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Over onsWaar vindt u onsprof. dr. A.E.M.G. (Alexander) Minnaert

prof. dr. A.E.M.G. Minnaert

Hoogleraar Orthopedagogiek en Klinische Onderwijskunde / Projectleider onderzoekslijn Leer- en onderwijsproblemen / Waarnemend Hoofdopleider Orthopedagoog-Generalist (UPO-G)

Short biography:

After my graduation as Master in Educational, School and Medical Psychology from the University of Leuven, my teacher education certificate for secondary and for higher education (both in Belgium and in the Netherlands), a post-graduate certificate in Learning and Instruction from the Friedrich-Schiller Universität Jena, I finished my PhD at the University of Leuven in 1996 on a longitudinal study among freshmen on academic performance, cognition, metacognition, and motivation.

After a post-doc period at the Centre of School Psychology and the Centre of Research Methodology in Educational Sciences at the University of Leuven and a visiting professorship at the Universidad Autonoma de Madrid, I was appointed in 1997 as assistant and associate professor in instructional sciences and clinical education at the Department of Education, Leiden University. From 2004, I became full professor in the domain of clinical educational research, student counselling, learning problems and educational research methodology at the University of Groningen.

From 2004 till 2014, I was chair of the examination and admission committee at the department of Education and Educational Sciences.

From 2006, I am a supervisor of internships at the London Borough of Hounslow and of Hammersmith/Kensington and Chelsea concerning children's psycho-medical and educational services.

From 2007 till 2011, I was coordinator of the Special Interest Group "Motivation and Emotion" of the European Association for Research on Learning and Instruction (EARLI).   

In 2008, I received the award "Best teacher of the year 2008" (department of pedagogy and educational sciences).

From 2010 onwards, I was appointed as researcher in schools with a gifted profile. For publications see: http://www.begaafdheidsprofielscholen.nl/kennis/publicaties/

From 2011, I am teacher and co-founder of the School Psychology curriculum at RINO Noord-Holland: http://www.rino.nl/docenten/Dhr-prof-dr-A-E-M-G-Minnaert-Alexander-2254.html.

In 2012, I received the Ubbo Emmius Colleghie award for organising scientific (inter)national conferences on motivation, learning and development with the signature of the University of Groningen.

In 2013, I received the award "Best teacher at the faculty of behavioural and social sciences of the year 2013".

I became a member of the Academy of Finland (2013) and I was appointed as chair of the Academy of Finland (division Education) from 2014-2016.

From 2014 till 2016, I was Director of Research at the Department of Education and Educational Sciences. 

In 2016 I was appointed as member of the committee for Youth Effectiveness Interventions of the NJi (Dutch Youth Institute).

NWO/NRO/Zon-Mw Research projects:

2009 NWO-PROO consortium : “Development in self-regulation and motivation for school of students in different learning contexts”. Collaboration of Prof. dr. A. E. M. G. Minnaert and dr. M. C. J. L. Opdenakker (University of Groningen, Educational Sciences) and of dr. T. T. D. Peetsma and dr. I. van der Veen(University of Amsterdam, SCO Kohnstamm Institute). International collaboration with Prof. dr. S. Karabenick (University of Michigan, USA).

2013 NWO-PROO EXCELLENCE project: "Triggering the motivation of the gifted: effects of cognitive and motivational differentiation". (Prof. dr. A.E.M.G. Minnaert & dr. M.C.J.L. Opdenakker)

2014 NWO Research Talent 'The value of the Kindergarten CITO test: A predictive, ecological and consequential validity approach' (dr. W. Post, Prof. dr. A.E.M.G. Minnaert & dr. I. Oenema-Mostert)

2015-2020 NRO OPRO: Long term evaluation of Passend Onderwijs on all levels of education. (Consortium of Kohnstamm Institute, Radboud University, CED group, InHolland, TIAS, University of Groningen). Co-application for Groningen by dr. A.A. de Boer and prof. dr. A. E. M. G. Minnaert.

