His research centres on vocational education, students at risk, ethnic segregation and parental choice. He received grants from several national and international agencies (e.g. European Union and OECD). He has published in journals such as Comparative Education Review, Comparative Education, Compare, Education and Urban Society, and Educational Policy, on school-based management, choice and ethnic segregation, and comparative educational policy. He co-edited the volumes Education in East Central Europe: educational changes after the fall of communism and From Intensified Work to Professional Development.

Recent publications

• Karsten, S., Felix, C., Ledoux, G., Meijnen, G. W., Roeleveld, J., & Van Schooten, E. (2005) Choosing segregation or integration? The extent and effects of ethnic segregation in Dutch cities. Education and Urban Society, 36,228-247.
• Karsten, S. (2006) Policy for disadvantaged children under scrutiny: the Dutch policy compared with policies in England, France and the USA. Comparative Education, 42(2), 261-282.
• Karsten, S., Ledoux, G, Roeleveld, J., Felix, & Elshof, D. (2003) School choice and ethnic segregation. Educational Policy, 17 (4), 452-477.
• Karsten, S. (2003) Dutch Social Democrats and the struggle for parental choice in education (1890-1940). History of Education, 32(4), 417-431.
• Karsten, S., Cogan, J. J., Grossman, D. L., Liu, M.-h., & Pitiyanuwat, S. (2002) Citizenship education and the preparation of future teachers. Asia Pacific Education Review, 3(2), 168-183.
• Karsten, S., Peetsma, T., Roeleveld, J., & Vergeer, M. (2001) The Dutch policy of integration put to the test: differences in academic and psychosocial development of pupils in special and mainstream education. European Journal of Special Needs Education, 16, 193-205.

The SCO Kohnstamm Institute for Educational Research within the Faculty of Social and Behavioural Sciences and linked to the Department of Education of the University of Amsterdam, is one of the top-ranking research centres in Europe specialising in research on education, upbringing and child welfare. More than 80 highly qualified researchers from different disciplines work at SCO Kohnstamm Institute combining basic and applied research.

Previous experience relevant to the tasks

Main research themes: information and communication technology (ICT) in education and training, inclusion of children with special needs and disadvantaged children in education, diversity and intercultural issues in teacher training. National and international projects: EU (IST) projects, the Network of Excellence Kaleidoscope on technology-enhanced learning (FP6) and European Schoolnet, the global school networks association and the European Schools Project. These projects involve both commissioned and fundamental research and are aimed at all types of education. SCO deploys a range of advice and consultancy activities for local, national and international governments. SCO maintains direct and regular contact with teachers within primary and secondary education in almost all European countries. Furthermore, SCO collaborates on a regular basis with the Max Goote expertise centre for vocational and further education. Through collaboration with Manuela du Bois-Reymond this expertise is broadened towards the themes of non-formal learning, youth biographies and families.

Team involved:

Website

SCO Kohnstamm Instituut

Her research fields are: transitions of young people; the relationship between children and young people with their parents; the relationship of formal and non-formal learning and school reforms; European youth and educational policy. Her research is mainly carried out in a comparative-intercultural perspective. She is one of the founding members of research network EGRIS. Besides her scientific interests she is engaged in various Dutch foundations concerning youth related issues.

Recent publications:

• Bois-Reymond, M. du (2009) Integrated Transition Policies for European Young Adults. Contradictions and Solutions. In I. Schoon & R.K. Silbereisen (eds.) Transitions from School to Work. Cambridge: Cambridge University Press (pp. 331-351).
• Bois-Reymond, M. du (2009) Models of Navigation and Life Management. In A. Furlong (ed.) Handbook on Youth and Young Adulthood. Routledge Taylor & Francis Group (pp. 31-38).
• Bois-Reymond, M. du (2009) Young Parenthood in Six European Countries. In Sociological Problems Special Issue Work-Life Dilemmas: Changes in Work and Family Life in the Enlarged Europe (ed.: S. Kovacheva) (pp,. 158-173).
• Bois-Reymond, M. du (2008) Consequences of informal and peer learning for school. Case Studies from the Netherlands and other European countries. In H.-H. Krüger et al.(eds.): Family, School, Youth Culture. International Perspectives of Pupil Research (pp. 73-91). Frankfurt a.M. etc.: Peter Lang.
• Bois-Reymond, M. du (2006) Together with a. Walther & A. Biggart (eds.) Participation in Transition. Motivation of Young Adults in Europe for Learning and Working. Frankfurt a.M. etc.: Peter Lang.