Dutch Inspectorate of Education

Background From 2002 onwards, initiatives and first steps for the project International Comparative Analysis of Learning and Teaching (ICALT) have been taken by the inspectorates of education in England, Flanders (Belgium), Lower Saxony (Germany) and The Netherlands. The inspectorates of education in these European countries reviewed the results of research on the basic characteristics of good and effective teaching and selected standards and indicators for an observation instrument that could be used to evaluate the quality of teaching. The inspectorates from these countries jointly developed an instrument to observe and analyse the quality of learning and teaching in primary schools.

Abstract This paper presents an overview of studies into effects and side effects of control mechanisms in education. We focus on effects and side effects of inspection visits and public performance indicators. A first conclusion is that the studies do not provide us with a clear answer to the question of whether inspections have positive causal effects on the quality of schools. Results of studies of publications on public performance indicators are more unambiguous. They lead us to the conclusion that although principals and teachers believe performance indicators are important, parents and pupils take very little notice of these indicators when choosing schools. A third conclusion concerns the occurrence of side effects of school inspections and other control mechanisms in education. Several of the studies discussed clearly refer to the existence of these side effects, such as 'window dressing' and other types of 'gaming'.

School effectiveness and school improvement have different origins: School effectiveness is more directed to finding out “what works” in education and “why”; school improvement is practice and policy oriented and intended to change education in the desired direction. However, in their orientation to outcomes, input, processes, and context in education, they also have much in common. In the project Effective School Improvement (ESI), the merger of the 2 traditions has been pursued. In the theoretical part, different orientations have been analysed and combined in a model for effective school improvement. Based on this analysis, an evaluation framework was developed for the analysis of the case studies of school improvement projects in the participating countries. The theoretical model and the results of the analyses of the case studies were combined in a framework of effective school improvement.

The COVID-19-pandemic forced many countries to close schools abruptly in the spring of 2020. These school closures and the subsequent period of distance learning has led to concerns about increasing inequality in education, as children from lower-educated and poorer families have less access to (additional) resources at home. This study analyzes differences in declines in learning gains in primary education in the Netherlands for reading, spelling and math, using rich data on standardized test scores and register data on student and parental background for almost 300,000 unique students. The results show large inequalities in the learning loss based on parental education and parental income, on top of already existing inequalities. The results call for a national focus on interventions specifically targeting vulnerable students.

The comprehensive framework was developed in the Effective School Improvement Project. The initial framework was based on an analysis of a range of theories and an additional analysis of case studies in the field of school improvement. A revision took place after an analytic confrontation of the initial framework with successful improvement projects. Also, country conferences for groups of researchers, practitioners, and policy-makers contributed to the revised version of the framework. The framework builds on earlier work in the field of school effectiveness and school improvement.

Ten-year-old students in an experimental group and a control group were tested for metacognitive abilities in reading comprehension before and after implementation of treatment in the experimental group. The teachers of the students in the experimental group were trained in metacognitive strategy instruction and in optimizing instruction time for reading comprehension. The learning gains made by the students in the experimental group in metacognitive abilities for reading comprehension turned out to be significantly greater than those made by the students in the control group. In the next school, year the students in the former experimental group and the former control group were tested for reading comprehension. It turned out that the students in the former experimental group had significantly better results on reading comprehension than the students in the former control group.

Purpose: Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality. While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for link between enhanced school capacity for improvement and instructional change. In this study, the authors examined the impact of school improvement capacity on changes in teachers’ classroom practices over a period of time. Leadership practices, school organizational conditions, teacher motivation and teacher learning were used to measure school-wide capacity for improvement. The paper aims to discuss these issues.<br/><br/>Design/methodology/approach: Mixed-model analysis of longitudinal data over a four years (2005-2008) period of time from 862 teachers of 32 Dutch elementary schools were used to test the impact of school improvement capacity on changing teachers’ instructional practices.<br/><br/>Findings: The results showed that organizational-level conditions and teacher-level conditions play an important, but different role in changing teachers’ classroom practices. Whereas teacher factors mainly affect changes in teachers’ classroom practices, organizational factors are of significant importance to enhance teacher motivation and teacher learning.<br/><br/>Research limitations/implications: More longitudinal research is needed to gain better insight into the opportunities and limits of building school-wide capacity to stimulate instructional change.<br/><br/>Practical implications: By encouraging teachers to question their own beliefs, facilitating opportunities for teachers to work together to solve problems, and through the promotion of shared decision making, school leaders can reinforce the personal and social identification of teachers with the organization. As a consequence, teachers will feel increasingly committed and are more willing to change their classroom practices. Additionally, school leaders can use the findings from this study and the related instrument as a tool for school self-evaluation.<br/><br/>Originality/value: This paper contributes to a deeper understanding of the nature of changes in conditions for school improvement and its influence on changes in teachers’ instructional practices over a period of time.

