Geert Driessen
Biographic Data
| ID | 3655843 |
|---|---|
| NAME | Geert Driessen |
| GIVEN NAMES | Geert |
| FAMILY NAME | Driessen |
| SIGNATURE | DRIESSEN G |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0002-1248-6373 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 177 |
| AUTHOR COUNT | 34 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 9 |
Attitudes, Behavior and Relations in the Early School Years
In the early school years, the emphasis is more and more on cognitive output factors. Non-cognitive development is receiving less attention than before, though such factors are important determinants of academic success. This study aims at answering two questions: (1) How do young children perform on a number of non-cognitive characteristics, more specifically, attitudes, behavior, and relationships? (2) Are there any differences with regard to t…
De wankele empirische basis van het onderwijsachterstandenbeleid
The frail empirical foundation of the educational disadvantage policy Educational opportunities are influenced by factors lying in the home situation of the children. In order to compensate for unfavorable circumstances, the Dutch government launched the educational disadvantage policy in the 1970s. The core of this policy is the so-called weighted student funding system. This policy instrument departs from the premise that students can be discer…
Teacher ethnicity, student ethnicity, and student outcomes
A review of the empirical literature was conducted to establish the relation between teacher and student ethnicity, and cognitive and noncognitive student outcomes. It was hypothesized that ethnic teacher–student congruence results in more favorable outcomes for especially minority students. A total of 24 quantitative studies focusing on primary and secondary education in the United States were reviewed. The results show that there is as yet litt…
Voor- en vroegschoolse voorzieningen, effectief of niet? - De samenhang tussen deelname aan voor- en vroegschoolse voorzieningen en de taal- en rekenprestaties van leerlingen op de korte en langere te…
Early childhood facilities: effective or ineffective? Early childhood facilities refer to policies which were designed to improve the language and math performances of children between two and a half and five years old from low-socioeconomic background. This study investigated to what extent early childhood facilities are related to language and math performances in second grade and performance differences between second and fifth grade. We perfo…
On the right track? Islamic schools in the Netherlands after an era of turmoil
The Netherlands currently has 43 Islamic primary schools. Each is fully subsidised by the government. Yet since the first school was established in 1988 Islamic schools have been confronted with obstacles by the Ministry of Education, bad press and increasingly strict state supervision. Under pressure to improve their image, since 2008 Dutch Islamic primary schools have turned their attention away from expanding their numbers and instead focussed…
Gender differences in primary and secondary education: Are girls really outperforming boys
Equality on Different Terms: The Case of Dutch Hindu Schools
In this article the authors examine the reasons for the establishment of Hindu schools in the Netherlands and how the Dutch system of education facilitates these and other voluntarily separate schools. In particular, the authors explore the manner in which Hindu schools aim to cultivate and sustain attachments to their own group through a culturally specific approach to learning and belonging that promises greater educational equality. The author…
Differential ability and attainment in language and arithmetic of Dutch primary school pupils
Background . In preschool and primary education, pupils differ in many abilities and competences (giftedness). Yet mainstream educational practice seems rather homogeneous in providing age‐based or grade–class subject matter approaches. Aims . To clarify whether pupils scoring initially at high ability level do develop and attain differently at school with respect to language and arithmetic compared with those displaying other initial ability lev…
Dutch policies on socio-economic and ethnic inequality in education
Since the 1960s The Netherlands has produced policy to combat educational inequalities stemming from the social milieu and ethnicity of pupils. This policy has evolved from local to central policy and back again to a decentralised level. The initial focus on disadvantaged native Dutch pupils in big cities has shifted to immigrant groups and - at the time of writing - to disadvantaged pupils in general. According to many, the various policies have…
The Transition from Primary to Secondary Education: Meritocracy and Ethnicity
The aim of this study was to better understand the influence of pupil background characteristics (e.g. gender, SES, ethnicity), various cognitive, and non-cognitive competencies (e.g. school performance, study attitude) and a number of class and school characteristics (e.g. socio-ethnic class composition, degree of urbanization) on the transition of children from primary to secondary education in the Netherlands. In the final grade of Dutch prima…
