Centre for Applied Research in Education
prof. dr. R.J. Oostdam (Ron)
Professor of Learning and InstructionProf Ron Oostdam is research director of the Centre for Applied Research in Education at the Amsterdam University of Applied Sciences (AUAS) where he is also professor of Learning and Instruction. He is affiliated to the Research Institute of Child Development and Education of the University of Amsterdam as special (endowed) professor of Educational Learning Processes.
In recent years, he has led various national and international research projects on early childhood education, primary and secondary education and higher education. He has conducted research on reading and writing didactics, curriculums for literature and reading attitudes, training and assessment of language skills and IT learning environments. Other topics include research on learning disabilities, self-regulated learning, curriculum implementation, lecturer identity assessment, critical thinking skills, intelligence testing and learning potential.
He has authored and co-authored a large number of articles and textbooks both nationally and internationally and is involved in several international networks. His most recent international publications can be found here.
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Differentiating instruction: Understanding the key elements for successful teacher preparation and development
Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education, 140, 1-14. Article 104464. https://doi.org/10.1016/j.tate.2023.104464
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Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality
Oostdam, R., van Diepen, M., Zijlstra, B., & Fukkink, R. (2024). Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality. European Journal of Psychology of Education, 39, 129-149. https://doi.org/10.1007/s10212-023-00679-4
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Learning to think critically through Socratic dialogue: Evaluating a series of lessons designed for secondary vocational education
Mahoney, B. B., Oostdam, R. R., Nieuwelink, H. H., & Schuitema, J. J. (2023). Learning to think critically through Socratic dialogue: Evaluating a series of lessons designed for secondary vocational education. Thinking Skills and Creativity, 50, Article 101422. https://doi.org/10.1016/j.tsc.2023.101422
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Thinking-back-and-forth in practical work experienced by students
Spaan, W., Oostdam, R., Schuitema, J., & Pijls, M. (2023). Thinking-back-and-forth in practical work experienced by students: identifying evidence-informed characteristics of good practices in secondary education. Research in Science and Technological Education. Advance online publication. https://doi.org/10.1080/02635143.2023.2268005
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School-based teaching for democracy: A systematic review of teaching methods in quantitative intervention studies
Teegelbeckers, J. Y., Nieuwelink, H., & Oostdam, R. J. (2023). School-based teaching for democracy: A systematic review of teaching methods in quantitative intervention studies. Educational Research Review, 39, 1-22. Article 100511. https://doi.org/10.1016/j.edurev.2023.100511
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Measuring Behavioral School Readiness
Hamerslag, R., Oostdam, R. J., Fukkink, R. G., Tavecchio, L. W. C., & McDermott, P. A. (2023). Measuring Behavioral School Readiness: Assessing the psychometric quality of the Dutch version of the Adjustment Scales for Early Transition in Schooling (ASETS). Manuscript submitted for publication.
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The development of the relationship between professional identity tensions and teacher identity
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2022). The development of the relationship between professional identity tensions and teacher identity: a quantitative longitudinal study among Dutch primary student teachers. Studies in Educational Evaluation, 75, Article 101199. https://doi.org/10.1016/j.stueduc.2022.101199
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Standardising coaching of preservice teachers in the classroom
Taylor, L., Oostdam, R., & Fukkink, R. G. (2022). Standardising coaching of preservice teachers in the classroom: development and trial of the Synchronous Online Feedback Tool (SOFT). Teaching and Teacher Education, 117, Article 103780. https://doi.org/10.1016/j.tate.2022.103780
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Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)
Oattes, H., Wilschut, A., Oostdam, R., Fukkink, R., & de Graaff, R. (2022). Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK). Teaching and Teacher Education, 115, Article 103721. https://doi.org/10.1016/j.tate.2022.103721
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Analysing teacher behaviour in synthesizing hands-on and minds-on during practical work
Spaan, W. P., Oostdam, R. J., Schuitema, J. A., & Pijls, M. H. J. (2022). Analysing teacher behaviour in synthesizing hands-on and minds-on during practical work. Research in Science and Technological Education, 1-18. https://doi.org/10.1080/02635143.2022.2098265
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A showdown between bilingual and mainstream education
