We inform authors and readers that, following an agreement with the Karolinum publishing house, from 2024 (Volume 18), the journal Orbis scholae will be published only in electronic form.
Orbis scholae is an academic journal published by Charles University, Prague. It features articles on school education in the wider socio-cultural context. It aims to contribute to our understanding and the development of school education, and to the reflection of teaching practice and educational policy.
The journal is indexed in SCOPUS, CEEOL, DOAJ, EBSCO, and ERIH Plus.
ORBIS SCHOLAE, Vol 13 No 3 (2019), 59–83
The Utrecht Virtual Learning Environment Project: Improving Educational Partnerships in Multicultural Preschools
Ryanne Francot, Martine Broekhuizen, Paul Leseman
DOI: https://doi.org/10.14712/23363177.2019.22
published online: 15. 11. 2019
abstract
The increasing cultural and linguistic diversity in European countries leads to new challenges for current education systems. One important challenge is establishing trustful educational partnerships with parents from diverse backgrounds. This holds especially true for Early Childhood Education and Care centres (ECEC), where parents are introduced to the education system for the first time. The Utrecht Virtual Learning Environment (U-VLO) project is a small-scale project that explores whether an educational digital tool can help to improve the educational partnerships between parents and a preschool in a multicultural environment in the Netherlands. The digital tool in the current study aims at (a) improving the engagement of parents by incorporating parents as important resources for (b) enriching the preschool practices with a cultural and multilingual focus. The current project follows the principles of Design-Based Research and describes the iterative process of designing and implementing the digital tool, together with the preschool (two preschool teachers working in four classrooms) and parents, to collaboratively create intercultural content via the digital tool. These bottom-up implementations, combined with the results of observations and evaluations amongst teachers and parents, show that it is possible to implement a digital tool in the specific local context. However, many factors and prerequisites, both social and technical, need to be taken into account before the tool can impact the existing partnerships. Clear implications for theory and practice focusing on improving educational partnerships in multicultural and multilingual settings for young children, and the use of innovative digital tools herein, are provided.
keywords: educational partnerships; preschools; ICT; intercultural approach; design-based research
references (225)
1. Amiel, T., & Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Journal of Educational Technology & Society, 11(4), 29. Retrieved from https://www.jstor.org/stable/pdf/jeductechsoci.11.4.29.pdf?seq=1#page_scan_tab_contents
2. Amiel, T., & Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Journal of Educational Technology & Society, 11(4), 29. Retrieved from https://www.jstor.org/stable/pdf/jeductechsoci.11.4.29.pdf?seq=1#page_scan_tab_contents
3. Amiel, T., & Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Journal of Educational Technology & Society, 11(4), 29. Retrieved from https://www.jstor.org/stable/pdf/jeductechsoci.11.4.29.pdf?seq=1#page_scan_tab_contents
4. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25. CrossRef
5. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25. CrossRef
6. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16−25. CrossRef
7. Banks, J. A. (2015). Cultural diversity and education. New York: Routledge.
8. Banks, J. A. (2015). Cultural diversity and education. New York: Routledge.
9. Banks, J. A. (2015). Cultural diversity and education. New York: Routledge. CrossRef
10. Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39-62. CrossRef
11. Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39-62. CrossRef
12. Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39−62. CrossRef
13. Blau, I., & Hameiri, M. (2017). Ubiquitous mobile educational data management by teachers, students and parents: Does technology change school-family communication and parental involvement? Education and Information Technologies, 22(3), 1231-1247. CrossRef
14. Blau, I., & Hameiri, M. (2017). Ubiquitous mobile educational data management by teachers, students and parents: Does technology change school-family communication and parental involvement? Education and Information Technologies, 22(3), 1231-1247. CrossRef
15. Blau, I., & Hameiri, M. (2017). Ubiquitous mobile educational data management by teachers, students and parents: Does technology change school-family communication and parental involvement? Education and Information Technologies, 22(3), 1231−1247. CrossRef
16. Bossong, L., & Keller, H. (2018). Cross‐cultural value mismatch in German day care institutions: Perspectives of migrant parents and day care teachers. International Journal of Psychology, 53, 72-80. CrossRef
17. Bossong, L., & Keller, H. (2018). Cross‐cultural value mismatch in German day care institutions: Perspectives of migrant parents and day care teachers. International Journal of Psychology, 53, 72-80. CrossRef
18. Bossong, L., & Keller, H. (2018). Cross‐cultural value mismatch in German day care institutions: Perspectives of migrant parents and day care teachers. International Journal of Psychology, 53, 72−80. CrossRef
19. Broekhuizen, M., Ereky-Stevens, K., Wolf, R., Moser, T. (2018). Technical report parent structured interview study. Procedures, instrument development, samples, and showcases. Retrieved from: http://www.isotis.org/resources/publications/isotis-publications/final
20. Broekhuizen, M., Ereky-Stevens, K., Wolf, R., Moser, T. (2018). Technical report parent structured interview study. Procedures, instrument development, samples, and showcases. Retrieved from: http://www.isotis.org/resources/publications/isotis-publications/final
21. Broekhuizen, M., Ereky-Stevens, K., Wolf, R., & Moser, T. (2018). Technical report parent structured interview study. Procedures, instrument development, samples, and showcases. Retrieved from: http://www.isotis.org/resources/publications/isotis-publications/final
22. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
23. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
24. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
25. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner (Ed.), Handbook of child development: Vol. 1. Theoretical models of human development, 6th ed. (pp. 793-828). Hoboken, NJ: Wiley.
26. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner (Ed.), Handbook of child development: Vol. 1. Theoretical models of human development, 6th ed. (pp. 793-828). Hoboken, NJ: Wiley.
27. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner (Ed.), Handbook of child development: Vol. 1. Theoretical models of human development, 6th ed. (pp. 793−828). Hoboken, NJ: Wiley.
28. Brooks-Gunn, J., & Markman, L. B. (2005). The contribution of parenting to ethnic and racial gaps in school readiness. The Future of Children, 15(1),139-168. CrossRef
29. Brooks-Gunn, J., & Markman, L. B. (2005). The contribution of parenting to ethnic and racial gaps in school readiness. The Future of Children, 15(1),139-168. CrossRef
30. Brooks-Gunn, J., & Markman, L. B. (2005). The contribution of parenting to ethnic and racial gaps in school readiness. The Future of Children, 15(1), 139−168. CrossRef
31. Byron, T. (2008). Safer children in a digital world: The report of the Byron Review: Be safe, be aware, have fun. Retrieved from https://dera.ioe.ac.uk/7332/7/Final%20Report%20Bookmarked_Redacted.pdf
32. Byron, T. (2008). Safer children in a digital world: The report of the Byron Review: Be safe, be aware, have fun. Retrieved from https://dera.ioe.ac.uk/7332/7/Final%20Report%20Bookmarked_Redacted.pdf
33. Byron, T. (2008). Safer children in a digital world: The report of the Byron Review: Be safe, be aware, have fun. Retrieved from https://dera.ioe.ac.uk/7332/7/Final%20Report%20Bookmarked_Redacted.pdf
34. Carolan, B. V., & Wasserman, S. J. (2015). Does parenting style matter? Concerted cultivation, educational expectations, and the transmission of educational advantage. Sociological Perspectives, 58(2), 168-186. CrossRef
35. Carolan, B. V., & Wasserman, S. J. (2015). Does parenting style matter? Concerted cultivation, educational expectations, and the transmission of educational advantage. Sociological Perspectives, 58(2), 168-186. CrossRef
36. Carolan, B. V., & Wasserman, S. J. (2015). Does parenting style matter? Concerted cultivation, educational expectations, and the transmission of educational advantage. Sociological Perspectives, 58(2), 168−186. CrossRef
37. Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83-104.
38. Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83-104.
39. Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83−104.
40. Crozier, G., & Davies, J. (2007). Hard to reach parents or hard to reach schools? A discussion of home-school relations, with particular reference to Bangladeshi and Pakistani parents. British Educational Research Journal, 33(3), 295-313. CrossRef
41. Crozier, G., & Davies, J. (2007). Hard to reach parents or hard to reach schools? A discussion of home-school relations, with particular reference to Bangladeshi and Pakistani parents. British Educational Research Journal, 33(3), 295-313. CrossRef
42. Crozier, G., & Davies, J. (2007). Hard to reach parents or hard to reach schools? A discussion of home-school relations, with particular reference to Bangladeshi and Pakistani parents. British Educational Research Journal, 33(3), 295−313. CrossRef
43. Davies, N. (2004). Not just how but why: EAL and ICT in the multilingual classroom. NALDIC Quarterly, 1(4), 12-19. Retrieved from https://www.naldic.org.uk/Resources/NALDIC/ Teaching%20and%20Learning/Documents/Notjusthowbutwhy.pdf
44. Davies, N. (2004). Not just how but why: EAL and ICT in the multilingual classroom. NALDIC Quarterly, 1(4), 12-19. Retrieved from https://www.naldic.org.uk/Resources/NALDIC/ Teaching%20and%20Learning/Documents/Notjusthowbutwhy.pdf
45. Davies, N. (2004). Not just how but why: EAL and ICT in the multilingual classroom. NALDIC Quarterly, 1(4), 12−19. Retrieved from https://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/Documents/Notjusthowbutwhy.pdf
46. Deardorff, D. K. (2006). The identification and assessment of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States. Journal of Studies in International Education, 10(3), 241-266. CrossRef
47. Deardorff, D. K. (2006). The identification and assessment of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States. Journal of Studies in International Education, 10(3), 241-266. CrossRef
48. Deardorff, D. K. (2006). The identification and assessment of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States. Journal of Studies in International Education, 10(3), 241−266. CrossRef
49. Degotardi, S., Sweller, N., Fenech, M., & Beath, A. (2018). Influences on parents' child care choices: A comparative analysis of preschool and long day care users. Child & Youth Care Forum, 47(5), 683-700. CrossRef
50. Degotardi, S., Sweller, N., Fenech, M., & Beath, A. (2018). Influences on parents' child care choices: A comparative analysis of preschool and long day care users. Child & Youth Care Forum, 47(5), 683-700. CrossRef
51. Degotardi, S., Sweller, N., Fenech, M., & Beath, A. (2018). Influences on parents' child care choices: A comparative analysis of preschool and long day care users. Child & Youth Care Forum, 47(5), 683−700. CrossRef
52. Dusi, P. (2012). The family-school relationships in Europe: A research review. Center for Educational Policy Studies Journal, 2(1), 13-33.