Trends in Religious Affiliation of Parents of Primary School Children in the Netherlands in The Period 1995-2005: Exploration of Correlation with Sex, Ethnicity and Socio-Economic Background
The Netherlands is known for its high level of secularisation, a process which gained impetus in the 1960s. At about the same time a huge influx of non-Western immigrants from diverse religious backgrounds got under way. Although immigrants now constitute more than 10 percent of the Dutch population, there has been very little research into the relation between ethnicity and religion. This article explores the relationship between religious affil…
Parents and Schools as Partners in a Multicultural, Multireligious Society
In recent years Dutch society has had to deal with an influx of large and highly divergent migrant groups. Dutch education faces the task of accommodating these differences. Parental involvement and participation are increasingly seen as important elements in the interplay of upbringing and informal and formal education. In this respect it appears that immigrant parents' involvement and participation lag behind that of Dutch parents. This article…
The Feminization of Primary Education: Effects of Teachers' Sex on Pupil Achievement, Attitudes and Behaviour
Since the mid-1990s, considerable concern has been expressed about the feminization of education. The underlying assumption is that the increasing number of female teachers is leading to a lack of male role models, which may then have negative consequences for the achievement and behaviour of boys in particular. For this reason, policy is currently being pursued in several countries to increase the number of male teachers. In the present article,…
Effects of Immigrant Parents' Participation in Society on Their Children's School Performance
Integration of ethnic minorities into society is often operationalized as participation in various societal institutions. Examples are cultural, political and labour participation. On the basis of the theoretical concepts of social and cultural capital as proposed by sociologists Bourdieu and Coleman, it is often hypothesized that greater parental participation in society will generally lead to a better educational position for the children of su…
In Dutch? Usage of Dutch Regional Languages and Dialects
This paper examines the use of regional languages and dialects of Dutch in the Netherlands, and the relation of such to the Dutch language proficiency of primary school pupils. The data from the large-scale primary education PRIMA cohort study are analysed. A total of nearly 35,000 pupils participated in five measurement rounds covering the period 1995 through 2003. Insight is thus provided into the most recent situation and the developments duri…
Islamic schools in three western countries: Policy and procedure
In this article, the authors compare Islamic schools in three countries: the United States, the Netherlands, and Belgium. In each country, the authors take care to situate Islamic schools within the broader context of educational policy and practice. In particular, the authors examine the mechanisms for funding, choice and control, noting that for reasons specific to each context monitoring either by the state or accrediting agencies poses both c…
Segregation by choice? A study of group‐specific reasons for school choice
n Contains fulltext :\n 56848.pdf (Publisher’s version ) (Open Access)\n
Mutual Influences Among American Parents for Their Values Placed on Children's Conformity in the 1970s and 1980s
Relative effects of both spouses' educational levels on the value parents place on children's conformity were examined. Eight General Social Survey samples, covering the 1970s and 1980s, containing information on 3,005 mothers, 2,634 fathers, and their spouses were analyzed simultaneously. Application of “diagonal reference models” showed symmetric influence. Although own educational level had the larger effect on conformity, the effect of spouse…
Parental Involvement and Educational Achievement
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low‐educated and ethnic minority parents. Various forms of both parental and school‐initiated involvement are examined. On the one hand, the connections between a number of characteristics of parent…
Frictions Between Formal Education Policy and Actual School Choice: Case Studies in an International Comparative Perspective
School composition and achievement in primary education: A large-scale multilevel approach
Home Language and Language Proficiency: A Large-scale Longitudinal Study in Dutch Primary Schools
This article reports on a large-scale longitudinal study into the development of language proficiency of Dutch primary school pupils aged 7–10. Data on language proficiency and a range of background variables (home language, level of education and occupational status of parents, language background, migrants' length of residence) from 4419 pupils were analysed. The main outcomes of the study are that, although children with an immigrant language …
