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HBO/WO

MBO

14 november 2025

Verhalen van kracht en kwetsbaarheid

Dit verhalenboek brengt de praktijk van leerkrachten dichtbij en laat zien hoe zij het verschil maken voor kwetsbare leerlingen. Aan de hand van concrete verhalen uit regulier en speciaal onderwijs, zoals leerlingen met trauma, taalachterstanden, ADHD of ASS, krijg je inzicht in de complexe uitdagingen in de klas en hoe leerkrachten hierop inspelen. DOEL: Inspireren, ondersteunen en stimuleren van reflectie bij studenten, (startende) leerkrachten en opleiders, zodat zij leren van praktijkervaringen en hun professionele vaardigheden verder ontwikkelen. Het boek sluit aan bij de Leerwegonafhankelijke Leeruitkomsten (LOL’s), en behandelt thema’s als pedagogisch handelen, didactiek, professionele identiteit en onderzoekend vermogen. VOOR WIE: Pabo-studenten: oefenmateriaal en inspiratie om te leren reflecteren op complexe praktijksituaties. (startende) leerkrachten: handvatten voor de eerste jaren in het beroep en het omgaan met leerlingen die extra ondersteuning nodig hebben. Trainers en opleiders: didactisch materiaal voor cursussen, bij- en nascholing over gedrag, inclusie en professionele ontwikkeling. INHOUD EN OPZET: Verhalen worden aangevuld met start- en gespreksvragen, reflectieopdrachten, analyse van gedrag, handelingssuggesties, tips van leerkrachten, verdiepingsthema’s en leestips. Zo kan het boek zowel individueel als in groepsverband worden gebruikt, in lessen, intervisies of opleidingscontexten. Met dit boek willen de makers leerkrachten en studenten stimuleren om te blijven leren, reflecteren en groeien in hun betekenisvolle rol in het leven van kinderen. Uitgave van het Lectoraat Jeugd, Educatie en Samenleving van Hanze Groningen.

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Vera de Vries, Lotte Koning, Agnes Naber, Henderien Steenbeek, Elisa Kupers

2024

How to design open inquiry labs

In this article we show how student “open inquiries” in undergraduate labs can be powerful teaching and assessment methods. In such open inquiries it is the students who define the question they want to answer, formulate the hypothesis, search for information, design and carry out experiments to reach their goal, and share their ideas, needs, and results with others. This student agency afforded by open inquiry trains critical thinking, teaches students to learn from failure, and requires effective science communication in authentic contexts. Adapting open inquiry methods for the first time can be especially daunting for instructors who have no examples to draw upon. To address this challenge we explain the findings of a diverse group of five lab instructors and an educational researcher who have compared open inquiry practices in different contexts. As a group, we formed a Community of Practice dedicated to “Supporting students’ scientific Open Inquiries in Labs” (aka SssOIL). The commonalities across our diverse project team suggest some defining features and best practices. By sharing our findings and example course designs and materials, we hope to aid instructors in adapting more open inquiry teaching methods in their own lab courses. Any questions about this article can be addressed to Forrest via: forrestbradbury@gmail.com or to our team via: S3OIL@outlook.com

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Forrest Bradbury, Simone Mesman, Morten Stromme, Paul Logman

1 september 2023

Measuring academic impact: An author-level metric: the H-index

An author-level metric: the h-index The H-index, proposed by physicist J.E. Hirsch (hence the H) in 2005, is a way to measure the individual academic output of a researcher. Which H-index? To create the list of publications and the number of citations received you can use different sources. Determining the H-index in Web of Science, Scopus and Google Scholar In these handouts you can find the steps to determine the H-index of a researcher in. Related. Support.

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Erasmus University Library

15 januari 2020

Utah NALab BrainDiss 08 - Cranial Nerves - English and Italian Closed Captions

Cranial Nerves. In this video all 12 cranial nerves are discussed, they are shown in dissection specimens and their most important functions are given. The video is aimed at learners: first an outline is given of which nerves originate from which brainstem level: the midbrain (3, 4), pons (5, 6, 7, 8), and medulla (9, 10, 11, 12). Then the individual nerves are discussed and shown. A good video to get a 'picture in the mind' of how the cranial nerves look, with a few specific characteristics given of each cranial nerve that help remember. Video by Suzanne S. Stensaas, PhD, Professor Emeritus, Department of Neurobiology and Anatomy, University of Utah School of Medicine. Video retrieved from: https://neurologicexam.med.utah.edu/adult/html/brain-dissections.html#09

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Professor Emeritus Suzanne S. Stensaas

1 januari 2020

Neuroanatomy Syllabus 14: Olfaction and the Limbic System. English text.

