Publications

International publicaties Wiel VEUGELERS

(Publications in Dutch not included)

Bevort A. & Veugelers W. (in press) Active citizenship compared in France and the Netherlands, The Journal Citizenship Teaching and Learning, Special Issue on, ‘The Effects of the Economic Crisis and Austerity on Active Citizenship in Europe’.

Bron, J., Bovill, C, & Veugelers, W. (in press) Students experiencing and developing democratic citizenship through curriculum negotiation: the relevance of Garth Boomer’s approach. Curriculum Perspectives. 36.

Bron, J., Bovill, C, Vliet, E. van & Veugelers, W. (in press) Conversation. Negotiating the Curriculum': Realizing student voice. The Social Educator.

Stolk, V.J., Gasenbeek, B. & Veugelers, W. (in press) ‘The Secuarisation of Religious Education: Humanism, Religion and Worldview Education in the Netherlands in the 1960s’. Journal of Beliefs and Values: Studies in Religion and Education.

Veugelers, W. (2015). Citizenship education and active student participation: The Netherlands. In: Zajda, J. (Ed.). Nation-building and history education in a global culture (103-116). Dordrecht: Springer.

Veugelers, W. & Oser, F.K. (2015). Forword. In: Zizek, B., Garz, B. & Nowak, E. (Eds.) Kohlberg Revisited (vii-viii). Rotterdam: SensePublishers.

Veugelers, W. (2015). Desarrollo de la identidad de los adoloscentes y el rol moral de los docents. Harvard Deusto: Learning and Pedagogics, 13-19.

Bartels, R., Onstenk. J. & Veugelers, W. (2015). Philosophy for Democracy. Compare. First alert: http://dx.doi.org/10.1080/03057925.2015.1041367.

Groot, I. de & Veugelers, W. (2015). Educating for a Thicker Type of Democratic Citizenship: A Conceptual Exploration. Education and Society, 33(1), 5-27.

Groot, I. de & Veugelers, W. (2015). Why we need to question the democratic engagement of adolescents in Europe. Journal of Social Science Education, 14(4), 27-38.

Bron, J. & Veugelers, W. (2014). Why we need to involve our students in curriculum design: Five arguments for student voice. Curriculum and Teaching Dialogue. 16(1), 125-139.

Groot, I. de, Goodson, I. & Veugelers, W. (2014). Dutch Students’ Democratic Narratives: ‘I know what democracy means, not what I think of it’. Cambridge Journal of Education. 44(2), 271-292.

Groot, I. de, Goodson, I. & Veugelers. (2014). Dutch adolescents’ narratives of their citizenship efficacy: “Hypothetically, I could have an Impact”. Educational Review, 66(2), 148-167.

Veugelers, W., Groot, I. de, & Nollet, F. (2014). Higher education and citizenship development. In: Teodoro, A. & Guilherme, M. (Eds.). European and Latin America Higher Education Between Mirrors (179-196). Rotterdam: SensePublishers.

Luttenberg, J., Carpay, T. & Veugelers, W. (2013). Educational reform as a dynamic system of problems and solutions: Towards an analytic instrument. Journal of Educational Change, 14, 3, 335-352.

Carpay. T. Luttenberg, J., Veugelers, W. & Pieters, J. (2013). Harmony and diaharmony in an educational reform concert towards a Parsons’ inspired dynamic model of tuning, Journal of Curriculum Studies, 45, 6, 814-837.

Vloet, K., Jacobs, G. & Veugelers, W. (2013). Dialogic Learning in Teachers’ Professional Identities. In: Ligorio, M. & Cesar, M. (Eds.). Interplays between Dialogical Learning and Dialogical Self. (419-457).

Veugelers, W. & Groot, I. de (2013). Educacion Superior y desarrollo de la ciudadania. In: Beltran, J. & Teodoro, A. (Co.) Educacion Superior e inclusion social (19-26). Buenos Aires: Mino y Davila.