Talkers differ from each other in a great many ways. Some of the difference is in the choice of linguistic variants for particular words, as immortalized in the song by George and Ira Gershwin “Let’s call the whole thing off”.You say either [iðɚ] and I say either [aᴵðɚ],You say neither [niðɚ] and I say neither [naᴵðɚ]Either[ iðɚ], either [aᴵðɚ] Neither [niðɚ], neither [naᴵðɚ]Let's call the whole thing off.You like potato and I like potahtoYou like tomato and I like tomahtoPotato, potahto, Tomato, tomahto.Let's call the whole thing offListeners have experienced different pronunciations of words, and many of the variants that we know are tinged with social or personal nuance. This “multiple-listing” notion, that listeners store more than one variant of each word in memory is the dominant hypothesis, among sociolinguists regarding the cognitive representation of social phonetic variation (Thomas, 2011), and has been proposed as a way to account for the listeners’s ability to ‘normalize’ for talker differences in speech perception (Johnson, 1997).

Speech produced by different people varies acoustically because of individual differences in vocal tract physiology. This acoustic variation in the “same” words of language presents a practical problem for linguists and engineers, as well as a theoretical problem in the study of speech perception. This chapter reviews some practical vowel-normalization methods and discusses the perceptual processes that listeners may use to accomplish speech recognition in the face of talker variation, with a general overview of cortical organization for talker normalization and speech perception. The chapter reviews evidence that there are aspects of auditory processing that help remove talker differences during speech perception - in auditory spectral encoding; and in contrast coding in an auditory frame of reference that seems to apply before lexical processing begins.

Abstract Decision transparency is often proposed as a way to maintain or even increase citizen trust, yet this assumption is still untested in the context of regulatory agencies. We test the effect of transparency of a typical decision tradeoff in regulatory enforcement: granting forbearance or imposing a sanction. We employed a representative survey experiment (n = 1,546) in which we test the effect of transparency in general (providing information about a decision or not) and the effect of specific types of transparency (process or rationale transparency). We do this for agencies supervising financial markets, education, and health care. We find that overall decision transparency significantly increases citizen trust in only two of the three agencies. Rationale transparency has a more pronounced positive effect only for the Education Inspectorate. We conclude that the overall effect of decision transparency is positive but that the nature of the regulatory domain may weaken or strengthen this effect.

PURPOSE: Studies are increasingly showing that health related stigma is a barrier to employment, but it is not known how. The aim of this systematic review is to identify, appraise and analyse studies that have directly or indirectly addressed ways in which stigma affects sustainable employment and well-being at work of people with disabilities. METHODS: Using a multiphase screening process, this review is based on a comprehensive literature search (2000-2019) carried out in six electronic databases: Embase, Web of Science, Medline Ovid, Cochrane CENTRAL, PsycINFO and Google Scholar. RESULTS: 7.263 publications were identified; 96 studies were found eligible to be included in the review. 72% of the studies were conducted in North America or Europe. Few studies directly assessed how stigma affects the employment of people with disabilities. Most studies highlighted that attitudes and behaviour of employers formed a barrier to employment, as well as anticipated stigma and self-stigma in people with health problems. However, the findings also showed that the attitudes and behaviour of co-workers, health care professionals, reintegration professionals, customers, and family and friends could act as a barrier to employment although these influences are under-researched. Although many similarities were seen in the relevant findings of studies about both physical and mental disabilities, several nuances were found. CONCLUSION: Stigma hampers sustainable employment and well-being in multiple ways. Whereas the number of publications on this topic is rapidly increasing, the roles of health care professionals, reintegration professionals, co-workers, customers, and family and friends particularly warrant more attention.

School inspections are expected to have an impact on data use and improvement of schools. Schools are expected to generate data (e.g., self-evaluation reports and student achievement results) as part of the inspection process. This process, in turn, also generates data (e.g., inspection reports) for school improvement. The high-stakes context in which both types of data are generated however has been known to lead to strategic responses of schools. In this study, we analyzed if schools cheat on tests and reshape their test pool in responses to the Dutch (risk-based) school inspections. We found that 5.5% of the schools do not to comply with the guidelines for administering the test; one third of the schools exclude one or more students from the test. These responses, however, do not appear to be related to specific measures in the Dutch school inspections or prior performance of schools on these measures.

Abstract Discretion used to be considered a feature of individuals, but growing literature shows that it has collective features as well. To develop an understanding of the individual and cooperative work of inspectors in using discretion and the discretionary room granted to them, we compared two inspectorates: the C are Q uality C ommission ( CQC ) in E ngland and the J oint I nspectorate for Y outh ( JIY ) in the N etherlands. Our analysis reveals that inspectors engage with colleagues, managers, and stakeholders to include other perspectives, gain mandate, and broaden their repertoire. At the CQC , inspectors use their discretion collectively; on their own initiative, they involve others in balancing and interpreting rules to reach judgments. At the JIY , teamwork is central and regulatory teams are granted collective discretionary room. We argue that collective work permits both responsiveness and consistency. In studying the judgments of inspectors and other street‐level bureaucrats, it is vital to look at collective work and how it combines consistency and responsiveness.