53. Dusi, P. (2012). The family-school relationships in Europe: A research review. Center for Educational Policy Studies Journal, 2(1), 13-33.
54. Dusi, P. (2012). The family-school relationships in Europe: A research review. Center for Educational Policy Studies Journal, 2(1), 13−33.
55. De Civita, M., Pagani, L., Vitaro, F., & Tremblay, R. E. (2004). The role of maternal educational aspirations in mediating the risk of income source on academic failure in children from persistently poor families. Children and Youth Services Review, 26(8), 749-769. CrossRef
56. De Civita, M., Pagani, L., Vitaro, F., & Tremblay, R. E. (2004). The role of maternal educational aspirations in mediating the risk of income source on academic failure in children from persistently poor families. Children and Youth Services Review, 26(8), 749-769. CrossRef
57. De Civita, M., Pagani, L., Vitaro, F., & Tremblay, R. E. (2004). The role of maternal educational aspirations in mediating the risk of income source on academic failure in children from persistently poor families. Children and Youth Services Review, 26(8), 749−769. CrossRef
58. Eamon, M. K. (2002). Effects of poverty on mathematics and reading achievement of young adolescents. The Journal of Early Adolescence, 22(1), 49-74. CrossRef
59. Eamon, M. K. (2002). Effects of poverty on mathematics and reading achievement of young adolescents. The Journal of Early Adolescence, 22(1), 49-74. CrossRef
60. Eamon, M. K. (2002). Effects of poverty on mathematics and reading achievement of young adolescents. The Journal of Early Adolescence, 22(1), 49−74. CrossRef
61. Epstein, J. L. (1992). School and family partnerships. In M. Aiken (Ed.), Encyclopedia of educational research, 6th ed. (pp. 1139-1151). New York: Macmillan.
62. Epstein, J. L. (1992). School and family partnerships. In M. Aiken (Ed.), Encyclopedia of educational research, 6th ed. (pp. 1139-1151). New York: Macmillan.
63. Epstein, J. L. (1992). School and family partnerships. In M. Aiken (Ed.), Encyclopedia of educational research, 6th ed. (pp. 1139−1151). New York: Macmillan.
64. Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press
65. Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press
66. Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
67. Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22. CrossRef
68. Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22. CrossRef
69. Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1−22. CrossRef
70. Fenech, M. (2017). Building parents' understandings of early learning and quality early childhood education and care. Every Child, 23(1), 22-24. Retrieved from https:// search.informit.com.au/documentSummary;dn=674400205944888;res=IELHSS
71. Fenech, M. (2017). Building parents' understandings of early learning and quality early childhood education and care. Every Child, 23(1), 22-24. Retrieved from https:// search.informit.com.au/documentSummary;dn=674400205944888;res=IELHSS
72. Fenech, M. (2017). Building parents' understandings of early learning and quality early childhood education and care. Every Child, 23(1), 22−24. Retrieved from https:// search.informit.com.au/documentSummary;dn=674400205944888;res=IELHSS
73. Gibson, M. A. (2002). The new Latino diaspora and educational policy. In S. Wortham, E. G. Murillo, & E. T. Hamann (Eds.), Education in the new Latino diaspora: Policy and the politics of identity (pp. 241-252). Westport, CT: Ablex.
74. Gibson, M. A. (2002). The new Latino diaspora and educational policy. In S. Wortham, E. G. Murillo, & E. T. Hamann (Eds.), Education in the new Latino diaspora: Policy and the politics of identity (pp. 241-252). Westport, CT: Ablex.
75. Gibson, M. A. (2002). The new Latino diaspora and educational policy. In S. Wortham, E. G. Murillo, & E. T. Hamann (Eds.), Education in the new Latino diaspora: Policy and the politics of identity (pp. 241−252). Westport, CT: Ablex.