Groot, I. de, Goodson, I. & Veugelers, W. (2012). Bridging the Gap between Young People’s Civic Selves and Theoretical Positions on Democratic Citizenship Education. Curriculum and Teaching, 27, 1, 21-41

Leenders, H., Veugelers, W. & Kat, E. de. (2012). Moral Development and Citizenship Education in Vocational Schools. Education Research International, vol. 2012, DOI 10.1155/2012/901513

Stolk, V., Los, W. & Veugelers, W. (2012). Physical Education for Citizenship or Humanity? Freethinkers and Natural Education in the Netherlands in the Mid-nineteenth Century. History of Education, 41, 6, 733-748

Hoskins, B., Abs, H., Han. C., Kerr, D. & Veugelers, W. (2012). Contextual Analysis Report: Participatory Citizenship in the European Union. www.ec.europa.eu/citizenship.

Schuitema, J. & Veugelers, W. (2011). Multicultural Contacts in Education. Educational Studies, 37, 1, 101-114.

Veugelers, W. (Ed.) (2011). Education and Humanism. Linking autonomy and humanity. Rotterdam/Boston/Taipeh: SensePublishers

Veugelers, W. (2011). Introduction: Linking Autonomy and Humanity. In: Veugelers, W. (Ed.). Education and Humanism. Linking autonomy and humanity (1-8). Rotterdam/Boston/Taipeh: SensePublishers

Veugelers, W. (2011). A Humanist perspective on moral development and citizenship education. In: Veugelers, W. (Ed.). Education and Humanism. Linking autonomy and humanity (9-34). Rotterdam/Boston/Taipeh: SensePublishers

Veugelers, W. (2011). The moral and the political in global citizenship. Globalisation, societies and education, 9, 4, 473-485.

Veugelers, W. (2011). Theory and practice of citizenship education. Revista de educacion. 209-224.

Veugelers, W. (2010). Moral Values in Teacher Education. In: Peterson, P., Baker, E. & McGaw, B. (Eds.) International Encyclopedia of Education. Volume 7, pp. 660-665. Oxford: Elsevier.

Veugelers, W. (2010). Teaching religions and world views in a plural society. In: Klaassen, C. & Maslovaty. N. (Eds.). Moral courage and the normative professionalism of teachers. Rotterdam: SensePublishers.

Schuitema, J., Veugelers, W., Rijlaarsdam, G. & Dam, G. ten (2009). Two Instructional Designs for Dialogical Citizenship Education. British Journal of Educational Psychology, 79, 439-261

Veugelers, W. (2009). Active Student Participation and Citizenship Education. Educational Practice and Theory, 31, 2, 55-70.

Leenders, H. & Veugelers, W. (2009). Different views on values and citizenship education. In: Zajda & Daun, H. (Eds.). Global values education: teaching democracy and peace (21-34). Dordrecht: Springer.

Leenders, H., Veugelers, W. & Kat, E. de (2008). Teachers; Views on Citizenship in Secondary Education in the Netherlands. Cambridge Journal of Education, 38, 2, 155-170.

Schuitema, J.A.. Ten Dam, G. & Veugelers, W. (2008). Teaching Strategies for Moral Education. Journal of Curriculum Studies, 40, 1. 69-89.

Leenders, H.., Veugelers, W. & Kat, E. de (2008). In: Oser, F.K. & Veugelers, W. (eds.) Getting Involved. Citizenship education and sources of moral values. (57-74). Rotterdam/Taipeh: SensePublishers.

Oser, F.K. & Veugelers, W. (Eds.) (2008) Getting Involved. Citizenship education and sources of moral values. Rotterdam/Taipeh: SensePublishers.

Oser, F.K. & Veugelers, W. (2008) Introduction. In: Oser, F.K. & Veugelers, W. (Eds.) Getting Involved. Citizenship education and sources of moral values. (1-13). Rotterdam/Taipeh: SensePublishers.

