Research

Research theme: Educational innovation, school improvement and educational effectiveness

Within this theme, we study various aspects of and processes regarding educational quality, educational innovation, school improvement and educational effectiveness. The starting point in the study of effectiveness is the pursuit of quality improvement in education and thus that learners (pupils, students) benefit from it. For example, it may involve improving learners' knowledge, skills and motivation. We are currently conducting research on stimulating reading motivation, the implementation of a tutoring programme in primary education, the integration of new technologies in education, improving study choice processes in secondary education and interventions aimed at feedback, assessment, cooperative learning and self-regulated learning. In addition, school career research is conducted into the effects of system characteristics such as the organisation of secondary education and the transition from primary to secondary education, including the role of track recommendations and test results and other determinants of educational outcomes. National assessments are used to map pupils' knowledge and skills (e.g. citizenship, language and physical education). We also study the principles of evidence-informed practice and research-practice partnerships, e.g. working with practitioners to improve quality and educational opportunities and promoting a research culture and data use in schools.

Research theme: Governance and policy in education

Within this theme, we focus on aspects of leadership and governance in education, the relationship between governance and policy versus educational quality and educational outcomes, and the way governance and policy are organised within schools/educational institutions. The starting point is that policymakers, administrators and school leaders can contribute to better education through the choices they make. For example, we are currently researching the administrative capacity of secondary schools, distributed leadership within school teams and policy measures to reduce the teacher shortage. We also study policy issues around the design and organisation of education, for example focusing on educational disadvantage policy and transitions in education.

Research theme: Education in the societal context

Research within this theme focuses on the interaction between education and society. Within this theme, we focus on issues such as equal opportunities, diversity and inclusion in education. The starting point within this theme is organizing high quality education for all pupils, regardless of their background, home situation and personal characteristics. For instance, we are currently conducting research into the educational opportunities of pupils from lower socio-economic backgrounds, pupils from families with a migration background, attention to basic skills such as language and mathematics, attention to citizenship and social-emotional development, the role of shadow education in educational opportunities and the study choice behaviour of young people in the light of preparation for the labour market. The role of teachers and schools in social issues is also part of this research theme.

Research theme: Teacher education, workplace learning and professional development

Within this theme, we focus on the training and professional development of (education) professionals, with a strong focus on the teacher. We look at development and learning processes of (educational) professionals within formal education, workplace learning and other learning contexts, such as professional learning communities. The research focuses on social mechanisms that shape interactions and individual outcomes, such as professional identity formation, motivation, commitment or performance. This relates to the importance of social capital formation and mobilization with the contexts of education (e.g., vocational education, higher education) and in the workplace. While interactions here are primarily understood as connections between individuals, such as colleagues, they also extend to interactions with artifacts, such as virtual reality settings. We also look at learning within teacher education programmes, especially the (academic) primary teacher training programme. The starting point is that teachers are the key to high quality education. For example, we are currently conducting research on teacher professionalisation (e.g. in the field of blended learning, the integration of new technologies, equity, literacy and inclusion), the functioning of professional networks of (educational) professionals, workplace learning of (educational) professionals, stimulating evidence-informed practice and promoting a research culture, guidance of beginning teachers (e.g. in primary education and aimed at second career teachers) and training academic teachers for primary education. Moreover, the research in this theme contributes to the development of theories and methods related to professional development within different contexts.

Research theme: Educational design of interactive learning environments

This theme focuses on the design of interactive learning environments, based on the premise that learners take a more active role in their learning process as they interact with the learning environment. In particular, we investigate how new (learning) technologies can be purposefully used to support and evaluate learning processes, and how the educational design needs to be adapted to realize the potential of these learning technologies. Educational design concerns the systematic development, design, implementation, and evaluation of learning environments. An educational design may pertain to a single lesson, a course, or an entire curriculum and may be shaped differently depending on the subject area or discipline. Regardless of contextual differences, it is important that learning objectives, instruction, learning materials, assessment, learning needs, and learning opportunities are aligned, focused on as optimally as possible support of the learning process. For example, we are currently conducting research on the assessment of collaborative learning, peer assessment and peer feedback, and teacher professionalization regarding technology integration (such as AR/VR) in education.