76. Gorp, van, K., & Moons, C. (2014). Creating rich language environments for more than one language: A work in progress in Flemish childcare. European Journal of Applied Linguistics, 2(1), 53-78. CrossRef
77. Gorp, van, K., & Moons, C. (2014). Creating rich language environments for more than one language: A work in progress in Flemish childcare. European Journal of Applied Linguistics, 2(1), 53-78. CrossRef
78. Gorp, van, K., & Moons, C. (2014). Creating rich language environments for more than one language: A work in progress in Flemish childcare. European Journal of Applied Linguistics, 2(1), 53−78. CrossRef
79. Grant, L. (2011). I'm a completely different person at home: using digital technologies to connect learning between home and school. Journal of Computer Assisted Learning, 27, 292-302. CrossRef
80. Grant, L. (2011). I'm a completely different person at home: using digital technologies to connect learning between home and school. Journal of Computer Assisted Learning, 27, 292-302. CrossRef
81. Grant, L. (2011). I'm a completely different person at home: using digital technologies to connect learning between home and school. Journal of Computer Assisted Learning, 27, 292−302. CrossRef
82. Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237-252. CrossRef
83. Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237-252. CrossRef
84. Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237−252. CrossRef
85. Halgunseth, L. C., Peterson, A., Stark, D. R., & Moodie, S. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. National Association for the Education of Young Children. Retrieved from http://www.buildinitiative.org/portals/0/uploads/documents /resource-center/diversity-and-equity-toolkit/halgunseth.pdf
86. Halgunseth, L. C., Peterson, A., Stark, D. R., & Moodie, S. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. National Association for the Education of Young Children. Retrieved from http://www.buildinitiative.org/portals/0/uploads/documents /resource-center/diversity-and-equity-toolkit/halgunseth.pdf
87. Halgunseth, L. C., Peterson, A., Stark, D. R., & Moodie, S. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. National Association for the Education of Young Children. Retrieved from http://www.buildinitiative.org/portals/0/uploads/documents /resource-center/diversity-and-equity-toolkit/halgunseth.pdf
88. Hatzigianni, M., & Margetts, K. (2012). 'I am very good at computers': Young children's computer use and their computer self-esteem. European Early Childhood Education Research Journal, 20, 3-20. CrossRef
89. Hatzigianni, M., & Margetts, K. (2012). 'I am very good at computers': Young children's computer use and their computer self-esteem. European Early Childhood Education Research Journal, 20, 3-20. CrossRef
90. Hatzigianni, M., & Margetts, K. (2012). 'I am very good at computers': Young children's computer use and their computer self-esteem. European Early Childhood Education Research Journal, 20, 3−20. CrossRef
91. Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), 161-164. CrossRef
92. Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), 161-164. CrossRef
93. Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), 161−164. CrossRef
94. Hoadley, C. M. (2004). Methodological alignment in design-based research. Educational Psychologist, 39(4), 203-212. CrossRef
95. Hoadley, C. M. (2004). Methodological alignment in design-based research. Educational Psychologist, 39(4), 203-212. CrossRef
96. Hoadley, C. M. (2004). Methodological alignment in design-based research. Educational Psychologist, 39(4), 203−212. CrossRef
97. Hollingworth, S., Mansaray, A., Allen, K., & Rose, A. (2011). Parents' perspectives on technology and children's learning in the home: social class and the role of the habitus. Journal of Computer Assisted Learning, 27(4), 347-360. CrossRef
98. Hollingworth, S., Mansaray, A., Allen, K., & Rose, A. (2011). Parents' perspectives on technology and children's learning in the home: social class and the role of the habitus. Journal of Computer Assisted Learning, 27(4), 347-360. CrossRef
99. Hollingworth, S., Mansaray, A., Allen, K., & Rose, A. (2011). Parents' perspectives on technology and children's learning in the home: social class and the role of the habitus. Journal of Computer Assisted Learning, 27(4), 347−360. CrossRef
100. Holm, G., & Zilliacus, H. (2009). Multicultural education and intercultural education: Is there a difference?. In M. Talib, J. Loima, H. Paavola & S. Patrikainen (Eds.), Dialogues on Diversity and Global Education (pp. 11-28). Berlin: Peter Lang.
101. Holm, G., & Zilliacus, H. (2009). Multicultural education and intercultural education: Is there a difference?. In M. Talib, J. Loima, H. Paavola & S. Patrikainen (Eds.), Dialogues on Diversity and Global Education (pp. 11-28). Berlin: Peter Lang.
102. Holm, G., & Zilliacus, H. (2009). Multicultural education and intercultural education: Is there a difference?. In M. Talib, J. Loima, H. Paavola, & S. Patrikainen (Eds.), Dialogues on Diversity and Global Education (pp. 11−28). Berlin: Peter Lang.
103. Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97(2), 310 -331.
104. Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97(2), 310 -331.
105. Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97(2), 310−331.
