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Education University of Groningen Summer Schools

Analyzing Classroom Interactions

We are currently updating our course overview for 2021-2022. The information below might be updated.

The University of Groningen is a pioneer in its dedication to interactional data, including the departments of Developmental Psychology, Educational Sciences, Special Needs Education and Youth Care at the Faculty of Behavioral and Social Sciences, and department of Linguistics at the Faculty of Arts. In this summer school, we will bring together the methodological expertise from the University of Groningen, as well as national and international colleagues, providing you with the opportunity to learn about different approaches and methods used within the paradigm of educational interactions.

Building on a unique combination of different disciplinary perspectives, this summer school will appeal to students and early career researchers with an interest, and potentially data, in interaction and learning; it will also welcome applicants without any previous training in the subject, who are interested in exploring classroom interaction as a subject for the continuation of their academic career. Learning, inside and outside schools, happens in interaction between children and their teachers, parents, and peers. It takes human interaction to learn to talk, to do math, to collaborate and to learn autonomously. Research on educational interactions has grown tremendously in the past decade. It reveals important insights for educational improvement. This summer school will offer a broad range of methods to capture and analyse classroom interactions.

Practical information

Dates & location 5 - 9 July 2021, online
Level BSc/MSc/PhD/Postdoc/Early career researchers

€100,- regular registration fee

€50,- reduced fee. NOTE: we have 4 spaces for a reduced-fee registration. If you would like to be considered for a reduced fee, please submit a short motivation in your application.

Academic coordinators

Dr. Elisa Kupers, Faculty of Behavioral and Social Sciences
Dr. Mayra Mascareno, Faculty of Behavioral and Social Sciences
Dr. Naomi de Ruiter, Faculty of UCG
Dr. Myrte Gosen, Faculty of Arts


The summer school is primarily intended for graduate students to early career researchers, but will be open to advanced undergraduate students who are willing to take on an inspiring challenge.
No specific prior knowledge or experience is required. Undergraduate students will need to have already acquired 120 ECTS in their bachelor programme.

It is expected that the participants have a sufficient command of the English language to actively participate in the discussions and to present their own work in English.

Learning outcomes

After this course you will be able to:

  • describe the theoretical underpinnings of micro-analytic research on classroom interactions
  • formulate your own research questions
  • set up a design for research on classroom interactions
  • analyze data on classroom interactions using state-of-the-art techniques

The workload is estimated at 56 hours, and includes participation in all summer school activities and preparation (reading all material, poster preparation).

A participation certificate can be arranged upon request to the coordinators. When submitting the request, participants should explicitly indicate if they did not attend one or more sessions.

Course schedule

During the summer school, you will have a chance to attend and take active part in lectures and workshops from leading experts. Techniques that will be addressed range from gathering and coding interactional data, to analyzing these data using qualitative and quantitative methods. Bringing in your own data for analysis and discussion is highly encouraged.

To ensure the interactivity of our summer school in an online format, the lectures will be pre-recorded. This way, there is more time for active workshops during the day alternated with other kinds of interactive meetings. Hopefully, this will also offer opportunities for participants from all over the globe to attend (parts of) the summer school.

Short bios lecturers
Naomi de Ruiter
Naomi de Ruiter

Naomi de Ruiter is an Assistant Professor in Social Sciences at the University College Groningen of the University of Groningen. She completed her PhD (2015) in developmental psychology under the supervision of Paul van Geert and Saskia Kunnen at the University of Groningen. With her PhD, she proposed a theoretical framework of self-esteem as dynamically situated in parent-child interactions, and she tested the underlying claims of this framework in empirical studies of real-time parent-adolescent interactions. Since then, she has gone on to study naturalistic teacher-student interactions in the classroom in order to better understand how ability mindsets are situated in real-time interactions. This line of research is funded by a National Education Sciences postdoc grant (2016), conducted at Utrecht University. She has published her work in international journals in the field of developmental and social psychology, and has received various awards and acknowledgments for her research. She uses various timeserial methods to study the structure and content of moment-to-moment interactional processes, including Fractal analyses, State Space Grids, Kohonen’s Self-Organizing Maps, and T-patterns.

Myrthe Gosen

Myrte Gosen

Myrte Gosen is an Assistant Professor in Communication and Information Studies at the University of Groningen, the Netherlands. She received her Ph.D. from the same university in 2012. Her PhD dissertation is titled Tracing learning in interaction. An analysis of shared reading of picture books at kindergarten and shows a research interest at the interface between education and communication. She has a particular interest in classroom interactions in relation to knowledge and she uses the qualitative methodology of conversation analysis to identify the fundamental structures and practices in interaction that are related to knowledge construction. Amongst others, she is carrying out work to explore the interactional characteristics of (the development of) understanding of mathematics in primary education.

Elisa Kupers

Elisa Kupers

Elisa Kupers is an Associate Professor at the department of Special Needs Education and Youth Care at the University of Groningen. She obtained her PhD in 2014 in developmental psychology, with a thesis on scaffolding and autonomy in teacher-student interactions in individual music lessons. In order to capture the complexity of teacher-student interactions, she uses combinations of qualitative and quantitative research methods to analyze data from various sources, such as observations and daily diaries. Currently, she is involved in various research projects with a focus on (special) educational needs, engagement, and creativity of both students and teachers.

