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Op basis van een literatuurstudie biedt dit rapport een overzicht van sleutelvariabelen voor de transitie naar Natuur-inclusieve Landbouw (NIL) vanuit een multi-level en multi-dimensionaal systeemperspectief. Het doel van de literatuurstudie is om te analyseren welke succes- en faalfactoren in de literatuur genoemd worden om de transitie naar een natuurinclusieve landbouw mogelijk te maken dan wel te versnellen. Deze studie geeft daarmee handen en voeten aan een handelingsperspectief voor NIL. Dit handelingsperspectief vergt maatwerk per gebied, en kan verschillen afhankelijk van het schaalniveau waarop geacteerd wordt, en is afhankelijk van de mate waarin sleutelfactoren en betrokken actoren elkaar versterken of beperken.
This paper analyses co-creation in urban living labs through a multi-level network perspective on system innovation. We draw on the case House of Skills, a large, multi-stakeholder living lab aimed at developing a ‘skills-based’ approach towards labour market innovation within the Amsterdam Metropolitan Region. Ouranalysis helps understand stakeholder dynamics towards system innovation, drawing on an innovative living lab example and taking into consideration the multi-layered structures that comprise the collaboration. Our conceptual framework provides an important theoretical contribution to innovation studies and offers a practical repertoire that can help practitioners improve co-creation of shared value in living labs, towards orchestrating flexible structures that strengthen the impact of their initiatives.
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The aim of this meta-analysis was to analyze the experimental research into the effects of job-embedded professional development (JEPD) for teachers and student outcomes. Our meta-analysis of experimental studies of the effects JEPD, included 20 studies (with 79 experimental comparisons) at teacher level and 19 studies at student level (with 34 experimental comparisons). Analyses of the studies, representing 2,062 teachers and 21,425 students, revealed a significant, medium-to-large effect size at teacher level (ES= 0.699, SE= 0.092) and a significant medium effect at student level (ES = 0.523, SE= 0.137). Effects for teachers were smaller in studies with a large sample size. Effects for students were positively related to the length of the intervention. The positive outcomes at teacher and student level support the implementation and expansion of JEPD programsacross schools.
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