Oattes, H., Fukkink, R., Oostdam, R., de Graaff, R., & Wilschut, A. (2022). A showdown between bilingual and mainstream education: the impact of language of instruction on learning subject content knowledge. International Journal of Bilingual Education and Bilingualism, 25(2), 756-769. https://doi.org/10.1080/13670050.2020.1718592
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From speck to story: relating history of mathematics to the cognitive demand level of tasks
van den Bogaart-Agterberg, D. A., Oostdam, R. J., & Janssen, F. J. J. M. (2021). From speck to story: relating history of mathematics to the cognitive demand level of tasks. Educational Studies in Mathematics, 110, 49-64. https://doi.org/10.1007/s10649-021-10093-6
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Effects of Implementing Multiple Components in a School-Wide Antibullying Program: A Randomized Controlled Trial in Elementary Schools
van Verseveld, M. D. A., Fekkes, M., Fukkink, R. G., & Oostdam, R. J. (2021). Effects of Implementing Multiple Components in a School-Wide Antibullying Program: A Randomized Controlled Trial in Elementary Schools. Child Development, 92(4), 1605-1623. https://doi.org/10.1111/cdev.13529
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Teaching History in Bilingual Secondary Education in the Netherlands
Oattes, H., Oostdam, R., De Graaff, R., Fukkink, R., & Wilschut, A. (2021). Teaching History in Bilingual Secondary Education in the Netherlands: Perceptions, classroom practice and learning outcomes. [Research HvA, graduation external, Universiteit van Amsterdam]. Kenniscentrum Onderwijs en Opvoeding, Hogeschool van Amsterdam.
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Teachers' Experiences With Difficult Bullying Situations in the School: An Explorative Study
van Verseveld, M. D. A., Fekkes, M., Fukkink, R. G., & Oostdam, R. J. (2021). Teachers' Experiences With Difficult Bullying Situations in the School: An Explorative Study. Journal of Early Adolescence, 41(1), 43-69. https://doi.org/10.1177/0272431620939193
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Reflective movements in the professional development of teacher educators as supervisors of student research in higher education
van Veldhuizen, B., Oostdam, R., Enthoven, M., & Snoek, M. (2021). Reflective movements in the professional development of teacher educators as supervisors of student research in higher education. European Journal of Teacher Education, 44(4), 452-467. https://doi.org/10.1080/02619768.2020.1777977
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Self-regulation strategies in blended learning environments in higher education
Eggers, J. H., Oostdam, R., & Voogt, J. (2021). Self-regulation strategies in blended learning environments in higher education: A systematic review. Australasian Journal of Educational Technology, 37(6), 175-192. https://doi.org/10.14742/ajet.6453
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Startende leerkrachten trainen in oudergesprekken met behulp van Virtual Reality
Oostdam, R., Baas, R., Fukkink, R., van der Linde, A., van Mulligen, R., Menheere, A., & de Wit, P. (2021). Startende leerkrachten trainen in oudergesprekken met behulp van Virtual Reality. Tijdschrift voor Lerarenopleiders, 42(3), 1-12.
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Time for citizenship in teacher training
Nieuwelink, H., & Oostdam, R. (2021). Time for citizenship in teacher training. Journal of Social Science Education, 20(3), 130-146. https://doi.org/10.11576/jsse-4030
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Towards a professional development tool for teachers of English in bilingual streams
Dale, L., Oostdam, R., & Verspoor, M. (2021). Towards a professional development tool for teachers of English in bilingual streams: the dynamics of beliefs and practices. International Journal of Bilingual Education and Bilingualism, 24(9), 1288-1305. https://doi.org/10.1080/13670050.2018.1556244
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The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction
van Batenburg, E., Oostdam, R., van Gelderen, A., Fukkink, R., & de Jong, N. (2020). The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction. ITL - International Journal of Applied Linguistics, 171(2), 153-190. https://doi.org/10.1075/itl.18027.van
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Assessing the professional identity of primary student teachers
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2020). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale. Studies in Educational Evaluation, 64, Article 100822. https://doi.org/10.1016/j.stueduc.2019.100822
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Evaluating opportunities in Dutch EFL course books for developing pre-vocational learners’ oral interactional ability
van Batenburg, E. SL., Oostdam, R. J., van Gelderen, A. JS., Fukkink, R. G., & de Jong, N. (2020). Evaluating opportunities in Dutch EFL course books for developing pre-vocational learners’ oral interactional ability. Language Teaching Research, 24(4), 434-455. https://doi.org/10.1177/1362168818804258
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Performance assessment as a diagnostic tool for science teachers
Kruit, P., Oostdam, R., van den Berg, E., & Schuitema, J. (2020). Performance assessment as a diagnostic tool for science teachers. Research in Science Education, 50, 1093-1117. https://doi.org/10.1007/s11165-018-9724-9
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Effects of a school-wide anti-bullying program: Empower both students and teachers!