2017-2022: Zon-Mw/InZicht project “Tell it! Fostering influence in communication and language by people with congenital visual and auditory disabilities” (5 years) and co-financing by Visio-Kentalis-Bartimeus-RUG (5 years). (University of Groningen: prof. dr. H.J.M. Janssen, dr. S. Damen, prof. dr. A.E.M.G. Minnaert; University of Amsterdam: prof. dr. E.M. van den Bogaerde; Radboud University of Nijmegen: dr. M. Vervloed; Visio: drs. K. Bloeming-Wolberink; Kentalis: drs. F. Kat, G. Koekkoek; Bartimeus: drs. M. Worm)

2017-2022: NWO Promotiebeurs voor leraren. Anouk de Kleijn-Bruntink (docent Stedelijk Gymnasium Leeuwarden) over “Het beslissende boek op het juiste moment: persoonlijk en motiverend literatuuronderwijs” (prof. dr. D. Draaisma, prof. dr. A.E.M.G. Minnaert, dr. M. Derksen & dr. T. Witte)

2017-2021: NRO PROO project “Differentiation inside out: a study on differentiation on different levels and domains”  (4 years). (prof. dr. A.E.M.G. Minnaert, dr. W.E. Kupers, dr. A.A. De Boer, dr. F. de Jong [Stoas Vilentum Wageningen, CAH Dronten, Aereas University of Applied Sciences Wageningen], & prof. dr. J. Vermunt [University of Cambridge]).

2017-2017 : NRO PPO Kortlopend onderwijsonderzoek – fase 1 “Zelfregulatie ontwikkelen in het bewegingsonderwijs” - € 19.896. (PI: dr. R. Mombarg, i.s.m. Alien van der Sluis, Alexander Minnaert, Berend Brouwer, Wiebe Terpstra, Gert Haitmsa, Marjolein Hesselink, Jacob Boetje [consortium: Hanzehogeschool Groningen, Zernickecollege, Werkmancollege, Rijksuniversiteit Groningen]. 

2018: NWO Open access publication grant (036.003.1770) ‘The effect of self-regulated strategy instruction and behavioral consultation on motivation: A longitudinal study on the effect of school-based interventions in secondary education.

2018: NRO Gedrag en passend onderwijs 2018: Praktijkgerichte thematische overzichtsartikelen (40.5.18630.019). Passend onderwijs voor dubbel bijzondere (hoog)begaafde leerlingen: fabels en feiten over (het voorkomen van) frustratie van talent [Inclusive education for twice exceptional (highly) gifted students: fairytales and facts about (the prevention of) frustration of talent]. (prof. dr. E.H. Kroesbergen, dr. A.E.J. Burger-Veltmeijer, prof. dr. A.E.M.G. Minnaert & dr. A.J.M. Hoogeveen [consortium: Radboud Universiteit Nijmegen, ABV & Rijksuniversiteit Groningen])

2018-2019: NRO Peil.onderwijs Schrijfvaardigheid 2018. Schrijfpeil basisonderwijs [Writing mastery level in primary education]. (prof. dr. C.M. de Glopper. prof. dr. A.E.M.G. Minnaert, dr. A.J.S. Amos, dr. H.L.W. Pander Maat & drs. J.M. Kuijpers [consortium: Rijksuniversiteit Groningen, Faculteit der Letteren en Faculteit Gedrags- en Maatschappijwetenschappen; Universiteit van Amsterdam, Kohnstamm Instituut; Universiteit Utrecht, Faculteit Geesteswetenschappen; NHL, Academie Primair Onderwijs NHL Stenden]). 

2018-2020 : NRO Kortlopend onderwijsonderzoek – fase 2 “Zelfregulatie ontwikkelen in het bewegingsonderwijs” (40.5.18500.025)- € 99.980 (PI: dr. R. Mombarg, i.s.m. A. van der Sluis, M. Westendorp, A. Minnaert, B. Brouwer, J. Boetje, K. Haveman, M. Kuipers, M. de Vries en W. Terpstra [consortium: Hanzehogeschool Groningen, Rijksuniversiteit Groningen, SLO, Zernicke College Groningen, Ubbo Emmius Stadskanaal, CSG Groningen, Winkler Prins Veendam].  