Maya Mascareno
Mayra Mascareño Lara

Mayra Mascareño Lara is Assistant Professor in Educational Sciences, University of Groningen. Her PhD dissertation Learning opportunities in kindergarten classrooms: Teacher child interactions and developmental outcomes (2014) received the qualification cum laude and prize for Best Dissertation in Educational Sciences in 2014 in the Netherlands and Flanders (VOR-VFO). Her research focuses on deepening our understanding of the effects of education on young students’ outcomes, particularly on those who experience social and educational disadvantages. A key feature of her research is the combination of observational approaches with novel and sophisticated methods of analysis, with the aim to capture the complexity of naturalistic educational processes. Examples of this are micro-analysis of interactions, with focus on patterns and sequential relations in real-time; or person-oriented approaches that reveal the co-occurrence of individual and context characteristics. Her research has been published in highly relevant journals in the field of educational sciences and developmental psychology.


Jan-Willem Strijbos

Jan-Willem Strijbos is a Full Professor of the Department of Educational Sciences at the University of Groningen in the Netherlands. He received his Master degree from the Radboud University Nijmegen in 1999 and the PhD degree (with honors) from the Open University of the Netherlands in 2004. From 2005 to 2010, he was a postdoctoral researcher and Assistant Professor in the Institute for Child and Education Studies at the Leiden University in the Netherlands. From 2011 to 2016, he was a Professor of the Department of Psychology at the LMU Munich in Germany. He was coordinator of the Special Interest Group 1 (“Assessment & Evaluation”) of EARLI from 2015-2017. He is a member of the Scientific Board for Computers in Human Behavior and edited four special issues on topics such as “CSCL methodology” (Learning and Instruction, 2007), “roles in CSCL” (Computers in Human Behavior, 2010), and “formative peer assessment and peer feedback” (Learning and Instruction, 2010; European Journal of Psychology of Education, 2018). His research focuses on the design, implementation, and effectiveness of interactive learning practices (collaborative learning, peer assessment and feedback, learning communities) in physical and virtual settings.

Tom Koole
Tom Koole

Tom Koole is Professor of Language and Social Interaction at the University of Groningen. He has used conversation analysis to investigate classroom interaction, emergency calls and health communication. He is also a visiting professor in the Health Communication Research Unit of the University of the Witwatersrand, Johannesburg. His present research is concerned with the use in interaction of linguistic and embodied tokens of understanding. He has published in international journals such as Research on Language and Social Interaction, Discourse Studies, Linguistics and Education and Journal of Pragmatics.

Karianne Skovholt

Karianne Skovholt is an Associate Professor at the Faculty of Humanities, Sports and Educational Science at the University of South-Eastern Norway.  She has worked in teacher education since 2010 and has given lectures in subjects as Norwegian didactics, critical literacy, conversation analysis and critical discourse analysis. Her main research methodology is conversation analysis, and her general research interest is how teachers use conversation as a tool for their professional practice. She has investigated teacher-student interactions in whole class teaching, in group work, in supervision and in oral examinations. From 2018-2021, Karianne leads the intervention project CAiTE (Conversation Analytic innovation for Teacher Education), funded by The Research Council of Norway.

Hanne de Jaegher

Dr. Hanne De Jaegher: Hanne De Jaegher is Associate Professor (Research) in the Department of Philosophy at the University of the Basque Country, Spain. She obtained her D.Phil. from the University of Sussex, UK, in 2007. She studies how we move together in social interactions, and how this influences social understanding. For this, she has developed the theory of participatory sense-making. This theory is being applied across many disciplines, among others in autism research, where her ideas contribute to a better conceptual understanding of autistic experience and interactions, and a better practical engagement between neurotypicals and autistics. She also develops a practical-theoretical method to study the live experience of interacting, in which researchers themselves become the sophisticated instruments with which they understand intersubjectivity in a systematic, hands-on investigation. Together with Ezequiel Di Paolo and Elena Cuffari, she co-authored Linguistic Bodies: The Continuity Between Life and Language (MIT Press, 2018).

Application procedure

To apply, kindly fill out the online application form. Please include the following documents with your application:

  • CV (max 2 pages)
  • Letter of motivation, explaining what you hope to learn during the summer school and why this will be important for your academic ambitions (max 1 page)

Applications will be reviewed on a rolling basis. Please note that registration will close once we have reached the maximum number of participants. The final deadline is 16 May 2021.

Applicants will be notified about their application by the 31st of May. In case of acceptance, participants will be asked to prepare an abstract with questions they would like to discuss in the summer school, and to read some literature.


The summer school is nicely connected to the Master in Educational Sciences, track Learning in Interaction. This track revolves around understanding learning processes in context, and tackling the challenges that arise in optimizing learning environments to learners' needs.

More information? Visit our website!

Last modified:13 September 2021 10.07 a.m.