Marieke Meeuwisse

Reasons for withdrawal from higher vocational education. A comparison of ethnic minority and majority non‐completers

The present study explored possible differences in reasons for withdrawing from higher vocational education between ethnic minority and majority non‐completers in the Netherlands. Tintos model on the departure process was used as a theoretical framework. A total of 1017 non‐completers filled in a questionnaire regarding their reasons for withdrawal. An exploratory factor analysis resulted in six factors representing these reasons. Multivariate analyses of variance showed no main effect for ethnic background of non‐completers, but interaction effects with type of withdrawal (drop‐out versus switching course or institution), and moment of withdrawing (early or late). Ethnic minority drop‐outs withdrew more often than majority drop‐outs because of a perceived poor quality of education. A lack of ability was more important in the decision to withdraw for majority drop‐outs compared to ethnic minority drop‐outs. Ethnic minority switchers withdrew more often than majority switchers because they were disappointed with the educational content. This factor also appeared to be more important to minority non‐completers who had left higher vocational education after more than one year in comparison with the late majority non‐completers.

Educational Innovation, Quality, and Effects : An Exploration of Innovations and Their Effects in Secondary Education

Despite the extensive literature on educational innovations, there is only limited empirical research available into the impact of innovations on student achievement. In this article, the following research questions will be answered: What form do innovations in secondary education take, are there types of innovative schools, and what effect do these innovations have on school quality and student careers? The findings show that types of innovative schools differ significantly on quality assessments aspects of the Inspectorate of Education, quality of “time,” and of the “teaching-learning process.” Furthermore, the school output data showed that in the lower education tracks the more innovative schools obtain good results with their students, whereas in the higher education tracks the less innovative schools perform significantly better.

The family-study interface and academic outcomes: Differences and similarities between ethnic minority and ethnic majority students

The present study investigated possible differences in the family-study interface between ethnic minority and ethnic majority students as an explanation for the poorer study results of ethnic minority students compared with those of majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western ethnic minority students (N = 342) and ethnic majority students (N = 1314) separately at a major Dutch university. Multivariate analyses of variance revealed that ethnic minority students reported less study effort and earned lower grades compared with ethnic majority students. Regarding the family-study interface, ethnic minority students reported more family-study conflict than did ethnic majority students. No differences were found between the 2 groups in family-study facilitation. Ethnic minority students participated more in family activities and were more involved with their family than ethnic majority students. Levels of experienced family support were equal for both groups of students. Students who received more family social support reported less conflict and more facilitation. This latter finding held more strongly for majority students, resulting in more study effort and higher grades for this group. The results demonstrated the explanatory power of the family-study conflict and facilitation model for both groups.

The role of the assessment policy in the relation between learning and performance

Optimising student learning and academic performance is a continuous challenge for medical schools. The assessment policy may influence both learning and performance. Previously, the joint contribution of self‐regulated learning (SRL) and participation in scheduled learning activities towards academic performance has been reported. However, little is known about the relationships between SRL, participation and academic performance under different assessment policies.

Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds

Abstract Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases. Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively.

Early predictors of first-year academic success at university: Pre-university effort, pre-university self-efficacy, and pre-university reasons for attending university

ABSTRACT Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the non-cognitive factors pre-university effort and pre-university academic self-efficacy influence 1st-year retention at university. In addition, we examined pre-university reasons for attending university and whether these reasons were related to 1st-year retention. Multinomial logistic regression analyses showed that pre-university effort positively predicted 1st-year retention, whereas pre-university academic self-efficacy did not. With exploratory factor analysis and confirmatory factor analysis, we identified six pre-university reasons for attending university: career perspective, personal development, compliance with the social environment, attractiveness of the institution, recommended by others, and location. None of the pre-university reasons appeared to significantly predict 1st-year retention. Implications for research and practice are discussed.