Other research projects and funding:

2009 NUFFIC fellowship ‘Education for rural developement in Uganda: Towards new intervention programmes for early school leavers’ (prof. dr. A.E.M.G. Minnaert & dr. J.J.M. Zeelen)

2009 Funding Boppeslach - Province of Fryslan 'Interventie-onderzoek naar een ontwikkelvolgmodel GROEI 0-6 in kinderopvang en peuterspeelzaal' (prof. dr. A.E.M.G. Minnaert & dr. I. Oenema-Mostert)

2010 Bernouilli Scholarship ‘Inclusive education for students with special needs in Jakarta – teachers’ attitudes and best inclusive school practices’

2010 R&D funding CPS ‘Begaafdheidsprofielscholen VO: Kwaliteitsborging en kwaliteitsontwikkeling 

2012 R&D funding CPS-Ministerie OC&W ‘Evaluatie Begaafdheidsprofielscholen VO’

2013 Research Education Deafblindness, funded by Kentalis and Nuts-Ohra (Prof. dr. H.J.M. Janssen, prof. dr. A.E.M.G. Minnaert & dr. G. Bol)

2016 China Scholarship Council (CSC) grant on Motivation and Emotion in Foreign Language acquisition

2017: Divorce Challenge (Ministerie van Veiligheid en Justitie): Prof. dr. M. Barendrecht & dr. C. Goosen (Hiil) ‘De uitdaging: rechtszorg in plaats van rechtsstrijd bij scheiding’. Expertise vanuit RUG: prof. dr. H. Grietens, dr. A.E. Zijlstra & prof. dr. A.E.M.G. Minnaert

2018-2021: Title and funding “EARLI - Centre for Innovative Research (E-CIR)” on the topic of “Measuring and supporting students’ social participation: Innovating the field with behavioral data” . (prof. dr. Nadine Spörer, prof. dr. Alexander Minnaert, prof. dr. Christian Huber, prof. dr. Christoph Stadtfeld, dr. Julia Eberle, dr. Anke de Boer, dr. Katja Petry, Thorsten Henke [consortium: Potsdam, Groningen, Zurich, Bochum, Leuven]

Research programme leader of "Learning and Educational Problems" 

The crux in this research programme is situated in complex, multiple interactions between learner characteristics and education (mostly school) related factors (instructional methods, teachers, assessments, classes, schools, educational systems). This theme aims at the creation and maintenance of optimal conditions to take care of the behavioural, (meta)cognitive, motivational, social, and emotional development of learners.

Within the context of (inclusive) education and (remedial) teaching, our research aims at the development, implementation and evaluation of conditions conducive for learning and development at various levels of (pre-school) education.

Research within this theme is constituted of three clusters.

1. Research focusing on specific learning disorders, persistent learning problems and/or poor performances in one or more specific domains of learning (e.g. word reading, reading comprehension, language development, arithmetic tasks) and on early developmental skills (motor, social-emotional, verbal, numerical).

- Neurocognitive profiling and treatment of primary and comorbid dyslexia (De Groot, Van den Bos, Van der Meulen, Minnaert, in collaboration with UMCG)

- Early literacy and motor development in relation to the quality of home environment, parental informational literacy, the mediating role of parental expectations and beliefs and the impact of child related factors such as intelligence and executive functioning (Cantell, Houwen, Van der Veer, Kamphorst, Poolman, Doornenbal, Minnaert, also in collaboration with Leseman, UU)

- A longitudinal study on arithmetic problems and math development in (regular and special) primary and secondary education (Danhof, Faber, Hofstetter, Ruijssenaars, Minnaert, in collaboration with Van Luit, UU and Desoete, University of Gent)

- Development and validation of word reading tests (Van den Bos, De Groot, Van der Meulen, in collaboration with ‘Stichting Dyslexie Nederland’) and of early childhood assessment (Frans, Post, Houwen, Cantell, Van der Veer, Pelgrim, Bijlsma-Smoorenburg, Oenema-Mostert (Stenden), Minnaert, in collaboration with Tavecchio, UvA)

  

2. Research focusing on the intertwining role of motivation, emotion and self-regulation in learners and teachers. This cluster pertains primordially to NWO financed projects on motivation, self-regulation and differentiation.

- Motivation. emotion and self-regulation in (vocational secondary) education focusing on student-teacher interactions in various educational settings and on school-based interventions (Hou, Haakma, Kupers, Stroet, Prince, Lopers, Bakker, Minnaert, in collaboration with Peetsma and Van der Veen [UvA], De Jong [Stoas/Vilentum], Vermunt [Cambridge] and GION)

- Triggering the motivation of the gifted: effects of cognitive and motivational differentiation (G. De Boer, Brakke, Minnaert) in collaboration with Kieboom, Venderickx [Exentra]

- Teachers’ (control) activities to enhance self-regulation among secondary students (Van Beek, Minnaert, in collaboration with De Jong, Stoas/Vilentum and Wubbels, UU) and into the boundary-crossing transition of school to workplace learning (Bos, Van Dellen, Minnaert)

 

3. Research focusing on student, teacher and school support/counselling from a meso- and macro-level approach on learning and education related problems. Topics as social integration, inclusive education, the professionalization of teachers, and financing of (special) education are the crux within this cluster.