van Verseveld, M., Fekkes, M., Fukkink, R., & Oostdam, R. (2019). Effects of a school-wide anti-bullying program: Empower both students and teachers!. Paper presented at 19th European Conference on Development Psychology, Athens, Greece.
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Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect
van Batenburg, E. S. L., Oostdam, R. J., Gelderen, A. V., Fukkink, R. G., & De Jong, N. (2019). Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect. Poster session presented at Task-based Language Teaching Conference, Ottawa, Canada.
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Effects of antibullying programs on teachers' interventions in bullying situations
van Verseveld, M. D. A., Fukkink, R. G., Fekkes, M., & Oostdam, R. J. (2019). Effects of antibullying programs on teachers' interventions in bullying situations: a meta-analysis. Psychology in the Schools, 56(9), 1522-1539. https://doi.org/10.1002/pits.22283
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Maladaptive behavior in relation to the basic psychological needs of students in secondary education
Oostdam, R. J., Koerhuis, M. J. C., & Fukkink, R. G. (2019). Maladaptive behavior in relation to the basic psychological needs of students in secondary education. European Journal of Psychology of Education, 34, 601-619. https://doi.org/10.1007/s10212-018-0397-6
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Fostering students’ appraisals of the relevance of history by comparing analogous cases of an enduring human issue
van Straaten, D., Wilschut, A., Oostdam, R., & Fukkink, R. (2019). Fostering students’ appraisals of the relevance of history by comparing analogous cases of an enduring human issue: a quasi-experimental study. Cognition and Instruction, 37(4), 512-533. https://doi.org/10.1080/07370008.2019.1614590
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Helping parents enhance vocabulary development in preschool children
Teepe, R. C., Molenaar, I., Oostdam, R., Fukkink, R., & Verhoeven, L. (2019). Helping parents enhance vocabulary development in preschool children: effects of a family literacy program. Early Childhood Research Quarterly, 48(3rd Quarter), 226-236. https://doi.org/10.1016/j.ecresq.2019.03.001
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Teachers' experiences with difficult bullying situations
van Verseveld, M., Fekkes, M., Fukkink, R., & Oostdam, R. (2019). Teachers' experiences with difficult bullying situations. Paper presented at SRCD 2019, Baltimore, United States.
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Affirming and undermining motivations for reading and associations with reading comprehension, age and gender
Steensel, R. V., Oostdam, R., & Gelderen, A. V. (2019). Affirming and undermining motivations for reading and associations with reading comprehension, age and gender. Journal of Research in Reading, 42(3-4), 504-522. https://doi.org/10.1111/1467-9817.12281
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Boosting learners’ self-confidence, enjoyment and willingness to interact in the language classroom.
van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J. S., Fukkink, R. G., & de Jong, N. H. (2019). Boosting learners’ self-confidence, enjoyment and willingness to interact in the language classroom. The Modern Language Journal, 103(1).
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Connecting past and present through case-comparison learning in history
van Straaten, D., Wilschut, A., & Oostdam, R. (2019). Connecting past and present through case-comparison learning in history: views of teachers and students. Journal of Curriculum Studies, 51(5), 643-663. https://doi.org/10.1080/00220272.2018.1558457
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De ontwikkeling van leerlingen naar eigen aard en aanleg: Van Kohnstamms personalisme naar de huidige roep om meer maatwerk in het onderwijs
Elffers, L., Fukkink, R., & Oostdam, R. (2019). De ontwikkeling van leerlingen naar eigen aard en aanleg: Van Kohnstamms personalisme naar de huidige roep om meer maatwerk in het onderwijs. Pedagogische Studiën, 95(5/6), 341-352. http://www.pedagogischestudien.nl/search?identifier=681976
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Domains of teacher identity
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15-27. https://doi.org/10.1016/j.edurev.2019.01.003
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Effects of explicit instruction on the acquisition of students’ science skills in primary education
Kruit, P., Oostdam, R., van den Berg, E., & Schuitema, J. (2019). Effects of explicit instruction on the acquisition of students’ science skills in primary education. Abstract from EARLI 2019, Aachen, Germany.
