Browse the Collection
|
|
Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Vandenbroeck, Michel [remove];
15 results found.|
Select Citation
|
Result | Resource Type |
|
|
|
|
Appendix I: Literature review: Literature review of the participation of disadvantaged children and families in ECEC services in Europe A review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC) and on the relationship of ECEC participation to children's cognitive and socioemotional outcomes |
Literature Review
|
|
|
|
|
Beyond anti-bias education: Changing conceptions of diversity and equity in European early childhood education An examination of changing perceptions of diversity and equity using a historical analysis of Belgian child care policies |
Reports & Papers
|
|
|
|
|
Caring and learning together: A case study of Ghent: The Flemish community of Belgium A case study of the integration of the early childhood care and education system into the education system in Ghent, the Flemish community of Belgium |
Reports & Papers
|
|
|
|
|
CoRe: Competence requirements in early childhood education and care: Final report An exploration of conceptualizations of competence and professionalism in early childhood education and care in the European Union, based on a literature review, a survey of 15 countries, and 7 case studies |
Other
|
|
|
|
|
CoRe: Competence requirements in early childhood education and care: Research documents A literature review, a survey of 15 countries, and 7 case studies that explore conceptualizations of competence and professionalism in early childhood education and care in the European Union |
Other
|
|
|
|
|
Dialogical spaces to reconceptualize parent support in the social investment state A survey of parent opinions of social support initiatives for parents and children from 44 interviews and 311 survey respondents in Brussels, Belgium |
Reports & Papers
|
|
|
|
|
The education and care divide: The role of the early childhood workforce in 15 European countries An examination of the roles, professional development opportunities, and both the job and training profiles of early care and education assistants, based on data from 20 experts from 15 European countries |
Reports & Papers
|
|
|
|
|
Gender and professionalism: A critical analysis of overt and covert curricula An examination of the gendered culture as experienced by men entering the child care and early education workforce based on interviews with 46 male students and an examination of female bias in textbooks |
Reports & Papers
|
|
|
|
|
Globalisation and privatisation: The impact on childcare policy and practice An exploration into the function of state-funded child care in post-industrial, western societies, based on a case study of child care in Belgium |
Other
|
|
|
|
|
Lifelong learning and the counter/professionalisation of childcare: A case study of local hybridizations of global European discourses We provide a historical (genealogical) study of the changes in discourses on adult education since the famous UNESCO conference in Montreal, to present day texts of the European Union on lifelong learning. We also analyse how these changing global discourses on lifelong learning have travelled -- through the hegemony of English language -- to local situations, such as in Flanders. In the case of Flanders, they have paradoxically contributed to a significant counter-professionalisation of the early years workforce. This genealogical case study also shows how research, policy and practice are closely intertwined in their contribution to this paradox. The study shows that genealogical approaches are useful to show both how international influences need to be considered in a globalised world, but also how specific local 'hybridisations' of these discourses are constructed. |
Other
|
|
|
|
|
Mothers’ search for infant child care: The dynamic relationship between availability and desirability in a continental European welfare state A study of the availability and accessibility of high-quality publicly-funded child care, and an examination of parental search strategies for infant child care, based on a survey of child care center directors and mothers from differing socioeconomic and racial backgrounds in Brussels, Belgium |
Reports & Papers
|
|
|
|
|
The persistent gap between education and care: A ''history of the present'' research on Belgian child care provision and policy An overview of the history of Belgian child care policy from 1919 through the 1970’s, with a focus on the division between infant care and preschool education |
Reports & Papers
|
|
|
|
|
The social and political construction of early childhood education A philosophical discussion of the relationship between both the historical issue of child mortality and recent concern for the prevention of educational disadvantage, and develoopment of early childhood education in Belgium, as well as internationally |
Other
|
|
|
|
|
Towards competent systems in early childhood education and care: Implications for policy and practice A presentation of select findings of a European research project on competence requirements in early childhood education and care, conducted between January 2010 and May 2011 by the University of East London and the University of Ghent, which identified conceptualizations of competence and professionalism in early childhood practice, and formulated policy recommendations to develop, support, and maintain competence at all layers of the early childhood system across Europe |
Reports & Papers
|
|
|
|
|
Why the evidence-based paradigm in early childhood education and care is anything but evident Praxeological research is a necessary contribution to the research field in early childhood education and care, which is currently dominated by an evidence-based paradigm that tends to consider the measurement of predefined outcomes as the most valid form of research. We analyse the history of the evidence-based paradigm in the field of medicine and psychology and address the emerging insights learnt, indicating that ?what works? is not always valid evidence. We ask critical questions about the alleged superiority of quasiexperimental designs, and suggest that the evidence-based paradigm may be fundamentally undemocratic. The analysis provides a rationale for the unique contribution of praxeological research to the early childhood field. An experiment with participative research on early childhood with five groups of parents in Flanders illustrates that praxeological research is both very complex and rather unpredictable. Yet, it also sheds some light on what democratic research may be about. (author abstract) |
Other
|
|
Select Citation
|
