This dissertation focuses on teacher professional learning and collaboration in secondary schools.

On 30 June 2016, Eesa Fredericks is expected to defend his Ph.D.-thesis ‘Contractual Capacity in Private International Law’ in Leiden. Supervisors are prof. Sierd J. Schaafsma (Leiden) and prof. Jan Neels (Johannesburg).

In this dissertation, Dutch secondary school teachers’ attitudes, knowledge, noticing skills and reasoned practices regarding culturally responsive teaching in a multicultural classroom context, were examined.

Does a universal psychoeducational course about stress in adolescents: I) lead to an increase in knowledge of stress?, II) affect the frequency with which stressors are experienced and the overall stress level?, III) create interest in a tier 2 level follow-up training?, and IV) appeal to students in…

Reflective dialogue is an effective instrument for professional learning of teachers. This research considers the characteristics, development, stimulating and limiting conditions for reflective dialogues in the context of Dutch primary school teachers who collaborate and learn together. The goal is…

We organise various activities for high school students and their physics teachers to learn about Astronomy at Leiden University.

Unraveling culturally responsive attitudes, noticing skills, knowledge and reasoned practices of expert teachers.

On Friday 2 December 2016, an international, multidisciplinary Research Conference on “Private law and market regulation – interaction, interference or inconsistency?” will be held in Leiden, hosted by the Coherent Private Law research group of Leiden Law School. The conference will be focused on two…

Organized by the GSA, all PhD candidates undergo a personal progress interview known as the Monitoring Meeting. Internal PhD candidates have the Monitoring Meeting annually, while external PhD candidates have it every two years.

On the 9th of June Bahaddin Budak successfully defended a doctoral thesis and graduated.

How do teachers’ knowledge, practices, perceptions, job satisfaction and workload in secondary education develop during a school innovation in the context of differentiated student development?

How can reciprocal learning of mentor and mentee about PCK (Pedagogical Content Knowledge) during the secondary school internship be established?

On 2 December 2016, the Coherent Private Law research group organised an international research conference under the title “Private law and market regulation – interaction, interference or inconsistency?”. The central theme of the conference was the juxtaposition of private law doctrines and public…

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A publication on the location of financial losses and the validity of jurisdiction clauses after the CJEU’s Kolassa v Barclays Bank and Profit Investment v Ossi judgments.

Three types of PLCs are studied, varying on the dimension of autonomy of and interdependency between teachers: Joint work, Aid and assistance and Shared practices.

On December 6th, Bob Schoemaker succesfully defended his doctoral thesis and graduated. The Leiden University Centre for Linguistics congratulates Bob on this great result.

To what extent are individuals socialised with heteronormativity and gender norms by the national context in which they live, by Dutch schoolbooks, and within Dutch families?

To celebrate the fifth anniversary of the Hazelhoff Centre for Financial Law, the conference ‘Public and Private Regulation of Financial Markets’ was held on the 11th of May 2017 at law firm Stibbe in Amsterdam. The conference attracted an international audience originating from more than five different…

This article by Kohei Suzuki and his co-authors examine the relationship between job security, at-will employment, and employee outcomes in the public sector amid growing reforms and politicisation.

Pursuing Whiteness in the Colonies offers a new comprehension of colonial history from below by taking remnants of individual agencies from a whiteness studies perspective. It highlights the experiences and perceptions of colonisers and how they portrayed and re-interpreted their identities in Afric…

'Communal Dining in in the Roman West' explores why the practice of privately sponsored communal dining gained popularity in certain parts of the Western Roman Empire for almost 300 years.

How have British cities changed in the years since the Second World War? And what drove this transformation? This innovative new history traces the development of the post-war British city, from the 1940s era of reconstruction, through the rise and fall of modernist urban renewal, up to the present-day…

What is the effect of a dynamic training in children’s inductive reasoning skills and how is it related to children’s school performances and language development.

Department of Private International Law.

This summer the department of Labour Law at Leiden University will start a new tradition of an annual summer school addressing current issues in labour law from an international, transnational and European point of view. With a mixture of lectures, seminars and a field trip, topics will be explored…

The present investigation aims at exploring whether the instruction provided at secondary schools in the capital meets the requirements of Communicative Language Teaching and whether the aims of improving learners’ communicative proficiency are met.

'Every year the courses are different, and there are new things to learn.' The 6th Leiden Summer School in Languages and Linguistics from 18-29 July this year has attracted 120 participants, 90 international and 30 from the Netherlands.

This PhD project investigates the impacts of recognition of sign languages on communication and instruction for deaf learners in primary schools in Uganda.

On Wednesday 5 July 2017 the Child Law Department and the Grotius Centre for International Legal Studies of Leiden Law School hosted a festive drinks reception to celebrate 5 years of the Frontiers of Children's Rights Summer School, that has welcomed professionals, researchers and students from all…

This thesis reports on a study that examined the development of L1 teachers’ practical knowledge when they researched and implemented concept-context rich education in an action-research setting.