This article investigates the effect of Dutch primary school inspections on test scores. These inspections are assessments of the educational quality of schools. The authors use two approaches to estimate the effect of the inspections. The first approach, based on a standard fixed effects model, indicates that inspections lead to slightly better school performance: Test scores increase by 2% to 3% of a standard deviation. However, the fixed effects model might be sensitive to selection bias. The second approach exploits a sample of randomly selected schools originally drawn for the purpose of compiling the annual report of the state of Dutch education. Based on this approach, the authors find that inspections do no harm but seem to have little or no effect on student performance.

This article addresses the evaluation of the Mathematics Improvement Programme. The results show that the programme improved the learning results of pupils in grade 3 with half a standard deviation and reduced the percentage of struggling pupils to less than 1%. Fifteen percent of the variance in pupil results is to be explained at the school level. About a quarter of this 15% can be explained by differences between the experimental and the comparison group. All of this condition variance is explained by the experimental variables. Five out of 10 implementation features contribute significantly to differences in pupil results.

Accountability systems in education generally include indicators of student performance. However, these indicators often differ considerably among the various systems. More and more countries try to include value-added measures, mainly because they do not want to hold schools accountable for differences in their initial intake of students. This study presents a conceptual framework of these value-added measures, resulting in an overview of 5 different types. Using data from Dutch secondary schools, we empirically provide estimates of these different measures. Our analyses show that the correlation between the different types of school effects estimated is rather high, but that the different models implicate different results for individual schools. Based on theoretical considerations, arguments are given to use the following indicators in the value-added accountability models: prior achievement, student-level background characteristics, and compositional characteristics of the student population.

In some primary schools, the average performance of pupils over several years is significantly below the level that could be expected of these pupils. There are several theories for this phenomenon, known as underperformance. Theory on opportunity to learn predicts that pupils in underperforming schools are not given sufficient opportunity to attain the minimum objectives of the curriculum. Contingency theory predicts that activities of principals, teachers, and school boards mediate insufficiently between the educational process and situational factors. The compensation hypothesis predicts that schools in disadvantaged areas first have to compensate for the fact that their pupils lag behind and provide for their basic needs before they can work on structural improvement of educational processes. The additivity hypothesis predicts that schools in disadvantaged areas have a higher risk of low output, even after correcting for social and economic background. Evidence can be found in support of each of these theories and hypotheses.

Quantitative light-induced fluorescence (QLF) technology can detect some dental plaque as red fluorescence. This in vivo study aimed to identify the microbial characteristics of red fluorescent (RF) dental plaque using 16S rRNA gene sequencing and evaluate the correlations between RF plaque and the clinical symptoms of dental diseases. Paired supragingival plaque samples collected from each 10 subjects and consisted of RF and non-RF dental plaques as observed by QLF technology using a 405 nm blue light source for excitation. The characteristics of the bacterial communities in the RF and non-RF plaque samples were compared by sequencing analysis. An increase in microbial diversity was observed in RF plaque compared with the non-RF plaque. There were significant differences in the community compositions between the 2 types of dental plaque. Periodontopathic bacteria were significantly more abundant in the RF plaque than non-RF plaque. The fluorescence intensity of RF plaque was significantly related to the proportion of the periodontopathic bacterial community and the presence of gingival inflammation. In conclusion, the plaque red fluorescence is associated with changes in the microbial composition and enrichment of periodontopathic pathogens, which suggests that RF plaque detected by QLF technology could be used as a risk indicator for gingival inflammation.

ABSTRACT Many European countries have inspectorates of education and although they differ in some ways, all focus on the quality of education, all undertake evaluations and all strive for improvement in education. First, it will be argued that reciprocity between inspectors and inspectees (such as schools, colleges and institutes for vocational education) is important both for the evaluative work of inspectorates and for their work on behalf of quality improvement. Insights from the social, behavioural and economic sciences are used to underpin this point. Nevertheless, in practice it seems that only a minority of the 14 European inspectorates examined are involved in a reciprocal relationship with their evaluands/inspectees. Second, reciprocity and quality assurance organisations in higher education are discussed. It is argued that also in this ® eld reciprocity between evaluator and evaluand is important. Third, several suggestions are made about how educational inspectorates can become more involved in reciprocal relationships without `negotiating the truth’. Suggestions for further research are offered.

This article describes the empirical research that contributed to the development of the model of “effective school improvement”. The focus is mainly on the findings of that research but the problematic nature of designing a methodology that is applicable in 8 very different education systems is also discussed. The 4 key factors to emerge from the research were the importance of context, the role of external changes agents, the importance of internal change agency, and the complexity of the relationship between all the factors and influences. These factors and their contribution to the emerging ESI model are discussed in relation to the theoretical reflections reported in the previous article.