106. Jewitt, C., & Parashar, U. (2011). Technology and learning at home: findings from the evaluation of the Home Access Programme pilot. Journal of Computer Assisted Learning, 27(4), 303-313. CrossRef
107. Jewitt, C., & Parashar, U. (2011). Technology and learning at home: findings from the evaluation of the Home Access Programme pilot. Journal of Computer Assisted Learning, 27(4), 303-313. CrossRef
108. Jewitt, C., & Parashar, U. (2011). Technology and learning at home: findings from the evaluation of the Home Access Programme pilot. Journal of Computer Assisted Learning, 27(4), 303−313. CrossRef
109. Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237-269. CrossRef
110. Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237-269. CrossRef
111. Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237−269. CrossRef
112. Kerckaert, S., Vanderlinde, R., & Van Braak, J. (2015) The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 22(2), 183-199. CrossRef
113. Kerckaert, S., Vanderlinde, R., & Van Braak, J. (2015) The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 22(2), 183-199. CrossRef
114. Kerckaert, S., Vanderlinde, R., & Van Braak, J. (2015) The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 22(2), 183−199. CrossRef
115. Kim, Y. (2009). Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents. Educational Research Review, 4(2), 80-120. CrossRef
116. Kim, Y. (2009). Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents. Educational Research Review, 4(2), 80-120. CrossRef
117. Kim, Y. (2009). Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents. Educational Research Review, 4(2), 80−120. CrossRef
118. Kraft, M. A., & Rogers, T. (2014). Teacher-to-parent communication: Experimental evidence from a low-cost communication policy. Society for Research on Educational Effectiveness. Retrieved from https://files.eric.ed.gov/fulltext/ED563011.pdf
119. Kraft, M. A., & Rogers, T. (2014). Teacher-to-parent communication: Experimental evidence from a low-cost communication policy. Society for Research on Educational Effectiveness. Retrieved from https://files.eric.ed.gov/fulltext/ED563011.pdf
120. Kraft, M. A., & Rogers, T. (2014). Teacher-to-parent communication: Experimental evidence from a low-cost communication policy. Society for Research on Educational Effectiveness. Retrieved from https://files.eric.ed.gov/fulltext/ED563011.pdf
121. Lee, J. S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193-218. CrossRef
122. Lee, J. S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193-218. CrossRef
123. Lee, J. S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193−218. CrossRef
124. Laleka, S. M., & Rasheed, K. (2018). Design-Based Research in education: A prolific approach to applied research in developing countries. Journal of Research & Reflections in Education, 12(2), 136-154. Retrieved from http://ue.edu.pk/jrre/articles/article1.pdf
125. Laleka, S. M., & Rasheed, K. (2018). Design-Based Research in education: A prolific approach to applied research in developing countries. Journal of Research & Reflections in Education, 12(2), 136-154. Retrieved from http://ue.edu.pk/jrre/articles/article1.pdf
126. Laleka, S. M., & Rasheed, K. (2018). Design-Based Research in education: A prolific approach to applied research in developing countries. Journal of Research & Reflections in Education, 12(2), 136−154. Retrieved from http://ue.edu.pk/jrre/articles/article1.pdf
127. Liu, X., Toki, E. I., & Pange, J. (2014). The use of ICT in preschool education in Greece and China: A comparative study. Procedia-Social and Behavioral Sciences, 112, 1167-1176. CrossRef
128. Liu, X., Toki, E. I., & Pange, J. (2014). The use of ICT in preschool education in Greece and China: A comparative study. Procedia-Social and Behavioral Sciences, 112, 1167-1176. CrossRef
129. Liu, X., Toki, E. I., & Pange, J. (2014). The use of ICT in preschool education in Greece and China: A comparative study. Procedia-Social and Behavioral Sciences, 112, 1167−1176. CrossRef
130. Manigo, C., & Allison, R. (2017). Does pre-school education matter? Understanding the lived experiences of parents and their perceptions of preschool education. Teacher Educators' Journal, 10, 5-42. Retrieved from https://files.eric.ed.gov/fulltext/EJ1138778.pdf
131. Manigo, C., & Allison, R. (2017). Does pre-school education matter? Understanding the lived experiences of parents and their perceptions of preschool education. Teacher Educators' Journal, 10, 5-42. Retrieved from https://files.eric.ed.gov/fulltext/EJ1138778.pdf
132. Manigo, C., & Allison, R. (2017). Does pre-school education matter? Understanding the lived experiences of parents and their perceptions of preschool education. Teacher Educators' Journal, 10, 5−42. Retrieved from https://files.eric.ed.gov/fulltext/EJ1138778.pdf
133. Meissner, F., & Vertovec, S. (2015). Comparing super-diversity. Ethnic and Racial Studies, 38(4), 541-555. CrossRef
134. Meissner, F., & Vertovec, S. (2015). Comparing super-diversity. Ethnic and Racial Studies, 38(4), 541-555. CrossRef
135. Meissner, F., & Vertovec, S. (2015). Comparing super-diversity. Ethnic and Racial Studies, 38(4), 541−555. CrossRef
136. Michel, M. C., & Kuiken, F. (2014). Language at preschool in Europe: Early years professionals in the spotlight. European Journal of Applied Linguistics, 2(1), 1-26. CrossRef
137. Michel, M. C., & Kuiken, F. (2014). Language at preschool in Europe: Early years professionals in the spotlight. European Journal of Applied Linguistics, 2(1), 1-26. CrossRef
138. Michel, M. C., & Kuiken, F. (2014). Language at preschool in Europe: Early years professionals in the spotlight. European Journal of Applied Linguistics, 2(1), 1−26. CrossRef
139. OECD/European Union. (2015). Indicators of Immigrant Integration 2015: Settling In. Paris: OECD Publishing. doi: 10.2785/13779
140. OECD/European Union. (2015). Indicators of Immigrant Integration 2015: Settling In. Paris: OECD Publishing. doi: 10.2785/13779
141. OECD/European Union (2015). Indicators of Immigrant Integration 2015: Settling In. Paris: OECD Publishing. doi: 10.2785/13779
142. OECD (2013). Education at a Glance 2013: OECD Indicators. Paris: OECD Publishing. doi: 10.1787/eag-2013-en CrossRef
143. OECD (2013). Education at a Glance 2013: OECD Indicators. Paris: OECD Publishing. doi: 10.1787/eag-2013-en CrossRef
144. OECD (2013). Education at a Glance 2013: OECD Indicators. Paris: OECD Publishing. CrossRef
145. Oostdam, R., & Hooge, E. (2013). Making the difference with active parenting; forming educational partnerships between parents and schools. European Journal of Psychology of Education, 28(2), 337-351. CrossRef
146. Oostdam, R., & Hooge, E. (2013). Making the difference with active parenting; forming educational partnerships between parents and schools. European Journal of Psychology of Education, 28(2), 337-351. CrossRef
147. Oostdam, R., & Hooge, E. (2013). Making the difference with active parenting; forming educational partnerships between parents and schools. European Journal of Psychology of Education, 28(2), 337−351. CrossRef
148. Palts, K., & Kalmus, V. (2015). Digital channels in teacher-parent communication: The case of Estonia. International Journal of Education and Development using Information and Communication Technology, 11(3), 65-81.