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Lecturers as curators of crossmedia resources: a literature review
Leighton, R., Griffioen, D. M. E., & Oostdam, R. (2019). Lecturers as curators of crossmedia resources: a literature review. Paper presented at International Conference on Textbooks and Educational Media , Odense, Denmark.
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Leren samenwerken met ouders in een grootstedelijke omgeving
van der Linde, A., van Mulligen, R., Menheere, A., Oostdam, R., & Fukkink, R. (2019). Leren samenwerken met ouders in een grootstedelijke omgeving. Hogeschool van Amsterdam, Kenniscentrum Onderwijs en Opvoeding.
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Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect
van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J. S., Fukkink, R. G., & de Jong, N. (2019). Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect. The Modern Language Journal, 103(1), 308-326. https://doi.org/10.1111/modl.12545
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Primary student teachers’ professional identity tensions
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2019). Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity tensions scale. Studies in Educational Evaluation, 61, 21-33. https://doi.org/10.1016/j.stueduc.2019.02.002
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Content and Language Integrated Learning in Dutch bilingual education
Oattes, H., Oostdam, R., De Graaff, R., Fukkink, R., & Wilschut, A. (2018). Content and Language Integrated Learning in Dutch bilingual education. Dutch Journal of Applied Linguistics, 7(2), 156-176. https://doi.org/10.1075/dujal.18003.oat
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Lecturers’ curational abilities
Leighton, R., Griffioen, D., & Oostdam, R. (2018). Lecturers’ curational abilities: selecting & structuring educational resources in higher professional education. Poster session presented at International Society for the Scholarship of Teaching and Learning, Bergen, Norway.
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Are more able students in higher education less easy to satisfy?
Griffioen, D. M. E., Doppenberg, J. J., & Oostdam, R. . J. (2018). Are more able students in higher education less easy to satisfy? Higher Education, 75(5), 891-907. https://doi.org/10.1007/s10734-017-0176-3
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The challenge of balancing content and language
Oattes, H., Oostdam, R., De Graaff, R., & Wilschut, A. (2018). The challenge of balancing content and language: perceptions of Dutch bilingual education history teachers. Teaching and Teacher Education, 70, 165-174. https://doi.org/10.1016/j.tate.2017.11.022
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Effects of explicit instruction on the acquisition of students' science inquiry skills in grades 5 and 6 of primary education
Kruit, P. M., Oostdam, R. J., van den Berg, E., & Schuitema, J. A. (2018). Effects of explicit instruction on the acquisition of students' science inquiry skills in grades 5 and 6 of primary education. Internation Journal of Science Education, 40(4), 421-441. https://doi.org/10.1080/09500693.2018.1428777
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Assessing students’ ability in performing scientific inquiry
Kruit, P. M., Oostdam, R. J., van den Berg, E., & Schuitema, J. A. (2018). Assessing students’ ability in performing scientific inquiry: instruments for measuring complex science skills in primary education. Research in Science & Technological Education, 36(4), 413-439. https://doi.org/10.1080/02635143.2017.1421530
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Assessing students' ability in performing scientific inquiry: instruments for measuring science skills in primary education
Kruit, P. M., Oostdam, R. J., van den Berg, E., & Schuitema, J. A. (2018). Assessing students' ability in performing scientific inquiry: instruments for measuring science skills in primary education. Research in Science & Technological Education, 36(4), 413-439. https://doi.org/10.1080/02635143.2017.1421530
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Exploring pedagogical approaches for connecting the past, the present and the future in history teaching
Van Straaten, D., Wilschut, A., & Oostdam, R. (2018). Exploring pedagogical approaches for connecting the past, the present and the future in history teaching. Historical Encounters, 5(1), 46-67.