- Social participation of students with behavioural problems, learning problems, intellectual disabilities and/or motor disabilities in regular and special educational settings (A. De Boer, Kupers, Pijl, Post, Rademaker, Van Alphen, Van der Putten, Waninge (Hanze), Kurniawati, Mangunsung (Universitas Indonesia), Minnaert)

- Teacher and classroom related factors conducive for students with learning or behavioural problems in inclusive educational settings (Pijl, Post, Van den Bosch)

- Interventions aiming at the professionalization of teachers in inclusive settings (Bijstra, A. De Boer, Kupers, Rademaker, Pijl, Van der Worp, Minnaert) or professionalization with respect to early school leavers (Tukundane, Kanyandago, Zeelen, Minnaert)

- Dynamic / need-based assessment of children with learning problems and/or mild intellectual disabilities (Tiekstra, Minnaert, in collaboration with Hessels, University of Geneva), of children with congenital or acquired deafblindness (Boers, Haakma, Wolters, Janssen, Minnaert), of twice-exceptional children, e.g.  intellectual giftedness and autism spectrum disorders/specific learning disorders  (Burger-Veltmeijer, Kroesbergen, Hoogeveen, Beckmann, Minnaert)

- Learning environments and (instructional) approaches conducive to learning: second/third language acquisition (Hou, Jansma, in collaboration with Klinkenberg, Fryske Academy) and students with chronic illness (Bakker, Pols, Oeseburg, Roodbol, in collaboration with UMCG/Wenckebach)  

 

PhD's

Ahmed, W. (2010, April 8). Expectancy-value antecedents and cognitive consequences of students’ emotions in mathematics. Doctoral dissertation, University of Groningen, Faculty of Social and Behavioural Sciences, GION, Groningen, The Netherlands. [promotors: Prof. dr. M. P. C. Van der Werf & Prof. dr. A. E. M. G. Minnaert; co-promotor: dr. H. Kuyper]

Boers, E. (2015, April 2). Beyond the eyes. The development of a dynamic assessment procedure to measure the communication potential of people with congenital deafblindness. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuis Institute, Groningen, The Netherlands. [promotors: Prof. dr. H. J. M. Janssen, Prof. dr. A. J. J. M. Ruijssenaars & Prof. dr. A. E. M. G. Minnaert]

Burger-Veltmeijer, A. (2016, March 17). Students with (suspicion of) Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder (IG+ASD). A study aimed at understanding the phenomenon IG+ASD in relation to (needs-based) assessment. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuis Institute, Groningen, The Netherlands. [promotor: Prof. dr. A. E. M. G. Minnaert; co-promotor: Dr. E. J. van den Bosch†]

De Boer, A. A. (2012, May 31). Inclusion: a question of attitudes? A study on attitudes and the social participation of students with special educational needs in regular primary education . Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuisinstitute, Groningen, The Netherlands. [promotors: Prof. dr. S.J. Pijl & Prof. dr. A. E. M. G. Minnaert ]

Goosen, C. A. E. M. (2011, November 17). In vertrouwen … Een onderzoek naar de professionaliteit van de vertrouwenspersoon seksuele intimidatie. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuisinstitute, Groningen, The Netherlands. [promotors: Prof. dr. M. C. Timmerman & Prof. dr. A. E. M. G. Minnaert ]

Groot, B. J. A. de (2015, March 19). Neurocognitive profiling of children with specific or comorbid reading disabilities. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuis Institute, Groningen, The Netherlands. [promotors: Prof. dr. K. P. van den Bos & Prof. dr. A. E. M. G. Minnaert]

Haakma, I. (2015, December 17). Motivation to learn. Engaging students with congenital and acquired deafblindness. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuis Institute, Groningen, The Netherlands. [promotors: Prof. dr. H. J. M. Janssen & Prof. dr. A. E. M. G. Minnaert]