Veugelers, W. (2008). Youngsters in Transformative and Reproductive Processes of Moral and Citizenship Education. In: Tirri, K. (Ed.). Moral Sensibilities in Urban Education. (79-91). Rotterdam/Taipeh: SensePublishers.

Moree, D., Klaassen, C. & Veugelers, W. (2008). Teachers’ ideas about multicultural education in a changing society: the case of the Czech Republic. European Educational Research Journal, 7, 60-73.

Leenders, H. & Veugelers, W. (2007). Teachers’ and students’ perspectives on citizenship education in Dutch schools. In: Casale, R. & Horlacher, R. (eds.). Bildung und Offentlichkeit. (107-120). Weinheim: Beltz Verlag.

Veugelers, W. (2007). Creating critical democratic citizenship education: empowering humanity and democracy in Dutch Education. Compare, 37, 1, 105-109.

Veugelers, W. (2007). Learning power globally. Journal of Educational Change, 8, 2, 181-184.

Veugelers, W. (2007). Wie man Jugenlich dazu bekommt, in den moralischen Diskurs einzusteigen. In: Bucher, A.A. (Hg.) Moral, Religion, Politik: Psychologisch-padagogische Zugange (155-168). Wien/Berlin: LIT Verlag.

Veugelers, W., Kat, E. de & Leenders, H. (2006) Moral education and teacher education. In:

Oser, F.K. & Achtenhagen, F. (Eds.). Competence oriented teacher training. Amsterdam: Sense publishers.

Veugelers, W., Derriks, M. & Kat, E. de (2006). Education and major cultural incidents.11 september and Dutch education. Journal of Peace Education, 3, 2. 235-249.

Veugelers, W. (2005). Networks of teachers or teachers caught in networks. Journal ofEducational Change, 6, 3, 284-291.

Veugelers, W. & Kluveld, A. (2005). Teens in the Netherlands. In: Steinberg, S.R. (Eds.)Teens in Europe (169-184). Boston: Greenwood Press.

Veugelers, W. & O’Hair, M. J. (Eds.) (2005). Network learning for educational change.Buckingham: Open University Press.

Leenders, H. & Veugelers, W. (2005). Different perspectives on values and citizenship education. Curriculum and Teaching, 21, 2, 5-20.

Veugelers, W. (2004). Between control and autonomy: Restructuring Secondary Education in the Netherlands. Journal of Educational Change, 5, 1411-160.

Veugelers, W. (2004). Possible futures envisioned by student mentees. In: Kochan, F.K. &J.T. Pascarelli (Eds.) Global Perspectives on Mentoring (39-52). Greenwich: Information Age Press.

Veugelers, W. & H. Zijlstra (2004). Networks of Schools and Constructing Citizenship inSecondary Education. In: Hernandez, F. & I.F. Goodson (Eds.) Social Geographies of Educational Change (65-78). Kluwer/Springer Publishers.

Veugelers, W. & E. de Kat (2003) The Moral task of teachers according to students, parentsand teachers. In: Educational Research and Evaluation, 9, 1, 75-91.

Veugelers, W. & P. Vedder (2003). Values in Teaching. Teachers and Teaching. 9, 4, 377- 389.

Veugelers, W. & Oser, F.K. (Eds.) (2003). Teaching in Moral and Democratic Education. Bern/New York: Peter Lang.

Veugelers, W. & Kat, E. de (2003). Moral and Democratic Education in Secondary Schools(193-214). In: Veugelers, W. & Oser, F.K. (Eds.). Teaching in Moral and Democratic Education. Bern/New York: Peter Lang.

Veugelers, W. & E. de Kat (2002) Student Voice in School Leadership. In: Journal of School Leadership, 12, 1. 97-108.

Veugelers, W. & H. Zijlstra (2002). The practice of a schoolnetwork. In: International Journal of Leadership in Education, 5, 2, 163-174.

