Page 49 - TWO OF A KIND • Erik Renkema

MERGING IDENTITIES. EXPERIMENTS IN DUTCH PRIMARY EDUCATION
Next to these facts we also tabled the answers to the (semi-)structured questions.
We interpreted the answers in the open field of the open-structured questions and 2 some open questions by using descriptive coding (Saldaña 2013): characteristic
central ideas in the answers are extracted from the individual data. A special focus
was the values coding (Saldaña 2013): two questions were asked about values and
educational goals in the formal documents of the schools.
The information from the non-response could not in all cases be extracted from the online documents: some simply could not be found, others were not easy to interpret. Therefore, only the data that were traceable were used to compare with the data of the respondents.
4.3. Some facts of cooperation schools
Three formal facts were relevant: the year of origination of the school, the identity of the merged schools and the identity of the board.
The majority of the schools (nine) started merging in this century; in a relatively short period, more schools started than during the years preceding 2000. The last four years show a strong increase: from 2010 until May 2013 six cooperation schools opened their doors. This analysis continues along the line of the Ministry stating that the number of cooperation primary schools already increased during the years 2002-2006 (from 0,28% to 0,43%). From five schools of the non-response, the year of origin could not be learned. The youngest school of the non-response originates from 2010. Seven schools started before 2000 and six after 2000.
Fig. 1 N=16
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