Ethnicity, Forms of Capital, and Educational Achievement
Religion, Denomination, and Education in The Netherlands: Cognitive and Noncognitive Outcomes After an Era of Secularization
After 1850, The Netherlands developed into a strongly pillarized or denominational society. Starting in 1965, however, a process of secularization and depillarization emerged and the influence of the institutionalized denominations declined greatly. Today, there are indications that the process of secularization has reached its peak. Remarkably enough, such secularization and depillarization has had little influence on the educational system in T…
The Limits of Educational Policy and Practice? The case of ethnic minorities in The Netherlands
This article describes the situation in the field of ethnic minorities and education in The Netherlands and other Western countries. The policy that has been and is being pursued in The Netherlands is central to this article, as well as the way in which this policy has been translated into practice. The most important aim of the policy is to combat educational disadvantages among minorities. Attention is paid to the evaluation of the various aspe…
The Feminization of Primary Education: Effects of Teachers' Sex on Pupil Achievement, Attitudes and Behaviour
Since the mid-1990s, considerable concern has been expressed about the feminization of education. The underlying assumption is that the increasing number of female teachers is leading to a lack of male role models, which may then have negative consequences for the achievement and behaviour of boys in particular. For this reason, policy is currently being pursued in several countries to increase the number of male teachers. In the present article,…
Segregation by choice? A study of group‐specific reasons for school choice
n Contains fulltext :\n 56848.pdf (Publisher’s version ) (Open Access)\n
Gender differences in primary and secondary education: Are girls really outperforming boys
Ethnicity, Forms of Capital, and Educational Achievement
The Transition from Primary to Secondary Education: Meritocracy and Ethnicity
The aim of this study was to better understand the influence of pupil background characteristics (e.g. gender, SES, ethnicity), various cognitive, and non-cognitive competencies (e.g. school performance, study attitude) and a number of class and school characteristics (e.g. socio-ethnic class composition, degree of urbanization) on the transition of children from primary to secondary education in the Netherlands. In the final grade of Dutch prima…
Islamic schools in three western countries: Policy and procedure
In this article, the authors compare Islamic schools in three countries: the United States, the Netherlands, and Belgium. In each country, the authors take care to situate Islamic schools within the broader context of educational policy and practice. In particular, the authors examine the mechanisms for funding, choice and control, noting that for reasons specific to each context monitoring either by the state or accrediting agencies poses both c…
Parental Involvement and Educational Achievement
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low‐educated and ethnic minority parents. Various forms of both parental and school‐initiated involvement are examined. On the one hand, the connections between a number of characteristics of parent…
The Limits of Educational Policy and Practice? The case of ethnic minorities in The Netherlands
This article describes the situation in the field of ethnic minorities and education in The Netherlands and other Western countries. The policy that has been and is being pursued in The Netherlands is central to this article, as well as the way in which this policy has been translated into practice. The most important aim of the policy is to combat educational disadvantages among minorities. Attention is paid to the evaluation of the various aspe…
Home Language and Language Proficiency: A Large-scale Longitudinal Study in Dutch Primary Schools
This article reports on a large-scale longitudinal study into the development of language proficiency of Dutch primary school pupils aged 7–10. Data on language proficiency and a range of background variables (home language, level of education and occupational status of parents, language background, migrants' length of residence) from 4419 pupils were analysed. The main outcomes of the study are that, although children with an immigrant language …
Equality on Different Terms: The Case of Dutch Hindu Schools
In this article the authors examine the reasons for the establishment of Hindu schools in the Netherlands and how the Dutch system of education facilitates these and other voluntarily separate schools. In particular, the authors explore the manner in which Hindu schools aim to cultivate and sustain attachments to their own group through a culturally specific approach to learning and belonging that promises greater educational equality. The author…