149. Palts, K., & Kalmus, V. (2015). Digital channels in teacher-parent communication: The case of Estonia. International Journal of Education and Development using Information and Communication Technology, 11(3), 65-81.
150. Palts, K., & Kalmus, V. (2015). Digital channels in teacher-parent communication: The case of Estonia. International Journal of Education and Development using Information and Communication Technology, 11(3), 65−81.
151. Petrogiannis, K. (2010). The relationship between perceived preparedness for computer use and other psychological constructs among kindergarten teachers with and without computer experience in Greece. Journal of Information Technology Impact, 10(2), 99-110.
152. Petrogiannis, K. (2010). The relationship between perceived preparedness for computer use and other psychological constructs among kindergarten teachers with and without computer experience in Greece. Journal of Information Technology Impact, 10(2), 99-110.
153. Petrogiannis, K. (2010). The relationship between perceived preparedness for computer use and other psychological constructs among kindergarten teachers with and without computer experience in Greece. Journal of Information Technology Impact, 10(2), 99−110.
154. Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children's learning with technology at home. Computers & Education, 59(1), 30-37. CrossRef
155. Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children's learning with technology at home. Computers & Education, 59(1), 30-37. CrossRef
156. Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children's learning with technology at home. Computers & Education, 59(1), 30−37. CrossRef
157. Prins, D., Wienke, D., & van Rooijen, K. (2013). Ouderbetrokkenheid in het onderwijs. Nederlands Jeugd Instituut. Retrieved from https://www.nji.nl/nl/Download-NJi/KOJ-Ouderbetrokkenheid.pdf
158. Prins, D., Wienke, D., & van Rooijen, K. (2013). Ouderbetrokkenheid in het onderwijs. Nederlands Jeugd Instituut. Retrieved from https://www.nji.nl/nl/Download-NJi/KOJ-Ouderbetrokkenheid.pdf
159. Prins, D., Wienke, D., & van Rooijen, K. (2013). Ouderbetrokkenheid in het onderwijs. Nederlands Jeugd Instituut. Retrieved from https://www.nji.nl/nl/Download-NJi/KOJ-Ouderbetrokkenheid.pdf
160. Putnam, R. D. (2007). E pluribus unum: Diversity and community in the twenty‐first century: The 2006 Johan Skytte Prize Lecture. Scandinavian Political Studies, 30(2), 137-174. CrossRef
161. Putnam, R. D. (2007). E pluribus unum: Diversity and community in the twenty‐first century: The 2006 Johan Skytte Prize Lecture. Scandinavian Political Studies, 30(2), 137-174. CrossRef
162. Putnam, R. D. (2007). E pluribus unum: Diversity and community in the twenty‐first century: The 2006 Johan Skytte Prize Lecture. Scandinavian Political Studies, 30(2), 137−174. CrossRef
163. Respler-Herman, M., Mowder, B. A., Yasik, A. E., & Shamah, R. (2012). Parenting beliefs, parental stress, and social support relationships. Journal of Child and Family Studies, 21(2), 190-198. CrossRef
164. Respler-Herman, M., Mowder, B. A., Yasik, A. E., & Shamah, R. (2012). Parenting beliefs, parental stress, and social support relationships. Journal of Child and Family Studies, 21(2), 190-198. CrossRef
165. Respler-Herman, M., Mowder, B. A., Yasik, A. E., & Shamah, R. (2012). Parenting beliefs, parental stress, and social support relationships. Journal of Child and Family Studies, 21(2), 190−198. CrossRef
166. Rimm-Kaufman, S. E., & Pianta, R. C. (2005). Family-school communication in preschool and kindergarten in the context of a relationship-enhancing intervention. Early Education and Development, 16(3), 287-316. CrossRef
167. Rimm-Kaufman, S. E., & Pianta, R. C. (2005). Family-school communication in preschool and kindergarten in the context of a relationship-enhancing intervention. Early Education and Development, 16(3), 287-316. CrossRef
168. Rimm-Kaufman, S. E., & Pianta, R. C. (2005). Family-school communication in preschool and kindergarten in the context of a relationship-enhancing intervention. Early Education and Development, 16(3), 287−316. CrossRef
169. Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner's theory of human development: Its evolution from ecology to bioecology. Journal of Family Theory & Review, 5(4), 243- 258. CrossRef
170. Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner's theory of human development: Its evolution from ecology to bioecology. Journal of Family Theory & Review, 5(4), 243- 258. CrossRef
171. Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner's theory of human development: Its evolution from ecology to bioecology. Journal of Family Theory & Review, 5(4), 243−258. CrossRef
172. Schmid, K., Ramiah, A. A., & Hewstone, M. (2014). Neighborhood ethnic diversity and trust: The role of intergroup contact and perceived threat. Psychological Science, 25(3), 665-674. CrossRef
173. Schmid, K., Ramiah, A. A., & Hewstone, M. (2014). Neighborhood ethnic diversity and trust: The role of intergroup contact and perceived threat. Psychological Science, 25(3), 665-674. CrossRef