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Inside school readiness
Hamerslag, R., Oostdam, R., & Tavecchio, L. (2018). Inside school readiness: the role of socioemotional and behavioral factors in relation to school, teachers, peers and academic outcome in kindergarten and first grade. European Early Childhood Education Research Journal, 26(1), 80-96. https://doi.org/10.1080/1350293X.2018.1412035
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Juggling ideals and constraints
Dale, L., Oostdam, R., & Verspoor, M. (2018). Juggling ideals and constraints: The position of English teachers in CLIL contexts . Dutch Journal of Applied Linguistics, 7(2), 177-202. https://doi.org/10.1075/dujal.18002.dal
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Measuring students’ appraisals of the relevance of history
Van Straaten, D., Wilschut, A., & Oostdam, R. (2018). Measuring students’ appraisals of the relevance of history: the construction and validation of the relevance of history measurement scale (RHMS). Studies in Educational Evaluation, 56, 102-111. https://doi.org/10.1016/j.stueduc.2017.12.002
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Organisational influence on lecturers' perceptions and behaviour towards change in education
Griffioen, D. M. E., Doppenberg, J. J., & Oostdam, R. J. (2018). Organisational influence on lecturers' perceptions and behaviour towards change in education. Studies in Higher Education, 43(11), 1810-1822. https://doi.org/10.1080/03075079.2017.1284191
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Searching for identity and focus
Dale, L., Oostdam, R., & Verspoor, M. (2018). Searching for identity and focus: towards an analytical framework for language teachers in bilingual education. Journal of Bilingual Education and Bilingualism, 21(3), 366-383. https://doi.org/10.1080/13670050.2017.1383351
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Students' learning according to their individual nature and potential
Elffers, L., Fukkink, R., & Oostdam, R. (2018). Students' learning according to their individual nature and potential. Pedagogische Studiën, 95(5-6), 341-352.
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Effecten van taalgerichte en interactiegerichte didactiek op de motivatie voor gespreksvaardigheid Engels
van Batenburg, E. S. L., Oostdam, R. J., Gelderen, A. V., & De Jong, N. (2017). Effecten van taalgerichte en interactiegerichte didactiek op de motivatie voor gespreksvaardigheid Engels. Poster session presented at Anela Najaarsstudiedag, Tilburg, Netherlands.
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Effects of language-oriented vs meaning-oriented instruction on pre-vocational learners’ EFL oral skills
van Batenburg, E., Oostdam, R., van Gelderen, A., & de Jong, N. (2017). Effects of language-oriented vs meaning-oriented instruction on pre-vocational learners’ EFL oral skills. Abstract from TBLT 2017 Barcelona: Tasks in Context, Barcelona, Spain.
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Effects of language-oriented vs interaction-oriented instruction on pre-vocational learners’ EFL oral skills.
van Batenburg, E. S. L., Oostdam, R. J., Gelderen, A. V., & De Jong, N. (2017). Effects of language-oriented vs interaction-oriented instruction on pre-vocational learners’ EFL oral skills.. Poster session presented at TBLT Conference, Barcelona, Spain.
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A meta-analysis of the impact of early childhood interventions on the development of children in the Netherlands
Fukkink, R., Jilink, L., & Oostdam, R. (2017). A meta-analysis of the impact of early childhood interventions on the development of children in the Netherlands: an inconvenient truth? European Early Childhood Education Research Journal, 25(5), 656-666. https://doi.org/10.1080/1350293X.2017.1356579
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Assessing inquiry skills of grade 5&6 students through performance assessments
Kruit, P., van den Berg, E., Schuitema, J., & Oostdam, R. (2017). Assessing inquiry skills of grade 5&6 students through performance assessments. Abstract from GIREP-ICPE-EPEC 2017, Dublin, Ireland.
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Children's executive and social functioning and family context as predictors of preschool vocabulary
Teepe, R. C., Molenaar, I., Oostdam, R., Fukkink, R., & Verhoeven, L. (2017). Children's executive and social functioning and family context as predictors of preschool vocabulary. Learning and individual differences, 57, 1-8. https://doi.org/10.1016/j.lindif.2017.05.012
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Facilitating linguistically diverse parents to enhance toddler’s vocabulary development
Teepe, R., Molenaar, I., Verhoeven, L., & Oostdam, R. (2017). Facilitating linguistically diverse parents to enhance toddler’s vocabulary development. https://www.narcis.nl/publication/RecordID/oai:repository.ubn.ru.nl:2066%2F184023
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Lezen boven AVI-niveau?