Teacher ethnicity, student ethnicity, and student outcomes
A review of the empirical literature was conducted to establish the relation between teacher and student ethnicity, and cognitive and noncognitive student outcomes. It was hypothesized that ethnic teacher–student congruence results in more favorable outcomes for especially minority students. A total of 24 quantitative studies focusing on primary and secondary education in the United States were reviewed. The results show that there is as yet litt…
On the right track? Islamic schools in the Netherlands after an era of turmoil
The Netherlands currently has 43 Islamic primary schools. Each is fully subsidised by the government. Yet since the first school was established in 1988 Islamic schools have been confronted with obstacles by the Ministry of Education, bad press and increasingly strict state supervision. Under pressure to improve their image, since 2008 Dutch Islamic primary schools have turned their attention away from expanding their numbers and instead focussed…
Effects of Immigrant Parents' Participation in Society on Their Children's School Performance
Integration of ethnic minorities into society is often operationalized as participation in various societal institutions. Examples are cultural, political and labour participation. On the basis of the theoretical concepts of social and cultural capital as proposed by sociologists Bourdieu and Coleman, it is often hypothesized that greater parental participation in society will generally lead to a better educational position for the children of su…
Religion, Denomination, and Education in The Netherlands: Cognitive and Noncognitive Outcomes After an Era of Secularization
After 1850, The Netherlands developed into a strongly pillarized or denominational society. Starting in 1965, however, a process of secularization and depillarization emerged and the influence of the institutionalized denominations declined greatly. Today, there are indications that the process of secularization has reached its peak. Remarkably enough, such secularization and depillarization has had little influence on the educational system in T…
Language Varieties and Educational Achievement of Indigenous Primary School Pupils
This paper explores the relations between standard-language and arithmetic test performance and a range of language-related family characteristics in the Netherlands. The sample consists of 7730 pupils from nearly 700 primary schools. The variables analysed are: the language variety the child chooses in conversations with its father, mother, siblings and friends; the language the parents communicate in; the importance the parents attach to their …
Educational Opportunities in the Netherlands: Policy, Students' Performance and Issues
The educational progress of immigrant children in the Netherlands
Since the 1960s, various programmes have been implemented in the Netherlands, at both local and national level, to improve the educational opportunities of children in disadvantaged situations. Attention was initially only focused on Dutch working‐class children, but later immigrant children were also included. Since 1985 a specific national policy has been pursued aimed at both groups: the Educational Priority Policy. Within the framework of the…
Minority Language and Culture Teaching in The Netherlands: Policies, arguments, evaluation and prospects
(1996). Minority Language and Culture Teaching in The Netherlands: policies, arguments, evaluation and prospects. Compare: A Journal of Comparative and International Education: Vol. 26, No. 3, pp. 315-332
In Dutch? Usage of Dutch Regional Languages and Dialects
This paper examines the use of regional languages and dialects of Dutch in the Netherlands, and the relation of such to the Dutch language proficiency of primary school pupils. The data from the large-scale primary education PRIMA cohort study are analysed. A total of nearly 35,000 pupils participated in five measurement rounds covering the period 1995 through 2003. Insight is thus provided into the most recent situation and the developments duri…
First and second language proficiency: Prospects for Turkish and Moroccan children in the Netherlands
This article reports a large‐scale investigation among Turkish and Moroccan children in Dutch primary schools. The focus is on these children's proficiency in, respectively, Turkish and Arabic, and in Dutch, and on the development of skills in both languages. As regards proficiency in the first language, Turkish and Moroccan children appear to differ widely: levels of Turkish are reasonable, but the levels of Arabic are poor. Comparative research…
Frictions Between Formal Education Policy and Actual School Choice: Case Studies in an International Comparative Perspective
Background and Achievement Levels of Islamic Schools in the Netherlands: Are the reservations justified
In the past decades, efforts have been made in various countries in Western Europe to set up state‐funded Islamic schools. Until recently, it was only in the Netherlands that these efforts were successful. At present, 28 Islamic primary schools are completely funded by the Dutch Government. They are attended by about 7000 pupils, who are largely of Moroccan and Turkish descent. The very existence of these schools is a highly controversial issue. …
