in educational innovation projects and the learning by student teachers. Finally the follow-up activities will be given. Results and conclusions for the project week and the learning by pupils The extent in which the activities were 'fun' for the pupils Large differences were found in the experiences of pupils. Some project groups were 'fun' and others were not. 'Fun' was often interpreted as working with your hands, doing things. "When I asked her why she liked it so much, the answer was: because we are working with our hands, fiddling nicely, no so boring, just reading and writing." (student teacher) The pupils said they appreciated the presence of the student teachers. Bad preparation appeared to have had its impact on the motivation of pupils. Sometimes they had to wait for a long time in idleness, because the materials were not present. This influenced their motivation negatively. In some project groups there was a large gap between the tasks the pupils had to do and the abilities they had or thought they had (perceived abilities). This influenced their motivation in a negative way. Pupils' learning results Pupils expected the project week to be 'fun'. From their perspective this meant that the week would not contain (traditional) learning activities. Nevertheless they learnt a number of things: co-operating, especially in finding solutions for (ad-hoc) problems, planning, being flexible, and dealing with responsibilities. Pupils very much focussed on products; there was little reflection on the learning process. Guidance Student teachers, teacher trainers and researchers felt the need to operate in a rather directive manner at the start of the week. Pupils were not prepared at all to operate independently. "Pupils were hardly stimulated in co-operative and active learning during the regular lessons. According to themselves most of the time is devoted to working from textbooks and assignments from workbooks." (teacher trainer / researcher) Through methods like mind-mapping, and planning suggestions a structure was offered. Pupils appeared to be glad with the help and the attention given to them. The fact that they had to make a presentation on the last day was motivating. Student teachers, teacher trainers and researchers reported that they thought the learning results could have been better, if objectives, content, and methods would have been clearer, not in the sense of a static set of objectives etc., but as guidelines which could support the pupils formulating their own elaborations of the project. Now, they spent much of their time finding solutions for unforeseen problems. Materials were not present and, sometimes they could not help pupils because they did not have the knowledge and skills about the subjects themselves. "Still not everyone could start and pupils came asking questions I could not answer, because I cannot sew." (student teacher) Methods Various methods were used. The focus was on concrete and active methods with an open form. The explicit objective of the school was to stimulate a pleasant working environment. It had to be 'fun'. The methods used offered pupils the opportunity to learn from their own experiences and offered room for personal input in both learning process and product. Two groups of methods could be distinguished: methods focusing on acquiring and processing information and methods aimed at vocational skills. Some of the methods offered the opportunity for co-operative learning. However, pupils had problems working together. Probably, this is due to the fact that they were not used to do so. See above. Theorizing and reflective methods were hardly used. It was striking that pupils had much more capabilities than was anticipated by ILS participants. Organisation There was no general scenario available. Planning, infrastructure and tasks were not clear. In retrospect it appeared that school teachers were not exempted from other tasks, so they were hardly available for the project groups. Although a general theme was chosen, the translation into sub themes remained unclear. The same applied to the objectives. All this greatly influenced the way pupils were guided and their learning results. Communication Student teachers, ILS teacher trainers and researchers had expected to be able to focus on research activities, but found themselves practically fulltime guiding the project groups. Communication between student teachers, teacher trainers and school teachers was problematic, because the school teachers were hardly available for the project. The communication in the school amongst school teachers and management was inadequate. School teachers who were not involved in the project were not informed at all. Arrangements were not communicated. Communication between school and pupils turned out to be insufficient, because most pupils did not know what to expect. A quote of one of the student teachers summarizes it nicely. "I think the â€¦ school is a good school, but it needs more consultation. This was what was lacking and many people were therefore frustrated. All in all an enervating week, tiring, but in the end very valuable!" (student teacher) Results and conclusions for network co-operation in educational innovation projects and the learning by student teachers The second project year was not without problems. In the final meeting the management of the school confessed that the communication and organisation around the project week had been insufficient. Nevertheless they had learnt a lot and hoped to continue the co-operation. The research group learnt a lot as well. The following conclusions have been drawn and will be used in