Hogeschool van Amsterdam

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prof. dr. R.J. Oostdam (Ron)

Professor of Learning and Instruction
Email:
r.j.oostdam@hva.nl
Work address:
Kohnstammhuis, Wibautstraat 2-4, 1091 GM Amsterdam
Postal address:
Postbus 505,1000 AM Amsterdam
Expertise:
Research Director of the Centre for Applied Research in Education, Professor of Learning and Instruction
Go to Research database
  • De kunst van het onderwijzen is meer dan alleen lesgeven
    Oostdam, R. J. (2025). De kunst van het onderwijzen is meer dan alleen lesgeven. Web publication or website, Kenniscentrum Onderwijs en Opvoeding, Hogeschool van Amsterdam.
  • Careful Whisper:
    Taylor, L. A., Fukkink, R. G., Oostdam, R. J., & van Beuningen, C. G. (2025). Careful Whisper: Using eCoaching and a Feedback Taxonomy to Provide Practicum Feedback for Preservice Teachers. Australian Journal of Teacher Education, 50(1), 135-150. https://doi.org/10.14221/1835-517X.6686
  • How to teach for democracy?
    Teegelbeckers, J. Y., Nieuwelink, H., & Oostdam, R. J. (2025). How to teach for democracy? Identifying the classroom practices used by expert teachers of democracy . Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2025.104942
  • The Use of Self-regulation Strategies and Interactional Methods in Blended Learning Environments
    Eggers, J. H., Oostdam, R., Voogt, J., & Zijlstra, B. J. H. (2024). The Use of Self-regulation Strategies and Interactional Methods in Blended Learning Environments: A Survey Among Teachers and Students in Higher Education. Web publication or website, Technology, Knowledge and learning. https://doi.org/10.1007/s10758-024-09786-7
  • Teaching Thinking-Back-and-Forth in Practical Work: an Educational Design Study in Secondary Education
    Spaan, W., Oostdam, R., Schuitema, J., & Pijls, M. (2024). Teaching Thinking-Back-and-Forth in Practical Work: an Educational Design Study in Secondary Education. Abstract from 4th World Conference on Physics Education, Krakow, Poland. https://indico.cern.ch/event/1162407/contributions/5921645/
  • 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
  • A Dutch Translation and Multidimensional Structure of the Adjustment Scales for Early Transition in Schooling
    Hamerslag, R., Oostdam, R. J., Fukkink, R. G., Tavecchio, L. W. C., McDermott, P., & Kim, Z. (2024). A Dutch Translation and Multidimensional Structure of the Adjustment Scales for Early Transition in Schooling. Archives of Assessment Psychology.
  • Diamonds are not just a scientist’s best friend
    Oostdam, R. (2024). Diamonds are not just a scientist’s best friend. Dutch Journal of Applied Linguistics, 13. https://doi.org/10.51751/dujal18808
  • 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
  • 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
  • Thinking-back-and-forth in practical work as experienced by students
    Spaan, W., Oostdam, R., Schuitema, J., & Pijls, M. (2023). Thinking-back-and-forth in practical work as 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
  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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. Paper presented at Task-based Language Teaching Conference, Ottawa, Canada.
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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).
  • 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
  • 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
  • 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
  • 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.
  • 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.
  • 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.
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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. Paper presented at Anela Najaarsstudiedag, Tilburg, Netherlands.
  • 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.
  • 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.
  • 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
  • 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.
  • 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
  • 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
  • Lezen boven AVI-niveau?
    Oostdam, R. J. (2017). Lezen boven AVI-niveau?. Paper presented at Nationale Dyslexie Conferentie 2017, Ede, Netherlands.
  • Maatwerk en talentontwikkeling als criteria van onderwijskwaliteit
    Oostdam, R. J. (2017). Maatwerk en talentontwikkeling als criteria van onderwijskwaliteit.
  • 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.
  • 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.
  • 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
  • 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
  • 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/
  • 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
  • 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.
  • 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.
  • Samenwerking tussen ouders en school
    Oostdam, R., & Vries, P. D. (2016). Samenwerking tussen ouders en school. Van 12 tot 18, 26(Special), 4-5.
  • 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.
  • 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/
  • 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.
  • 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
  • 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.
  • 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.
  • 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
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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
  • 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.
  • 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
  • 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.
  • 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.
  • 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.
  • 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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Go to Research database