Research theme: Social dynamics of learning and development

In this theme, the focus is on processes in and outside the classroom. The research aims to better understand learning and development as intrinsically social processes. We apply various theoretical perspectives, methodological approaches and units of analyses, aimed at capturing different facets of the dynamic and mutual relationship between individuals, groups and their social contexts. The starting point is that we can better understand an individual's learning and development when we take into account the social environment in which learning takes place. For example, research is conducted on the role of teachers as facilitators of dialogue and educational interactions, and on the role of peers and collectives in the co-construction of learning and development. Special interest is also devoted to the study of social networks of learners, which helps unveil how social structures facilitate or hinder individual actions. Finally, responding to the increasing heterogeneity of perspectives and identities within our classrooms and demographic societal changes, attention is paid to the social dynamics regarding inclusion and equity.

Research theme: Assessment and evaluation of learning

This theme focuses on assessing and evaluating learning. Evaluation is the process of collecting and interpreting data about learning outcomes and learning processes. Collection can take place through, for example, test-taking, observations or assessment of products (e.g., essay, group assignment). Evaluation can be done by the teacher (e.g., teacher evaluating an individual student or a group assignment), but it can also be done by peers (e.g., group members evaluating each other's contribution) or by the student himself (e.g., self-evaluation of own learning outcomes). Evaluation has an important function in reaching decisions about steps in the teaching-learning process. Feedback is a well-known way of communicating evaluations and giving direction to the learning process. Within this theme, research mainly focuses on (dyadic) interpersonal evaluations, i.e., evaluations that are about "another person" such as teacher evaluations about pupils or evaluations between peers. At issue are, for example, questions that deal with the degree of accuracy of interpersonal evaluations, what are the characteristics of the person doing the evaluation (teacher, peer) and to whom the evaluation relates (pupil, peer). This might include, for example, (a) the way pupils evaluate each other's products, how they subsequently communicate peer feedback and how their peers interact with this peer feedback, (b) the way teams of secondary school teachers collectively arrive at a transfer decision, or (c) the extent to which new information contributes to adjusting or changing teachers' expectations about individual pupils.

Research theme: Analysis of educational data

The starting point for this theme is that the quality of the data and correct application of analytical techniques strongly determine the quality of our scientific research and the conclusions we draw from it. Educational data includes all data collected about learning and development in schools, teachers, and students. First of all, research within this theme focuses on correctly applying statistical models and quantitative research methods to understand and explain (complex) connections and patterns in educational data. Examples of the models and methods in this theme are regression models, structural equation models, item response models, cluster analysis methods, social network models, and meta-analysis. Examples of applications are evaluation research and educational measurement. The statistical models and methods are used to find answers to fundamental questions and practice-oriented and scientific questions, but also to discover unsuspected connections in the field of learning and development. Moreover, research within this theme focuses on correct application of qualitative research methods and mixed methods research. Examples of methods include thematic analysis of interview data, discourse analysis, qualitative literature reviews, and document analyses.  

Research theme: Development of models and methods for educational data

Research within this theme focuses on the development of new statistical models and quantitative research methods to understand and explain connections and patterns in educational data. The theme also includes careful evaluation and comparison of new and existing models and methods. To achieve scientific progress in terms of building a cumulative body of knowledge, proposals of new models and methods should be extensively and carefully compared with their best predecessors and existing methods. Examples of models and methods in this theme are (hierarchical) regression models, item response models, cluster analysis methods and social network models.

Research theme: Reflecting on scientific practice

There seems to be a discrepancy between research approaches provided in theory and how research is applied in practice. Overinterpretation of findings, unsubstantiated statements on cause-effect relationships, cherry-picking of results and conclusions are examples of regularly observed and questionable research practices and are far from uncommon. Within this theme, these practices are described and explained, by taking the scientific context (with sometimes dubious conventions, pressure to publish) in which researchers function into account. This theme includes reflecting on the use of statistics. Frequently used statistics are often ill-understood, and misinterpreted regularly. For example, within this theme, research focuses on how statistics are understood and interpreted by researchers, to contribute to the improvement of research practices.