First and second language proficiency: Prospects for Turkish and Moroccan children in the Netherlands
This article reports a large‐scale investigation among Turkish and Moroccan children in Dutch primary schools. The focus is on these children's proficiency in, respectively, Turkish and Arabic, and in Dutch, and on the development of skills in both languages. As regards proficiency in the first language, Turkish and Moroccan children appear to differ widely: levels of Turkish are reasonable, but the levels of Arabic are poor. Comparative research…
Social or ethnic determinants of educational opportunities? Results from the evaluation of the education priority policy programme in the Netherlands
Home language proficiency in the Netherlands: The evaluation of Turkish and Moroccan bilingual programmes—a critical review
The educational progress of immigrant children in the Netherlands
Since the 1960s, various programmes have been implemented in the Netherlands, at both local and national level, to improve the educational opportunities of children in disadvantaged situations. Attention was initially only focused on Dutch working‐class children, but later immigrant children were also included. Since 1985 a specific national policy has been pursued aimed at both groups: the Educational Priority Policy. Within the framework of the…
Minority Language and Culture Teaching in The Netherlands: Policies, arguments, evaluation and prospects
(1996). Minority Language and Culture Teaching in The Netherlands: policies, arguments, evaluation and prospects. Compare: A Journal of Comparative and International Education: Vol. 26, No. 3, pp. 315-332
An evaluation of the educational priority policy in relation to early school leaving
Educational Opportunities in the Netherlands: Policy, Students' Performance and Issues
Background and Achievement Levels of Islamic Schools in the Netherlands: Are the reservations justified
In the past decades, efforts have been made in various countries in Western Europe to set up state‐funded Islamic schools. Until recently, it was only in the Netherlands that these efforts were successful. At present, 28 Islamic primary schools are completely funded by the Dutch Government. They are attended by about 7000 pupils, who are largely of Moroccan and Turkish descent. The very existence of these schools is a highly controversial issue. …
Language Varieties and Educational Achievement of Indigenous Primary School Pupils
This paper explores the relations between standard-language and arithmetic test performance and a range of language-related family characteristics in the Netherlands. The sample consists of 7730 pupils from nearly 700 primary schools. The variables analysed are: the language variety the child chooses in conversations with its father, mother, siblings and friends; the language the parents communicate in; the importance the parents attach to their …
The Limits of Educational Policy and Practice? The case of ethnic minorities in The Netherlands
This article describes the situation in the field of ethnic minorities and education in The Netherlands and other Western countries. The policy that has been and is being pursued in The Netherlands is central to this article, as well as the way in which this policy has been translated into practice. The most important aim of the policy is to combat educational disadvantages among minorities. Attention is paid to the evaluation of the various aspe…
Ethnicity, Forms of Capital, and Educational Achievement
Religion, Denomination, and Education in The Netherlands: Cognitive and Noncognitive Outcomes After an Era of Secularization
After 1850, The Netherlands developed into a strongly pillarized or denominational society. Starting in 1965, however, a process of secularization and depillarization emerged and the influence of the institutionalized denominations declined greatly. Today, there are indications that the process of secularization has reached its peak. Remarkably enough, such secularization and depillarization has had little influence on the educational system in T…
School composition and achievement in primary education: A large-scale multilevel approach
Home Language and Language Proficiency: A Large-scale Longitudinal Study in Dutch Primary Schools
This article reports on a large-scale longitudinal study into the development of language proficiency of Dutch primary school pupils aged 7–10. Data on language proficiency and a range of background variables (home language, level of education and occupational status of parents, language background, migrants' length of residence) from 4419 pupils were analysed. The main outcomes of the study are that, although children with an immigrant language …
In Dutch? Usage of Dutch Regional Languages and Dialects
