Geert Driessen
Dr. Geert Driessen studied pedagogical and educational theory. He worked as a senior educational researcher at ITS (Institute of Applied Social Sciences) of Radboud University Nijmegen, the Netherlands. At ITS he also served as a member of the Works Council, Head of the Department of Education, and member of the Management Team. At present he is semi-retired and active. He is an expert in the field of education in relation to ethnicity, social milieu and gender. His major research interest concerns inequality in education and society.
For more information see his personal website:
http://www.geertdriessen.nl/nl/home/
For more information see his personal website:
http://www.geertdriessen.nl/nl/home/
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Papers by Geert Driessen
achievement of native Belgian and Muslim immigrant pupils. The distinctive
characteristics of Catholic schools in Belgium (Flanders) form an
exceptionally suitable context to study this. Multilevel latent growth
curve analyses are conducted with data from approximately 5,000 pupils
across 200 primary schools. We find no support for the Catholic school
advantage hypothesis as the overall achievement growth for math and
reading was not significantly better in Catholic schools than in public
schools. Likewise, we find no evidence for the so-called “common
school effect” hypothesis: to wit, the learning growth of Muslim pupils was not
significantly better in Catholic schools. In fact, the initial achievement
gap was found to be higher in Catholic schools than in public schools.
Implications of these findings are discussed.
taal zelfs 20 procent. Met name hoogbegaafden presteren onder hun kunnen, maar ook onder Turkse basisschoolleerlingen bevindt zich nog een reservoir aan verborgen talent.