Citations (39)
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Jan Germen Janmaat & Nathalie Mons. (2023) Tracking and political engagement: an investigation of the mechanisms driving the effect of educational tracking on voting intentions among upper secondary students in France. Research Papers in Education 38:3, pages 448-471.
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Camila Rasse & María Paola Sevilla. (2023) Marginality and Citizenship Education in Secondary Vocational and Technical Education (VTE). A Vision from the Capability Approach. Journal of Human Development and Capabilities 24:2, pages 234-252.
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Anne van Goethem, Geert Ten Dam & Anne Bert Dijkstra. (2022) What does society want adolescents to know about civics?. Research Papers in Education 37:5, pages 707-728.
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Camila Rasse. (2022) The protest of the left over: vocational education students’ protest actions during the social uprising in Chile. Journal of Vocational Education & Training 0:0, pages 1-18.
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Dorien Sampermans, Ellen Claes & Jan Germen Janmaat. (2021) Back on track? How civic learning opportunities widen the political knowledge gap in a tracked education system. School Effectiveness and School Improvement 32:2, pages 241-259.
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Hessel Nieuwelink, Paul Dekker & Geert ten Dam. (2019) Compensating or reproducing? Students from different educational tracks and the role of school in experiencing democratic citizenship. Cambridge Journal of Education 49:3, pages 275-292.
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Hessel Nieuwelink, Geert ten Dam & Paul Dekker. (2019) Adolescent citizenship and educational track: a qualitative study on the development of views on the common good. Research Papers in Education 34:3, pages 373-388.
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Bryony Hoskins, Jan Germen Janmaat, Christine Han & Daniel Muijs. (2016) Inequalities in the education system and the reproduction of socioeconomic disparities in voting in England, Denmark and Germany: the influence of country context, tracking and self-efficacy on voting intentions of students age 16–18. Compare: A Journal of Comparative and International Education 46:1, pages 69-92.
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Anne Bert Dijkstra, Femke Geijsel, Guuske Ledoux, Ineke van der Veen & Geert ten Dam. (2015) Effects of school quality, school citizenship policy, and student body composition on the acquisition of citizenship competences in the final year of primary education. School Effectiveness and School Improvement 26:4, pages 524-553.
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Christine Han, Bryony Hoskins & Jasmine Boon-Yee Sim. (2014) The relationship between civic attitudes and voting intention: an analysis of vocational upper secondary schools in England and Singapore. Compare: A Journal of Comparative and International Education 44:5, pages 801-825.
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Ton Mooij. (2011) Differences in pupil characteristics and motives in being a victim, perpetrator and witness of violence in secondary education. Research Papers in Education 26:1, pages 105-128.
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Jaap Schuitema, Geert ten Dam & Wiel Veugelers. (2008) Teaching strategies for moral education: a review. Journal of Curriculum Studies 40:1, pages 69-89.
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Annemieke Zwaans, Geert ten Dam & Monique Volman. (2006) Teachers' goals regarding social competence. European Journal of Teacher Education 29:2, pages 181-202.
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Articles from other publishers (26)
Hester I Mennes, Herman G van de Werfhorst, Anne Bert Dijkstra & Anke Munniksma. (2022) Are schools’ qualification and civic outcomes related? The role of schools’ student composition and tracking. Education, Citizenship and Social Justice 18:3, pages 263-279.
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Manja Coopmans & Willemijn F. Rinnooy Kan. (2023) Facilitating citizenship-related classroom discussion: Teaching strategies in pre-vocational education that allow for variation in familiarity with discussion. Teaching and Teacher Education 133, pages 104268.
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Paul E. Sum & Gabriel Bădescu. (2023) Collaboration and socio-economic inequality: Estimating the effects of intra-school and inter-school inequality on collaborative problem-solving skills. International Journal of Educational Development 102, pages 102843.
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Kai Mühleck & Andreas Hadjar. (2023) Higher education and active citizenship in five European countries: How institutions, fields of study and types of degree shape the political participation of graduates. Research in Comparative and International Education 18:1, pages 32-54.
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Alice Spada & Fabio Gaspani. (2022) Formulare e utilizzare le storie: un esempio di ricerca qualitativa. SOCIOLOGIA E RICERCA SOCIALE:127, pages 18-98.
