Three Tilburg researchers receive doctoral grant for teachers
Annually, the Ministry of Education, Culture and Science makes 9 million euros available for the PhD positions. With the grant, the teachers receive the opportunity to further develop themselves and to strengthen the link between universities and schools. Twenty-four teachers received this grant, with a total of over EUR 4.9 million being awarded.
Bias is in the eye of the beholder? How mansplaining can help us better understand miscommunication and the factors affecting the perception of bias
Astrid Fokkema will research mansplaining as a form of miscommunication and sheds new light on the perception of bias: “In recent years the explanation has become an increasingly contentious conversational act. Mansplaining, whitesplaining and momsplaining, used to define an explanation as insulting and to accuse the explainer of being biased, have entered popular vocabulary. What do these words tells us about what we expect in a conversation? When does explaining become 'mansplaining'? And what factors affect the perception of an explanation as insulting?”
Historical texts in upper primary education. Fostering conscious literacy, historical knowledge and citizenship formation through literary historical reasoning in primary education.
Pim van der Helm will investigate literaturehistorical reasoning: “Literaturehistorical reasoning based on historical texts may help children in primary school in different ways. This method deals with problems concerning decreasing reading motivation and results, inadequate historical awareness and a lack of knowledge of citizenship skills. Literaturehistorical reasoning contributes to conscious literacy and historical consciousness and may have a positive impact on what is called 'burgerschapsvorming'. The intended result is a series of lessons based on relevant literature and on empirically proven design principles.”
Integrating informational and literary reading. The effect of an integrated approach for reading education
Nadie Janssen will use Educational Design Research to develop a didactic approach to strengthen and integrate the subject matter and teaching methodology of the school subject and reading education. “A critical and conscious reading attitude is essential in society nowadays, but many Dutch students lack it. They read, but not ‘deeply’ enough. Reading education falls short and does not adequately address the blurred distinction between fact and fiction. This project aims to develop a didactic approach that trains students to become better readers by integrating informational and literary reading and linking them to subject-specific insights that transcend various domains of the school subject.”