This paper examines the use of regional languages and dialects of Dutch in the Netherlands, and the relation of such to the Dutch language proficiency of primary school pupils. The data from the large-scale primary education PRIMA cohort study are analysed. A total of nearly 35,000 pupils participated in five measurement rounds covering the period 1995 through 2003. Insight is thus provided into the most recent situation and the developments duri…
Islamic schools in three western countries: Policy and procedure
In this article, the authors compare Islamic schools in three countries: the United States, the Netherlands, and Belgium. In each country, the authors take care to situate Islamic schools within the broader context of educational policy and practice. In particular, the authors examine the mechanisms for funding, choice and control, noting that for reasons specific to each context monitoring either by the state or accrediting agencies poses both c…
Segregation by choice? A study of group‐specific reasons for school choice
n Contains fulltext :\n 56848.pdf (Publisher’s version ) (Open Access)\n
Mutual Influences Among American Parents for Their Values Placed on Children's Conformity in the 1970s and 1980s
Relative effects of both spouses' educational levels on the value parents place on children's conformity were examined. Eight General Social Survey samples, covering the 1970s and 1980s, containing information on 3,005 mothers, 2,634 fathers, and their spouses were analyzed simultaneously. Application of “diagonal reference models” showed symmetric influence. Although own educational level had the larger effect on conformity, the effect of spouse…
Parental Involvement and Educational Achievement
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low‐educated and ethnic minority parents. Various forms of both parental and school‐initiated involvement are examined. On the one hand, the connections between a number of characteristics of parent…
Frictions Between Formal Education Policy and Actual School Choice: Case Studies in an International Comparative Perspective
Trends in Religious Affiliation of Parents of Primary School Children in the Netherlands in The Period 1995-2005: Exploration of Correlation with Sex, Ethnicity and Socio-Economic Background
The Netherlands is known for its high level of secularisation, a process which gained impetus in the 1960s. At about the same time a huge influx of non-Western immigrants from diverse religious backgrounds got under way. Although immigrants now constitute more than 10 percent of the Dutch population, there has been very little research into the relation between ethnicity and religion. This article explores the relationship between religious affil…
Parents and Schools as Partners in a Multicultural, Multireligious Society
In recent years Dutch society has had to deal with an influx of large and highly divergent migrant groups. Dutch education faces the task of accommodating these differences. Parental involvement and participation are increasingly seen as important elements in the interplay of upbringing and informal and formal education. In this respect it appears that immigrant parents' involvement and participation lag behind that of Dutch parents. This article…
The Feminization of Primary Education: Effects of Teachers' Sex on Pupil Achievement, Attitudes and Behaviour
Since the mid-1990s, considerable concern has been expressed about the feminization of education. The underlying assumption is that the increasing number of female teachers is leading to a lack of male role models, which may then have negative consequences for the achievement and behaviour of boys in particular. For this reason, policy is currently being pursued in several countries to increase the number of male teachers. In the present article,…
Effects of Immigrant Parents' Participation in Society on Their Children's School Performance
Integration of ethnic minorities into society is often operationalized as participation in various societal institutions. Examples are cultural, political and labour participation. On the basis of the theoretical concepts of social and cultural capital as proposed by sociologists Bourdieu and Coleman, it is often hypothesized that greater parental participation in society will generally lead to a better educational position for the children of su…
Differential ability and attainment in language and arithmetic of Dutch primary school pupils
Background . In preschool and primary education, pupils differ in many abilities and competences (giftedness). Yet mainstream educational practice seems rather homogeneous in providing age‐based or grade–class subject matter approaches. Aims . To clarify whether pupils scoring initially at high ability level do develop and attain differently at school with respect to language and arithmetic compared with those displaying other initial ability lev…
Psychology (25 works) · Sociology (24 works) · Political science (21 works) · Parental Involvement in Education (20 works) · Ethnic group (15 works) · Mathematics education (12 works) · School Choice and Performance (12 works) · Developmental psychology (10 works) · Law (10 works) · Geography (9 works)