similar co-operative educational innovation projects: * Explicit go and no-go moments will be build in * The focus will be on the learning of pupils, student teachers and teachers. School management will have to support this. * ILS participants will work at teacher level (with teachers), not only with school management. * School teachers will have to participate as well in the preparation, as in the execution and evaluation of activities. * Participating observation will be one of the major methods * If possible, interdisciplinary groups will be formed * A badly organised project can be a very good learning environment for the student teachers: an interesting thought. * Student teachers should be given more faith, and as a result probably more responsibilities Student teachers' learning results In the teacher trainer programme student teachers develop their professional identity in different ways. Generally speaking, they develop their poorly based and structured pre-concepts about teaching and learning into better or well-based and structured concepts. Participation in the preparation, execution and evaluation of the project week turned out to be a strong instrument to make student teachers aware of their own subjective theories and question, adjust and / or re-confirm them. Strikingly, the fact that the preparation and organisation of the school was poor, helped the student teachers to discover what they thought was important in teaching and learning. The majority of the student teachers graduated from senior general secondary education (HAVO) or pre-university education (VWO). They are unfamiliar with pre-vocational secondary education (VMBO). Participating in the project gave them the opportunity to get to know VMBO and VMBO pupils. Some student teachers reported that VMBO pupils were different from what they had expected. For instance, they were impressed by the capabilities of the pupils. These student teachers corrected their pre-concepts. In Dutch education the transmissive didactic approach is making way for a more socio-constructivist approach. The teacher has to become more and more a coach helping pupils to construct their knowledge. This means a more prominent role for guidance skills. Participation in the project offered the student teachers the opportunity to further develop these skills. From literature it has become apparent that action research is a strong instrument for professional development. Student teachers have participated in collecting and analysing data in a structured way and have therefore developed some aspects of action research. By using the pupil as the most important source, they learnt to see the individual pupil. Follow-up activities The school would like to continue the co-operation. Its management has discussed the final report made by the research group and has made an overview of the questions they would like to work on next school year. The research group has written a project proposal for ILS management asking for continuation of the co-operation as well. Focus would be on the learning process of the school teachers and participation of student teachers. Important points for attention for ILS are the dissemination of the learning results and the integration of action research, using the pupil as important source, in the ILS curriculum. At the moment action research is rarely used as didactic instrument at ILS. Reflective learning is an import aspect of the programme, but the focus is very much the student teacher's own experiences. There is little attention for the systematic collection and analysis of data. The final paper student teachers have to write in the fourth form is an exception. It has become clear that action research was a powerful instrument for reflective learning for the student teachers who participated in the project. The following conclusions have been drawn with regard to the ILS curriculum: * ILS teacher trainers, researchers and student teachers can participate in the development, realisation and evaluation of educational innovation projects. The focus will be on aspects of action research into the learning of pupils and its relationship with the professional development of teachers. Student teachers will have to acquire the knowledge and skills in order to be able to do these tasks. Teacher trainers and researchers will have to acquire the skills to coach the student teachers. * More in general, participatory research will have to become part of placement assignments. Student teachers can learn to guide pupils and at the same time observe the activities and behaviour of pupils. They make reports and use the information as feedback for their own teaching behaviour. * The student teacher reports can also be used as feedback for ILS. The reports can be collected and analysed by teacher trainers and researchers and thus be used as feedback for ILS (monitoring) ReferencesKelchtermans, G. (2001). Reflectief ervaringsleren voor leerkrachten. Deurne: Wolters Plantijn. Kemmis, Stephen (2005). Participatory action research and the public sphere. PRAR / CARN Conference, Utrecht, the Netherlands, 2005. Malmgren, L-G. & P-H. van de Ven, Kalle, a reader's portrait. A speculative analysis within the IMEN research project Reading Literature in Comprehensive School (Age 11-13). Occasional papar in Mother Tongue Education 4, Enschede: VALO-M, 1990. Ponte, P. (2002). Onderwijs van eigen makelij. Baarn: Nelissen. Reason, P. and Bradbury, H. (2001). Handbook of Action Research. Participative Inquiry and Practice. London, Thousand Oaks, New Delhi: SAGE Publications Ltd.

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