Oostdam, R. J. (2017). Lezen boven AVI-niveau?. Paper presented at Nationale Dyslexie Conferentie 2017, Ede, Netherlands.
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Maatwerk en talentontwikkeling als criteria van onderwijskwaliteit
Oostdam, R. J. (2017). Maatwerk en talentontwikkeling als criteria van onderwijskwaliteit.
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Omgaan met diversiteit onder ouders in een grootstedelijke omgeving
Oostdam, R. J. (2017). Omgaan met diversiteit onder ouders in een grootstedelijke omgeving. Paper presented at VELON Congres 2017, Amsterdam, Netherlands.
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Op zoek naar synergie tussen praktijk en theorie
van der Linde, A., Oostdam, R., & Snoek, M. (2017). Op zoek naar synergie tussen praktijk en theorie: aankomende en startende leerkrachten opleiden en begeleiden met het oog op preventie en aanpak van ongewenst gedrag. Tijdschrift voor Lerarenopleiders, 38(2), 59-70.
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Stimulating parent-child interaction through storytelling activities of a family literacy program
Teepe, R. C., Molenaar, I., Oostdam, R. J., & Verhoeven, L. T. W. (2017). Stimulating parent-child interaction through storytelling activities of a family literacy program. Abstract from 17th Biennal EARLI Conference for Research on Learning and Instruction, Tampere, Finland. https://repository.ubn.ru.nl/handle/2066/183905
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Measuring L2 speakers’ interactional ability using interactive speech tasks
van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J. S., & de Jong, N. H. (2016). Measuring L2 speakers’ interactional ability using interactive speech tasks. Language Testing, 35(1), 75-100. https://doi.org/10.1177/0265532216679452
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Turkse onrust raakt kernopdracht onderwijs
Veldman, I., Oostdam, R., Wilschut, A., Snoek, M., Fukkink, R., & Pijls, M. (2016). Turkse onrust raakt kernopdracht onderwijs. Web publication or website, Scienceguide. https://www.scienceguide.nl/2016/09/turkse-onrust-raakt-kernopdracht-onderwijs/
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Executive and social functioning as predictors of vocabulary knowledge in monolingual and bilingual preschool children
Teepe, R., Molenaar, I., Oostdam, R. J., Fukkink, R. G., & Verhoeven, L. (2016). Executive and social functioning as predictors of vocabulary knowledge in monolingual and bilingual preschool children: [presentation in symposium]. http://www.fpce.up.pt/sig5earli2016/pdf/EarlySIG5_progam2016.pdf
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Met de blik op de toekomst. Kleine kinderen, grote verwachtingen
Fukkink, R. G., Jilink, L., & Oostdam, R. J. (2016). Met de blik op de toekomst. Kleine kinderen, grote verwachtingen.
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Enhancing student research in teacher education
Van Veldhuizen, B., Enthoven, M., & Oostdam, R. (2016). Enhancing student research in teacher education: equipping teacher educators for high-quality student research supervision. Paper presented at annual conference of the American Educational Research Association (AERA), April 8-12, Washington D.C., United States.
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Samenwerking tussen ouders en school
Oostdam, R., & Vries, P. D. (2016). Samenwerking tussen ouders en school. Van 12 tot 18, 26(Special), 4-5.
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Werken in een (groot)stedelijke omgeving
Oostdam, R. J., & Fukkink, R. G. (2016). Werken in een (groot)stedelijke omgeving. Van 12 tot 18, Speciaal katern over onderwijs en opvoeding in een stedelijke context, 2-3.
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VVE
Fukkink, R., Jilink, L., & Oostdam, R. (2016). VVE: Wat werkt en wat niet? De Wereld van het Jonge Kind, 43(6), 4-7. https://www.hjk-online.nl/nummer/februari-2016/
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A typology of developed and implemented honors programs in Dutch higher education
Doppenberg, J. J., Griffioen, D. M. E., & Oostdam, R. J. (2016). A typology of developed and implemented honors programs in Dutch higher education. Paper presented at Higher Education Conference, Amsterdam, Netherlands.