Olfaction and the Limbic System - Neuroanatomy Syllabus. This chapter describes the structure of the olfactory system. The chapter also describes the organization of the limbic system and the input and output connections of the hippocampus, amygdala, and septal nuclei. Media resources by Suzanne S. Stensaas, PhD, Professor Emeritus, Department of Neurobiology and Anatomy, University of Utah School of Medicine. Text Revisions by Stephen C. Voron, M.D., University of Utah School of Medicine. Retrieved from https://library.med.utah.edu/kw/hyperbrain/syllabus/syllabus14.html

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Dr Stephen C. Voron, Professor Ermitus Suzanne S. Stensaas

1 januari 2020

Neuroanatomy Syllabus 13: The Hypothalamus. English text.

The Hypothalamus - Neuroanatomy Syllabus. This chapter goes through the anatomy of the hypothalamus and its efferent connections with the autonomic nervous system. Compared are also neuroendocrine secretion and control in the anterior and posterior pituitary gland. Media resources by Suzanne S. Stensaas, PhD, Professor Emeritus, Department of Neurobiology and Anatomy, University of Utah School of Medicine. Text Revisions by Stephen C. Voron, M.D., University of Utah School of Medicine. Retrieved from https://library.med.utah.edu/kw/hyperbrain/syllabus/syllabus13.html

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Dr Stephen C. Voron, Professor Ermitus Suzanne S. Stensaas

1 januari 2020

Neuroanatomy Syllabus 12: The Basal Ganglia. English text.

The Basal Ganglia - Neuroanatomy Syllabus. This chapter goes through a group of brain nuclei collectively known as the basal ganglia. The basal ganglia described are the caudate nucleus, putamen, globus pallidus, the subthalamic nucleus, and the substantia nigra. In addition, basal ganglia pathways are discussed. Media resources by Suzanne S. Stensaas, PhD, Professor Emeritus, Department of Neurobiology and Anatomy, University of Utah School of Medicine. Text Revisions by Stephen C. Voron, M.D., University of Utah School of Medicine. Retrieved from https://library.med.utah.edu/kw/hyperbrain/syllabus/syllabus12.html

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Dr Stephen C. Voron, Professor Ermitus Suzanne S. Stensaas

1 januari 2020

Neuroanatomy Syllabus 11: The Cerebellum. English text.

The Cerebellum - Neuroanatomy Syllabus. This chapter describes the anatomy of the cerebellum and also cerebellar afferents, internal circuitry, efferents, and its blood supply. Media resources by Suzanne S. Stensaas, PhD, Professor Emeritus, Department of Neurobiology and Anatomy, University of Utah School of Medicine. Text Revisions by Stephen C. Voron, M.D., University of Utah School of Medicine. Retrieved from https://library.med.utah.edu/kw/hyperbrain/syllabus/syllabus11.html

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Dr Stephen C. Voron, Professor Ermitus Suzanne S. Stensaas

1 januari 2020

Neuroanatomy Syllabus 9: The Auditory System. English text.

The Auditory System - Neuroanatomy Syllabus. This chapter describes the organization of the auditory system, ear and auditory receptors, spiral ganglion and cochlear nerve, central audtory pathway, and Wernicke's area. Media resources by Suzanne S. Stensaas, PhD, Professor Emeritus, Department of Neurobiology and Anatomy, University of Utah School of Medicine. Text Revisions by Stephen C. Voron, M.D., University of Utah School of Medicine. Retrieved from https://library.med.utah.edu/kw/hyperbrain/syllabus/syllabus9.html

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Dr Stephen C. Voron, Professor Ermitus Suzanne S. Stensaas

2020

Rubrics Molecular Neurobiology

Here you can find the rubrics (assessment models) that are used to grade the different assignments of the course Molecular Neurobiology, year 3 Psychobiology, UvA. There are rubrics for the assessment of the presentations, practical skills, academic attitude, and the report. The different parts of the Rubric are assessed as follows: Exemplary: 10 out of 10 Advanced: 7 out of 10 Developing: 4 out of 10 Beginning: 1 out of 10 The different components have their own weightings. This has already been taken into account in the assessment of each component (for example, there are a maximum of 5 points to be earned for "exemplary" instead of 10 when a component is weighted at 0.5x).

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Simone Mesman