Pre-COOL sluit aan op het cohortonderzoek onderwijsloopbanen COOL5-18. Het doel van pre-COOL is zicht te krijgen op de effecten van verschillende vormen van kinderopvang en van voor- en vroegschoolse educatie. In het ‘pre-COOL’ onderzoek worden twee cohorten kinderen gevolgd in hun ontwikkeling en schoolloopbanen. Het eerste, het zogenoemde vierjarigencohort, is gestart in 2009. We volgen deze kinderen vanaf de overgang van een voorschoolse instelling naar het basisonderwijs, tot in ieder geval het einde van het basisonderwijs. De tweede groep, het tweejarigencohort, bestaat uit kinderen die in 2010 twee jaar zijn geworden. Deze kinderen zijn in twee subgroepen onderverdeeld: kinderen die peuterspeelzalen, kinderdagverblijven of andere voorschoolse voorzieningen bezoeken, en kinderen die daar niet aan deelnemen. Beide groepen worden vanaf tweejarige leeftijd tot het einde van de basisschool gevolgd.
In pre-COOL worden drie soorten gegevens verzameld:
gegevens over de cognitieve en sociaal-emotionele ontwikkeling van de kinderen;
gegevens over de gezinnen waar deze kinderen uit komen;
gegevens over de (kwaliteit van de) voorschoolse voorzieningen en de kleutergroepen van het basisonderwijs.
Pre-COOL wordt uitgevoerd door een breed consortium, bestaande uit medewerkers van het Kohnstamm Instituut, het ITS en de Universiteit van Utrecht.
"}},{"dsDescriptionValue":{"typeName":"dsDescriptionValue","multiple":false,"typeClass":"primitive","value":"De respons van 1129 op de Cito-toetsen vermeld in het technisch rapport bevat 3 dubbele observaties. Deze 3 dubbele observaties zijn niet aanwezig in het databestand 'DANS_Cito_gr3_meting5', wat een totaal van 1126 observaties oplevert.
Het Kohnstamm Instituut heeft de databestanden in SAV formaat aangeleverd. DANS heeft de POR en DTA formaten van deze bestanden toegevoegd ter bevordering van de duurzaamheid en toegankelijkheid.
"}}]},{"typeName":"subject","multiple":true,"typeClass":"controlledVocabulary","value":["Social Sciences"]},{"typeName":"keyword","multiple":true,"typeClass":"compound","value":[{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"Voorschoolse educatie"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"Vroegschoolse educatie"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"Cognitieve ontwikkeling"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"Sociaal-emotionele ontwikkeling"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"Kwaliteit voorschoolse voorzieningen"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"Kinderen"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"Onderwijs"}}]},{"typeName":"language","multiple":true,"typeClass":"controlledVocabulary","value":["Dutch"]},{"typeName":"productionDate","multiple":false,"typeClass":"primitive","value":"2016-01-01"},{"typeName":"contributor","multiple":true,"typeClass":"compound","value":[{"contributorName":{"typeName":"contributorName","multiple":false,"typeClass":"primitive","value":"ITS, Radboud Universiteit"}}]},{"typeName":"distributionDate","multiple":false,"typeClass":"primitive","value":"2017-12-05"},{"typeName":"dateOfDeposit","multiple":false,"typeClass":"primitive","value":"2017-12-05"},{"typeName":"series","multiple":true,"typeClass":"compound","value":[{"seriesInformation":{"typeName":"seriesInformation","multiple":false,"typeClass":"primitive","value":"COOL5-18
In het schooljaar 2007/2008 is, mede als opvolger van het PRIMA-cohortonderzoek in het primair onderwijs, dit nieuwe cohortonderzoek van start gegaan. COOL5-18 staat voor Cohort Onderzoek OnderwijsLoopbanen onder leerlingen van 5 tot 18 jaar. Net als PRIMA gaat het ook in dit onderzoek om het verzamelen van gegevens om vervolgens de ontwikkeling van kinderen tijdens hun schoolloopbanen te kunnen beschrijven en verklaren. Het grootste verschil met PRIMA is dat de leerlingen in COOL5-18 niet alleen in het basisonderwijs maar ook in het voortgezet onderwijs (tot 18 jaar) worden gevolgd. Het doel van COOL5-18 is in de eerste plaats een representatief beeld te geven van de prestaties en schoolloopbanen van diverse categorieën leerlingen.
COOL5-18 wordt uitgevoerd door een breed consortium. Het Kohnstamm Instituut van de Universiteit van Amsterdam en het ITS van de Radboud Universiteit Nijmegen zijn verantwoordelijk voor het primair onderwijs gedeelte. Het Cito en GION nemen het voortgezet onderwijs voor hun rekening.
—
Pre-COOL
In 2009 is het cohortonderzoek ‘jonge kind’ gestart, dat aansluit op het onderzoek COOL5-18. Het doel van dit onderzoek is zicht te krijgen op de effecten van verschillende vormen van kinderopvang en van voor- en vroegschoolse educatie. In het ‘pre-COOL’ onderzoek worden twee cohorten kinderen gevolgd in hun ontwikkeling en schoolloopbanen.
Pre-COOL wordt uitgevoerd door het Kohnstamm Instituut van de Universiteit van Amsterdam, het ITS van de Radboud Universiteit Nijmegen en de Universiteit van Utrecht.
—
COOLspeciaal
Het onderzoek COOLspeciaal is een uitbreiding van COOL5-18. COOLspeciaal richt zich op het speciaal basisonderwijs en cluster 2, 3 en 4 van het (voortgezet) speciaal onderwijs. Net als in COOL5-18 worden in COOLspeciaal de schoolloopbanen van leerlingen gevolgd. Het gaat om leerlingen in de leeftijdsgroepen van 10, 13 en 16 jaar oud. Met COOLspeciaal is een start gemaakt om ook over leerlingen in het speciaal basisonderwijs en (voortgezet) speciaal onderwijs informatie te verzamelen over de ontwikkeling. De eerste meting vond plaats in schooljaar 2010/11.
COOLspeciaal wordt uitgevoerd door het Kohnstamm Instituut van de Universiteit van Amsterdam en het ITS van de Radboud Universiteit Nijmegen.
—
De COOL-onderzoeken worden uitgevoerd in opdracht van de Nederlandse organisatie voor Wetenschappelijk Onderzoek (NWO) en het Ministerie van Onderwijs, Cultuur en Wetenschap (OCW) en worden gesubsidieerd door NRO/PROO.
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