Biesta, G., Stams, G.J., Dirks, E., Rutten, E., Veugelers, W. & Schuengel, C. (2001) Does sport make a difference. An exploration of the impact of sport on the social integration of young people. In: Steenbergen, J., A. Buisman & A. Felling (Eds.). Values and Norms in Sport. Oxford: Meyer & Meyer)

Veugelers, W. (2001) Teachers, Values and Critical Thinking. In: Steinberg, S.R. (Eds.)Multi/Intercultural Conversations (199-215). New York: Peter Lang.

Veugelers, W. & H. Zijlstra (2001) Networks as communities of learners. In: Xochellis, P. & Papanaoum, Z. (Eds.) Continuing Teacher Education and School Development. University of Thessaloniki Press: Thessaloniki.

Veugelers, W. (2000) Different Ways of Teaching Values. Educational Review, 52, 1, 37-46.

Willems, G., J. Stakenborg, J. & Veugelers, W. (Eds.) (2000) New Trends in Dutch Teacher Education. Leuven/Apeldoorn: Garant. .

Willems, G., J. Stakenborg, J. & Veugelers, W. (2000) Editorial. In: Willems, G., J.Stakenborg & W. Veugelers (Eds.). New Trends in Dutch Teacher Education. (9-16). Leuven/Apeldoorn: Garant.

Hofmeister, J. & Veugelers, W. (1999). Career education in the Netherlands: Learning by experience and values stimulation. Educational Research Journal, 14. 2, 279-300.

Veugelers, W. & Zijlstra, H. (1998) Learning Together: Inset in Networks (Holland). In: West-Burnham, J. & O’Sullivan, F. Leadership and Professional Development in Sc­ho­ols. (157-163).Pitman­­ Publishing

Veugelers, W. & Zijlstra, H. (1998). Learning Together in Networks of School and    Un­i­ve­rsi­ty. In­ter­na­tio­nal Journal of Leadership in Education. 1, 2, 169-180.

Veugelers, W. & Zijlstra, H. (1996). Networks for Modernizing Secondary Schools. Educational Le­a­dership, 54, 3, 76-79.

Veugelers, W. & Zijlstra, H. (1995). Learning Together: in-service education in networks of school. British Journal of In-service Education, 21, 1, 37-48.

Veugelers, W. (1995). Teachers and Values Regarding Labor, Curriculum Studies, 3, 2, 169-182.

Veugelers, W. (1995). Values Education Related to Labor. In: C. Wulf (Ed.), Education in Europe. An interCultural Task (220-225). Münster/New York, Waxman.

Veugelers, W. (1994) Teachers and the curriculum of value education regarding labor. In: J. van der Akker en W. Kui­per (Eds.). European Re­search on Curriculum: book of summaries of the first European Conference on Cu­riculum, University of Twe­nthe.

Veugelers, W. (1994). Teachers and Value Education regarding Labor. In: Voorbach, J.T. (eds.) Teacher Education 10. Research and developments in the Netherlands. (63-71). De Lier: Acade­misch Boeken Centrum.

Krüger, M.L. & Veugelers, W. (1991). Ksztalcenie nanczycieli: profesjonalizacja i m­o­du­lar­ry­zac­ja. Ob­ec­ne tendencje w Ho­landi. Kwartalnik Pedagogczny, 2 (1­40). University of Warschau, Polen.

Veugelers W. (1989). The modular approach in the Netherlands: rationalities in the re­la­ti­on­s­hip be­tw­een education and labor. In: Voorbach J.T. & Prick L.G.M. (Eds.), Teacher education 5. (45-54). ‘s Gravenhage (SV­O). 1989.

Krüger M.L. en Veugelers W. (1989). Recent developments in teacher activities and tea­cher edu­cation in the Ne­ther­lands. In: J. Brincones (Ed.), Reflexiones sobre la formacion del profesorado (109-125). Universidad Autonoma de Madrid.

Veugelers, W. (1989). El sistema modular, una racionalitat technica en la relació entre ensenya­ment i vida laboral. Con­seqüencies per a les activitats dels ensenyants. In: Butlleti. Barcelona, 65, 19-26.