174. Schmid, K., Ramiah, A. A., & Hewstone, M. (2014). Neighborhood ethnic diversity and trust: The role of intergroup contact and perceived threat. Psychological Science, 25(3), 665−674. CrossRef
175. Schreiber, J. B. (2002). Institutional and student factors and their influence on advanced mathematics achievement. The Journal of Educational Research, 95(5), 274-286. CrossRef
176. Schreiber, J. B. (2002). Institutional and student factors and their influence on advanced mathematics achievement. The Journal of Educational Research, 95(5), 274-286. CrossRef
177. Schreiber, J. B. (2002). Institutional and student factors and their influence on advanced mathematics achievement. The Journal of Educational Research, 95(5), 274−286. CrossRef
178. Selwyn, N., Banaji, S., Hadjithoma‐Garstka, C., & Clark, W. (2011). Providing a platform for parents? Exploring the nature of parental engagement with school learning platforms. Journal of Computer Assisted Learning, 27(4), 314-323. CrossRef
179. Selwyn, N., Banaji, S., Hadjithoma‐Garstka, C., & Clark, W. (2011). Providing a platform for parents? Exploring the nature of parental engagement with school learning platforms. Journal of Computer Assisted Learning, 27(4), 314-323. CrossRef
180. Selwyn, N., Banaji, S., Hadjithoma‐Garstka, C., & Clark, W. (2011). Providing a platform for parents? Exploring the nature of parental engagement with school learning platforms. Journal of Computer Assisted Learning, 27(4), 314−323. CrossRef
181. Semke, C. A., & Sheridan, S. M. (2012). Family-School connections in rural educational settings: A systematic review of the empirical literature. School Community Journal, 22(1), 21-47. Retrieved from https://files.eric.ed.gov/fulltext/EJ974684.pdf
182. Semke, C. A., & Sheridan, S. M. (2012). Family-School connections in rural educational settings: A systematic review of the empirical literature. School Community Journal, 22(1), 21-47. Retrieved from https://files.eric.ed.gov/fulltext/EJ974684.pdf
183. Semke, C. A., & Sheridan, S. M. (2012). Family-School connections in rural educational settings: A systematic review of the empirical literature. School Community Journal, 22(1), 21−47. Retrieved from https://files.eric.ed.gov/fulltext/EJ974684.pdf
184. Sandoval, W. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18-36. CrossRef
185. Sandoval, W. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18-36. CrossRef
186. Sandoval, W. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18−36. CrossRef
187. Tashakkori, A., & Teddlie, C. (2006). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
188. Tashakkori, A., & Teddlie, C. (2006). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
189. Tashakkori, A., & Teddlie, C. (2006). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
190. Tayler, C. (2006). Challenging partnerships in Australian early childhood education. Early Years, 26(3), 249-265. CrossRef
191. Tayler, C. (2006). Challenging partnerships in Australian early childhood education. Early Years, 26(3), 249-265. CrossRef
192. Tayler, C. (2006). Challenging partnerships in Australian early childhood education. Early Years, 26(3), 249−265. CrossRef
193. Temple, J. A., Reynolds, A. J., & Miedel, W. T. (2000). Can early intervention prevent high school dropout? Evidence from the Chicago Child-Parent Centers. Urban Education, 35(1), 31-56. CrossRef
194. Temple, J. A., Reynolds, A. J., & Miedel, W. T. (2000). Can early intervention prevent high school dropout? Evidence from the Chicago Child-Parent Centers. Urban Education, 35(1), 31-56. CrossRef
195. Temple, J. A., Reynolds, A. J., & Miedel, W. T. (2000). Can early intervention prevent high school dropout? Evidence from the Chicago Child-Parent Centers. Urban Education, 35(1), 31−56. CrossRef
196. Thompson, B. C., Mazer, J. P., & Flood Grady, E. (2015). The changing nature of parent-teacher communication: Mode selection in the smartphone era. Communication Education, 64(2), 187-207. CrossRef
197. Thompson, B. C., Mazer, J. P., & Flood Grady, E. (2015). The changing nature of parent-teacher communication: Mode selection in the smartphone era. Communication Education, 64(2), 187-207. CrossRef
198. Thompson, B. C., Mazer, J. P., & Flood Grady, E. (2015). The changing nature of parent-teacher communication: Mode selection in the smartphone era. Communication Education, 64(2), 187−207. CrossRef
199. Vandenbroeck, M. (2007). Beyond anti‐bias education: changing conceptions of diversity and equity in European early childhood education. European Early Childhood Education Research Journal, 15(1), 21-35. CrossRef
200. Vandenbroeck, M. (2007). Beyond anti‐bias education: changing conceptions of diversity and equity in European early childhood education. European Early Childhood Education Research Journal, 15(1), 21-35. CrossRef
201. Vandenbroeck, M. (2007). Beyond anti‐bias education: changing conceptions of diversity and equity in European early childhood education. European Early Childhood Education Research Journal, 15(1), 21−35. CrossRef
