dr. I. Dekker (Izaak)
Associate Professor Didactics & Curriculum DevelopmentIzaak Dekker is associate professor Didactics and Curriculum Development Higher Education, affiliated with the lectorate Customization, learning and instruction. As associate professor, Izaak focuses on conducting research into education at the AUAS. The aim of the associate professorship is to contribute to the learning capacity of higher education institutions. The core tasks of this professorship are:
- Organizing and conducting experimental evaluation studies and reviews thereof in higher (vocational) education
- Strengthening the (experimental) research capacity of teachers, courses and institutions in higher education
- Accessibly communicating the results of experimental studies and reviews thereof on didactics and curriculum development in higher education.
The programmes of the Faculty of Education and Upbringing (FOO) are experimenting with more flexible forms of education. Where possible, Izaak evaluates these types of questions with field experiments and conducts his research as much as possible together with lecturers and students. In this way, we learn more about effective higher education and at the same time contribute to the research experience and affinity of students and lecturers at the FOO.
Izaak has also been working as a researcher for the Didactics of Science lectorate and the Faculty of Education and Upbringing (FOO) since September 2021. For this lectorate, he recruits, organizes and carries out research projects within the framework of 'Smart Education': a program focused on applications of artificial intelligence in education. For the FOO, he organizes experimental research into interventions that can increase student success, retention and well-being.
During his PhD research at Erasmus University Rotterdam, Izaak conducted research into the study success and well-being of students in the educational and economic domain. He combined his research with a position as senior lecturer at the Master Learning and Innovation at Hogeschool Rotterdam. Before he was active as a lecturer at Hogeschool Rotterdam, Izaak taught as a philosophy teacher in primary and secondary education.
What can you contact Izaak for?
- Organizing field experiments to evaluate didactics and curriculum development in higher education.
- Collaborating in a consortium that aims to evaluate an educational intervention (focused on didactics/curriculum development) with a field experiment.
- Interviews or expert comments on the themes of the associate professorship.
- Accessible communication of reviews and experimental studies regarding didactics/curriculum development in higher education. Think of a short explainer, or a contribution to a professionalization meeting.
Want to know more about recent and ongoing projects?
Check out Tune in - a summer introductory program specifically for first-generation students and Supplemental Instruction, a field experiment into the effect of supplemental instruction on performance, well-being and feeling at home.
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When and how do peers stimulate engaging in desirable difficulties
Dekker, I., Koerhuis-Pasanisi, M.-J., & Koek, M. (2024). When and how do peers stimulate engaging in desirable difficulties: Student perspectives on the effectiveness of supplemental instruction. Active Learning in Higher Education. Advance online publication. https://doi.org/10.1177/14697874241249130
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Mediawijsheid leren in tijden van generatieve AI?
Dekker, I. (2024). Mediawijsheid leren in tijden van generatieve AI? Een onderwijs-filosofisch advies. https://netwerkmediawijsheid.nl/essay-onderwijskundig-advies-izaak-dekker/
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Een uitgestelde keuze voor een vakgebied
Dekker, I., Snoek, M., & Fokkens-Bruinsma, M. (2024). Een uitgestelde keuze voor een vakgebied: Motieven voor het leraarschap bij een brede pedagogische lerarenopleiding. Tijdschrift voor Lerarenopleiders, 45(2), 163-182.
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Reflective Goal-setting Improves Academic Performance in Teacher and Business Education
Dekker, I., Schippers, M., & Van Schooten, E. (2024). Reflective Goal-setting Improves Academic Performance in Teacher and Business Education: A Large-scale Field Experiment. Journal of Research on Educational Effectiveness, 17(3), 561-589. https://doi.org/10.1080/19345747.2023.2231440
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The right job pays: Effects of different types of work on study progress of pre-service teachers
Dekker, I., Chong, C. F., Schippers, M. C., van Schooten, E., & Delnoij, L. E. C. (2024). The right job pays: Effects of different types of work on study progress of pre-service teachers. Pedagogische Studiën, 101(1), 4-29. https://doi.org/10.59302/ps.v101i1.18782
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A systematic review on near-peer teaching in higher education
Dekker, I., Thurlings, M., Delnoij, L., & Van der Veen, J. (2023). A systematic review on near-peer teaching in higher education: Training, types of instruction, and outcomes. (pp. 1-45). https://doi.org/10.31219/osf.io/c467y
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Effects of supplemental instruction on grades, mental well-being, and belonging: A field experiment
Dekker, I., Luberti, M., & Stam, J. (2023). Effects of supplemental instruction on grades, mental well-being, and belonging: A field experiment. Learning and Instruction, 87, 1-9. Article 101805. https://doi.org/10.1016/j.learninstruc.2023.101805
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Evidence-based education
Dekker, I., & Meeter, M. (2022). Evidence-based education: objections and future directions. Frontiers in Education, 7(941410), Article 941410. https://doi.org/10.3389/feduc.2022.941410
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Exploring embedded computational thinking in STEM teacher education
Pennink, D., Dekker, I., Calor, S., Pijls, M., & Bredeweg, B. (2022). Exploring embedded computational thinking in STEM teacher education. In M. Specht, X. Zhang, C. Glahn, & N. Fanchamps (Eds.), CTE-STEM 2022 Conference (pp. 90-91). Technische Universiteit Delft. https://doi.org/10.34641/ctestem.2022.454
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Solving domain-specific problems with computational thinking
Calor, S., Dekker, I., Pennink, D., & Bredeweg, B. (2022). Solving domain-specific problems with computational thinking. In M. Specht, X. Zhang, C. Glahn, & N. Fanchamps (Eds.), CTE-STEM 2022 Conference (pp. 83-85). Technische Universiteit Delft. https://doi.org/10.34641/ctestem.2022.470
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Academic Thriving
Dekker, I. (2022). Academic Thriving: Optimising Student Development with Evidence-Based Higher Education. [Research external, graduation external, Erasmus Universiteit Rotterdam].
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Hoe te komen tot bewijsgestuurd onderwijsontwerp?
Doornenbal, J.-W., Bredeweg, B., & Dekker, I. (2022). Hoe te komen tot bewijsgestuurd onderwijsontwerp?. Paper presented at D2L Connection Event Benelux, Nijmegen, Netherlands.
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Smart Education
Bouwer, A., Dekker, I., & Bredeweg, B. (2022). Smart Education: Derde projectjaar. Hogeschool van Amsterdam, Faculteit Onderwijs en Opvoeding. https://www.hva.nl/binaries/content/assets/subsites/kc-oo/smart-education/smart-education-hva_2021.pdf
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Leren onderzoeken bij de Master Leren en Innoveren
Rozendaal, J. S., & Dekker, I. (2021). Leren onderzoeken bij de Master Leren en Innoveren. Tijdschrift voor Lerarenopleiders, 42(1), 367-372. https://registratiesite.brlo.nl/home/nl-nl/shop/media/item/1658/leren-onderzoeken-bij-de-master-leren-en-innoveren
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Optimizing Students’ Mental Health and Academic Performance
Dekker, I., De Jong, E. M., Schippers, M. C., De Bruijn-Smolders, M., Alexiou, A., & Giesbers, B. (2020). Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting. Frontiers in Psychology, 11, Article 1063. https://doi.org/10.3389/fpsyg.2020.01063
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Onderwijsfilosofen in actie
Berding, J., & Dekker, I. (2017). Onderwijsfilosofen in actie: Zeven lessen over visies en idealen in en voor de klas. https://www.scienceguide.nl/wp-content/uploads/2017/11/onderwijsfilosofen_in_actie__voor_op_website_.pdf