Kurniawati, F. (2014, June 19). Teachers’ attitudes, knowledge, and teaching strategies towards students with special educational needs in primary inclusive education in Indonesia. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuisinstitute, Groningen, The Netherlands. [promotors: Prof. dr. A. E. M. G. Minnaert & Prof. dr. F. Mangunsong (Universitas Indonesia), co-promotor: Dr. A. A. de Boer]

Lunsingh Scheurleer-Hazenoot, M. (2010, May 27). De betekenis van Cornelia Philippi-Siewertsz van Reesema 1880-1963 voor de ontwikkeling van het onderwijs aan het jonge kind. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuisinstitute, Groningen, The Netherlands. [promotors: Prof. dr. H. W. van Essen & Prof. dr. A. E. M. G. Minnaert]

Poolman, B.G. (2016, March 10). Differences in language development among young children in Northeast Netherlands. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuis Institute, Groningen, The Netherlands. [promotors: Prof. dr. A. E. M. G. Minnaert & Prof. dr. P. M. M. Leseman (Utrecht University), & dr.  J. M. Doornenbal (Hanzehogeschool Groningen)]

Prince, A. (2014. June 26). Motivation: How to tame the elephant in the classroom? A study aimed at understanding motivation and testing the effect of interventions on the motivation of students in pre-vocational education. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuisinstitute, Groningen, The Netherlands. [promotor: Prof. dr. A. E. M. G. Minnaert, co-promotor: Dr. M. C. J. L. Opdenakker]

Rozendaal, J. S. (2002, May 1). Motivation and information processing in innovative secondary vocational education. Doctoral dissertation, Leiden University, Faculty of Social and Behavioural Sciences, Leiden, The Netherlands. [promotor: Prof. Dr. M. Boekaerts; co-promotor: Dr. A. Minnaert]

Sitoe, A. (2006, December 14). Epistemological beliefs and perceptions of education in Africa. An explorative study with high school students in Mozambique . Doctoral dissertation at the University of Groningen, Centre for Development Studies, Research Report 19, Groningen, The Netherlands.  [promotors: Prof. Dr. M. Van der Kamp & Prof. Dr. A. E. M. G. Minnaert, co-promotor: dr. G. J. Tillekens]

Smoorenburg, B. Y. (2013, Oktober 17). ”Zie je ze GROEIen!?” Hoe observatie van authentiek gedrag, evaluatie en planning met GOLDTM-NL het pedagogische handelen van voorschoolse professionals kan versterken. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuisinstitute, Groningen, The Netherlands. [promotors: Prof. dr. A. E. M. G. Minnaert & Prof. dr. L. W. C. Tavecchio (UvA), co-promotor: Dr. C. E. Oenema-Mostert]

Stroet, K.F.A. (2014, October 16). Studying motivation in classrooms. Effects of teaching practices on early adolescents’ motivation. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuisinstitute, Groningen, The Netherlands. [promotor: Prof. dr. A. E. M. G. Minnaert, co-promotor: Dr. M. C. J. L. Opdenakker]

Tiekstra, M. (2016, February 11). Fostering the learning potential of at-risk students in the classroom. Studies into the consequential validity of dynamic assessment. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuis Institute, Groningen, The Netherlands. [promotors: Prof. dr. A. E. M. G. Minnaert & Prof. dr. M. Hessels, Université de Genève]

Tukundane, C. (2014, February 27). Education and skills for development. Transforming support programmes for early school leavers in Uganda. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuisinstitute, Groningen, The Netherlands. [promotors: Prof. dr. A. E. M. G. Minnaert & Prof. dr. P. Kanyandago (Martyrs University, Uganda), co-promotor: Dr. J. J. M. Zeelen]

Van Beek, J. (2015, November 5). Teaching for student self-regulated learning. Studies in secondary vocational education. Doctoral dissertation at the University of Groningen, Faculty of Social and Behavioural Sciences, Nieuwenhuis Institute, Groningen, The Netherlands. [promotors: Prof. dr. A. E. M. G. Minnaert & Prof. dr. Th. Wubbels, Utrecht University; co-promotor: Dr. F. P. C. M. de Jong, Stoas Wageningen/Vilentum Hogeschool]

Laatst gewijzigd:15 juli 2018 18:08

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Pedagogische Wetenschappen en Onderwijskunde

Kamer:
2111.0125
Telefoon:
050 36 36566 (Secretariaat Orthopedagogiek)