202. Vandenbroeck, M., Roets, G., & Snoeck, A. (2009). Immigrant mothers crossing borders: Nomadic identities and multiple belongings in early childhood education. European Early Childhood Education Research Journal, 17(2), 203-216. CrossRef
203. Vandenbroeck, M., Roets, G., & Snoeck, A. (2009). Immigrant mothers crossing borders: Nomadic identities and multiple belongings in early childhood education. European Early Childhood Education Research Journal, 17(2), 203-216. CrossRef
204. Vandenbroeck, M., Roets, G., & Snoeck, A. (2009). Immigrant mothers crossing borders: Nomadic identities and multiple belongings in early childhood education. European Early Childhood Education Research Journal, 17(2), 203−216. CrossRef
205. Van Laere, E., Rosiers, K., Van Avermaet, P., Slembrouck, S., & Van Braak, J. (2017). What can technology offer to linguistically diverse classrooms? Using multilingual content in a computer-based learning environment for primary education. Journal of Multilingual and Multicultural Development, 38(2), 97-112. CrossRef
206. Van Laere, E., Rosiers, K., Van Avermaet, P., Slembrouck, S., & Van Braak, J. (2017). What can technology offer to linguistically diverse classrooms? Using multilingual content in a computer-based learning environment for primary education. Journal of Multilingual and Multicultural Development, 38(2), 97-112. CrossRef
207. Van Laere, E., Rosiers, K., Van Avermaet, P., Slembrouck, S., & Van Braak, J. (2017). What can technology offer to linguistically diverse classrooms? Using multilingual content in a computer-based learning environment for primary education. Journal of Multilingual and Multicultural Development, 38(2), 97−112. CrossRef
208. Wang, M.T., & Degol, J. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352. CrossRef
209. Wang, M.T., & Degol, J. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352. CrossRef
210. Wang, M. T., & Degol, J. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315−352. CrossRef
211. Wang, S. K., Hsu, H. Y., Reeves, T. C., & Coster, D. C. (2014). Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study. Computers & Education, 79, 101-115. CrossRef
212. Wang, S. K., Hsu, H. Y., Reeves, T. C., & Coster, D. C. (2014). Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study. Computers & Education, 79, 101-115. CrossRef
213. Wang, S. K., Hsu, H. Y., Reeves, T. C., & Coster, D. C. (2014). Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study. Computers & Education, 79, 101−115. CrossRef
214. Webb, S. (2006). Can ICT reduce social exclusion? The case of an adults' English language learning programme. British Educational Research Journal, 32(3), 481-507. CrossRef
215. Webb, S. (2006). Can ICT reduce social exclusion? The case of an adults' English language learning programme. British Educational Research Journal, 32(3), 481-507. CrossRef
216. Webb, S. (2006). Can ICT reduce social exclusion? The case of an adults' English language learning programme. British Educational Research Journal, 32(3), 481−507. CrossRef
217. Wit, C. de (2005). Ouders als educatieve partner. Een handreiking voor scholen. Den Haag: Q*Primair.
218. Wit, C. de (2005). Ouders als educatieve partner. Een handreiking voor scholen. Den Haag: Q*Primair.
219. Wit, C. de (2005). Ouders als educatieve partner. Een handreiking voor scholen. Den Haag: Q*Primair.
220. Young, A. S. (2014). Working with super-diversity in Strasbourg pre-schools: Strengthening the role of teaching support staff. European Journal of Applied Linguistics, 2, 27-52. CrossRef
221. Young, A. S. (2014). Working with super-diversity in Strasbourg pre-schools: Strengthening the role of teaching support staff. European Journal of Applied Linguistics, 2, 27-52. CrossRef
222. Young, A. S. (2014). Working with super-diversity in Strasbourg pre-schools: Strengthening the role of teaching support staff. European Journal of Applied Linguistics, 2, 27−52. CrossRef
223. Young, A., & Hélot, C. (2007). Parent Power : Parents as a linguistic and cultural resource at school. In A. Camilleri Grima (Ed.), Promoting linguistic diversity and whole-school development (pp. 17-32). Strasbourg, Graz, Austria: Council of Europe Publishing.
224. Young, A., & Hélot, C. (2007). Parent Power : Parents as a linguistic and cultural resource at school. In A. Camilleri Grima (Ed.), Promoting linguistic diversity and whole-school development (pp. 17-32). Strasbourg, Graz, Austria: Council of Europe Publishing.
225. Young, A., & Hélot, C. (2007). Parent Power: Parents as a linguistic and cultural resource at school. In A. Camilleri Grima (Ed.), Promoting linguistic diversity and whole-school development (pp. 17−32). Strasbourg, Graz, Austria: Council of Europe Publishing.
The Utrecht Virtual Learning Environment Project: Improving Educational Partnerships in Multicultural Preschools is licensed under a Creative Commons Attribution 4.0 International License.
157 x 230 mm
periodicity: 3 x per year
print price: 150 czk
ISSN: 1802-4637
E-ISSN: 2336-3177