New publications: Dec. '18 - Feb. '19

01 March 2019

At GION education/research we value the importance of knowledge sharing and open science. To inform you about our scientific output, you can now find all recent publications at a glance in this first quarterly update about new publications written or co-authored by GION staff members.

Please do not hesitate to contact the authors in case a manuscript is unavailable to you.

Mouw, J. M., Saab, N., Janssen, J., & Vedder, P. (2019). Quality of group interaction, ethnic group composition, and individual mathematical learning gains. Social Psychology of Education, 1-22. https://doi.org/10.1007/s11218-019-09482-w (Open Access)
Mascareño, M. (2019). Constellations of risk factors as moderators of the impact of a randomized intervention on students’ reading skills in rural India. Studies in Educational Evaluation, 60, 66-77. https://doi.org/(...).stueduc.2018.11.007
de Greeff, J. , de Bruijn, A. G. M., Meijer, A., van der Fels, I., Königs, M., Smith, J. , ... Hartman, E. (2019). Slim door Gym: Effecten van fysieke activiteit op cognitie van kinderen in het primair onderwijs. Nationaal Regieorgaan Onderwijsonderzoek. You can read the report here (in Dutch)

Klitzing, N. , Hoekstra, R. , & Strijbos, J-W. (2019). Literature practices: processes leading up to a citation. Journal of documentation, 75(1), 62-77. https://doi.org/10.1108/JD-03-2018-0047 (Open Access)
van der Scheer, E. A., Bijlsma, H. J. E., & Glas, C. A. W. (2019). Validity and reliability of student perceptions of teaching quality in primary education. School Effectiveness and School Improvement, 30(1), 30-50. https://doi.org/(...)9243453.2018.1539015 (Open Access)
Brouwer, J. , & Jansen, E. (2019). Beyond grades: developing knowledge sharing in learning communities as a graduate attribute. Higher education research & development, 38(2), 219-234. https://doi.org/(...)7294360.2018.1522619
Timmermans, A. C. , van der Werf, M. P. C., & Rubie-Davies, C. M. (Accepted/In press). The Interpersonal Character of Teacher Expectations: The Perceived Teacher-Student Relationship as Antecedent of Teacher Expectations. Journal of School Psychology.
Hoekstra, R. , Vugteveen, J. , Warrens, M. J., & Kruyen, P. M. (2018). An empirical analysis of alleged misunderstandings of coefficient alpha. International Journal of Social Research Methodology. https://doi.org/(...)3645579.2018.1547523 (Open Access)
van der Hoef, H. , & Warrens, M. J. (2018). Understanding information theoretic measures for comparing clusterings. Behaviormetrika, 45(2), [75]. https://doi.org/(...)07/s41237-018-0075-7 (Open Access)
ter Beek, M. , Spijkerboer, A. W. , Brummer, L., & Opdenakker, M-C. (2018). Gemotiveerd, actief en zelfstandig lezen: Hoe een digitale leeromgeving zowel de leerling als de docent kan ondersteunen bij het begrijpend lezen van informatieve zaakvakteksten in het voortgezet onderwijs (available online soon (in Dutch))
Hager, W., & Leidelmeijer, D. (Ed.) (2018). Van rommellokaal naar parel. Rijksuniversiteit Groningen.
de Boer, H., Timmermans, A. C., & van der Werf, M. P. C. (2018). The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis. Educational Research and Evaluation, 24(3-5), 180-200. https://doi.org/10.1080/13803611.2018.1550834 (Open Access)
Hoekstra, R., Vugteveen, J., Warrens, M. J., & Kruyen, P. M. (2018). An empirical analysis of alleged misunderstandings of coefficient alpha. International Journal of Social Research Methodology. https://doi.org/10.1080/13645579.2018.1547523 (Open Access)
Mouw, J. (2018). In de schoenen van de ander: De rol van inlevingsvermogen bij het samenwerkend leren. DaltonVisie, 7(2), 12-15. (You can read the article here (in Dutch)
Timmermans, A. C., Rubie-Davies, C. M., & Rjosk, C. (2018). Pygmalion’s 50th anniversary: the state of the art in teacher expectation research. Educational Research and Evaluation, 24(3-5), 91-98. https://doi.org/10.1080/13803611.2018.1548785 (Open Access)
Timmermans, A. C., & Rubie-Davies, C. M. (2018). Do teachers differ in the level of expectations or in the extent to which they differentiate in expectations? Relations between teacher-level expectations, teacher background and beliefs, and subsequent student performance. Educational Research and Evaluation, 24(3-5), 241-263. https://doi.org/10.1080/13803611.2018.1550837 (Open Access)
Savolainen, P., Timmermans, A. C., & Savolainen, H. K. (2018). Part-time Special Education Predicts Students’ Reading Self-concept Development. Learning and Individual Differences, 68, 85-95. https://doi.org/(...)j.lindif.2018.10.005
Naayer, H., Spithoff, M., Korpershoek, H., & Opdenakker, M.-C. (2018). Het beste onderwijsstelsel bestaat niet. Didactief, december 2018 (alleen voor leden). This article is based on Harm Naayer e.a., De overgang van primair naar voortgezet onderwijs in internationaal perspectief. Een systematische overzichtsstudie van onderwijstransities in relatie tot kenmerken van verschillende Europese onderwijsstelsels. Rijksuniversiteit Groningen, 2016.
Ros, B. Rolverdeling in de groep. Didactief, december 2018 (alleen voor leden). Dit artikel verscheen in de rubriek ‘Onderzoek kort’ naar aanleiding van het proefschrift van Jolien Mouw: Stepping in Another’s Shoes: The Role of Primary-School Students’ Perspective-Taking Abilities during Cooperative Learning.