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Willemijn F. Rinnooy Kan, Virginie März, Monique Volman & Anne Bert Dijkstra. (2021) Learning from, through and about Differences: A Multiple Case Study on Schools as Practice Grounds for Citizenship. Social Sciences 10:6, pages 200.
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Yvonne Leeman & Monique Volman. (2019) Citizenship in prevocational education: Professional pride as a source. Education, Citizenship and Social Justice 16:1, pages 17-30.
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Jacqueline Witschge & Herman G van de Werfhorst. (2019) Curricular tracking and civic and political engagement: Comparing adolescents and young adults across education systems. Acta Sociologica 63:3, pages 284-302.
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Katrijn Delaruelle, Mieke Van Houtte & Piet Bracke. (2019) Educational inequalities in general health: Does the curricular tracking system matter?. Acta Sociologica 63:1, pages 63-81.
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Jacqueline Witschge, Jesper Rözer & Herman G. Werfhorst. (2019) Type of education and civic and political attitudes. British Educational Research Journal 45:2, pages 298-319.
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Işıl Sincer, Sabine Severiens & Monique Volman. (2019) Teaching diversity in citizenship education: Context-related teacher understandings and practices. Teaching and Teacher Education 78, pages 183-192.
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Bryony Hoskins & Jan Germen JanmaatBryony Hoskins & Jan Germen Janmaat. 2019. Education, Democracy and Inequality. Education, Democracy and Inequality
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Bryony Hoskins & Jan Germen JanmaatBryony Hoskins & Jan Germen Janmaat. 2019. Education, Democracy and Inequality. Education, Democracy and Inequality
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Jan Germen Janmaat. (2018) Educational influences on young people's support for fundamental British values. British Educational Research Journal 44:2, pages 251-273.
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Herman G. van de Werfhorst. (2017) Vocational and Academic Education and Political Engagement: The Importance of the Educational Institutional Structure. Comparative Education Review 61:1, pages 111-140.
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Bryony Hoskins & Jan Germen Janmaat. (2016) Educational trajectories and inequalities of political engagement among adolescents in England. Social Science Research 56, pages 73-89.
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Ellen Geboers, Femke Geijsel, Wilfried Admiraal & Geert ten Dam. (2015) Citizenship orientations and knowledge in primary and secondary education. Social Psychology of Education 18:4, pages 749-767.
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Ellen Geboers, Femke Geijsel, Wilfried Admiraal & Geert ten Dam. (2014) Typology of Student Citizenship. European Journal of Education 49:4, pages 514-528.
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Jan Germen Janmaat, Tarek Mostafa & Bryony Hoskins. (2014) Widening the participation gap: The effect of educational track on reported voting in England. Journal of Adolescence 37:4, pages 473-482.
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Herman G. van de Werfhorst. (2014) Changing societies and four tasks of schooling: Challenges for strongly differentiated educational systems. International Review of Education 60:1, pages 123-144.
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Jan Germen Janmaat. 2013. The Dynamics and Social Outcomes of Education Systems. The Dynamics and Social Outcomes of Education Systems
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Ton Mooij, Ed Smeets & Wouter de Wit. (2011) Multi‐level aspects of social cohesion of secondary schools and pupils' feelings of safety. British Journal of Educational Psychology 81:3, pages 369-390.
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Herman G. Van de WerfhorstJonathan J.B. Mijs. (2010) Achievement Inequality and the Institutional Structure of Educational Systems: A Comparative Perspective. Annual Review of Sociology 36:1, pages 407-428.
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Annemieke Zwaans, Ineke van der Veen, Monique Volman & Geert ten Dam. (2008) Social competence as an educational goal: The role of the ethnic composition and the urban environment of the school. Teaching and Teacher Education 24:8, pages 2118-2131.
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GEERT TEN DAM & MONIQUE VOLMAN. (2007) Educating for Adulthood or for Citizenship: social competence as an educational goal. European Journal of Education 42:2, pages 281-298.
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Geert ten Dam & Monique Volman. (2004) Critical thinking as a citizenship competence: teaching strategies. Learning and Instruction 14:4, pages 359-379.
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