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De acceptatie van honours door docenten in het hoger onderwijs
Griffioen, D. M. E., Doppenberg, J., & Oostdam, R. (2016). De acceptatie van honours door docenten in het hoger onderwijs. In Verslag Onderwijs Research Dagen - 25 t/m 27 mei 2016 Hogeschool InHolland. https://www.inholland.nl/media/16430/verslag-onderwijs-research-dagen-2016-def.pdf
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De betekenis en functie van een hogeschoolbreed intentioneel curriculum op de ontwikkeling van faculteitsspecifieke honoursprogramma’s
Enthoven, M., Oostdam, R., Devilee, B., Winter, E., Doppenberg, J., & Griffioen, D. M. E. (2016). De betekenis en functie van een hogeschoolbreed intentioneel curriculum op de ontwikkeling van faculteitsspecifieke honoursprogramma’s. Tijdschrift voor hoger onderwijs, 34(3), 22-40.
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Educatieve samenwerking tussen ouders en school
Oostdam, R., Blok, H., Enthoven, M., & van der Linde, A. (2016). Educatieve samenwerking tussen ouders en school. In R. Fukkink, & R. Oostdam (Eds.), Onderwijs en opvoeding in een stedelijke context: van startbekwaam naar stadsbekwaam (pp. 225-235). Coutinho.
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Een typologie van excellentieprogramma’s voor het hoger beroepsonderwijs
Doppenberg, J., Griffioen, D. M. E., & Oostdam, R. (2016). Een typologie van excellentieprogramma’s voor het hoger beroepsonderwijs. Tijdschrift voor hoger onderwijs, 34(3), 41-57. https://research.tue.nl/en/publications/een-typologie-van-excellentieprogrammas-voor-het-hoger-beroepsond
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Het verband tussen ongewenst gedrag en de leerpsychologische basisbehoeften van leerlingen in het voortgezet onderwijs
Oostdam, R. J., Koerhuis, M. J. C., & Fukkink, R. G. (2016). Het verband tussen ongewenst gedrag en de leerpsychologische basisbehoeften van leerlingen in het voortgezet onderwijs. Pedagogische Studiën, 93(2), 97-113.
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Het verband tussen ongewenst gedrag en de leerpsychologische behoeften van leerlingen in het voortgezet onderwijs
Oostdam, R. J., Koerhuis, M. J. C., & Fukkink, R. G. (2016). Het verband tussen ongewenst gedrag en de leerpsychologische behoeften van leerlingen in het voortgezet onderwijs. Pedagogische Studiën, 93(2), 97-116.
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Hoe verder met de voor- en vroegschoolse educatie?
Fukkink, R., Jilink, L., & Oostdam, R. (2016). Hoe verder met de voor- en vroegschoolse educatie? uitkomsten van een meta-analyse naar effecten op de ontwikkeling. Tijdschrift voor Orthopedagogiek, 55(5), 203-210.
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Hoe verder met de voor- en vroegschoolse educatie?
Fukkink, R., Jilink, L., & Oostdam, R. (2016). Hoe verder met de voor- en vroegschoolse educatie? Uitkomsten van een meta-analyse naar effecten op de ontwikkeling van kinderen. Tijdschrift voor Orthopedagogiek, 55(5), 203-210.
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Interprofessionele samenwerking in de grote stad
Riffi, E., Fukkink, R., & Oostdam, R. (2016). Interprofessionele samenwerking in de grote stad. In R. Fukkink, & R. Oostdam (Eds.), Onderwijs en opvoeding en een stedelijke context: van startbekwaam naar stadsbekwaam (pp. 67-76). Coutinho.
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Investigating the effectiveness of direct and indirect written corrective feedback beyond a 'one-shot-treatment'
Oostdam, R. J., & van Beuningen, C. G. (2016). Investigating the effectiveness of direct and indirect written corrective feedback beyond a 'one-shot-treatment'. Paper presented at SIG Writing Conference, Liverpool, United Kingdom.
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Making history relevant to students by connecting past, present and future
van Straaten, D., Wilschut, A., & Oostdam, R. (2016). Making history relevant to students by connecting past, present and future: a framework for research. Journal of Curriculum Studies, 48(4), 479-502. https://doi.org/10.1080/00220272.2015.1089938
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Met de blik op de toekomst
Fukkink, R. G., Jilink, L., & Oostdam, R. J. (2016). Met de blik op de toekomst. De Wereld van het Jonge Kind, 43(1), 4-7.
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Onderwijs en opvoeding in een (groot)stedelijke omgeving
Fukkink, R., & Oostdam, R. (2016). Onderwijs en opvoeding in een (groot)stedelijke omgeving: definities van ‘urban education’. In R. Fukkink, & R. Oostdam (Eds.), Onderwijs en opvoeding en een stedelijke context: van startbekwaam naar stadsbekwaam (pp. 23-32). Coutinho. https://shop.coutinho.nl/store_nl/onderwijs-en-opvoeding-in-een-stedelijke-context.html
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Onderwijs en opvoeding in een (groot)stedelijke omgeving
Fukkink, R., & Oostdam, R. (2016). Onderwijs en opvoeding in een (groot)stedelijke omgeving. In R. Fukkink, & R. Oostdam (Eds.), Onderwijs en opvoeding in een stedelijke context (pp. 23-32). Coutinho.
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Onderwijs en opvoeding in een stedelijke context
Fukkink, R., & Oostdam, R. (Eds.) (2016). Onderwijs en opvoeding in een stedelijke context: van startbekwaam tot stadsbekwaam. Coutinho.
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Ontwerp, gebruik en acceptatie van excellentie in de Hogeschool van Amsterdam
Griffioen, D. M. E., Doppenberg, J., Enthoven, M., & Oostdam, R. (2016). Ontwerp, gebruik en acceptatie van excellentie in de Hogeschool van Amsterdam: de evaluatie van excellentieprogramma's onder SIRIUS. Hogeschool van Amsterdam, Kenniscentrum Onderwijs en Opvoeding.
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The dark side of innovative and transferable characteristics of honour programs
Doppenberg, J. J., Griffioen, D. M. E., & Oostdam, R. J. (2016). The dark side of innovative and transferable characteristics of honour programs. Paper presented at Utrecht Honours Conference 2016, Utrecht, Netherlands.
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The Higher Education Conference 2016. Programme Book & Book of Abstracts
Oostdam, R. J., Griffioen, D. M. E., Teelken, C., & Kyndt, E. (Eds.) (2016). The Higher Education Conference 2016. Programme Book & Book of Abstracts. Hogeschool van Amsterdam.
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Designing science lessons: distinguishing between critical thinking, metacognition and doing inquiry
Kruit, P. M., van den Berg, E., Oostdam, R. J., & Schuitema, J. A. (2015). Designing science lessons: distinguishing between critical thinking, metacognition and doing inquiry. Paper presented at European Science Education Research Association (ESERA): conference Engaging Learners for a Sustainable Future, Helsinki, Finland.
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Het aanleren van onderzoeksvaardigheden in lessen wetenschap en techniek
Kruit, P. M., van den Berg, E., Oostdam, R. J., & Schuitema, J. A. (2015). Het aanleren van onderzoeksvaardigheden in lessen wetenschap en techniek. Paper presented at Onderwijs Research Dagen 2015, Leiden, Netherlands.
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De rol van sociaal-emotionele en gedragsmatige aspecten bij het leerproces van jonge kinderen
Hamerslag, R., Oostdam, R., & Tavecchio, L. (2015). De rol van sociaal-emotionele en gedragsmatige aspecten bij het leerproces van jonge kinderen: Het concept schoolrijpheid 'afgestoft'. Tijdschrift voor Orthopedagogiek, 54, 517-531.
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De rol van technisch lezen, woordenschat en metacognitie bij het begrijpend lezen van een- en meertalige leerlingen in het vmbo
Steensel, R. V., de Milliano, I. I. C. M., Trapman, M., van Gelderen, A. J. S., Hulstijn, J., Oostdam, R. J., Schooten, E. V., & Sleegers, P. (2015). De rol van technisch lezen, woordenschat en metacognitie bij het begrijpend lezen van een- en meertalige leerlingen in het vmbo. Orthopedagogiek, 54(2), 74-88.
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Effects of individualised and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2-4
Oostdam, P. D. R., Blok, H., & Boendermaker, C. (2015). Effects of individualised and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2-4. Research Papers in Education, 30(4), 427-450. http://www.tandfonline.com/doi/pdf/10.1080/02671522.2014.953195
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Innovative teaching methods for honour programs
Doppenberg, J. J., Devilee, B. C. M., Griffioen, D. M. E., & Oostdam, R. J. (2015). Innovative teaching methods for honour programs. In the European Conference on Educational Research (ECER)
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