BMS - Vakgroep OMD (EN)

CV Dr. Hans Luyten

Research interests

Educational effectiveness; Effects of schooling on cognitive and non-cognitive development; Educational disadvantages and Matthew effects; Cross-national comparisons; Policy evaluation

Functions

Associate Professor of Education

Faculty of Behavioural Sciences, University of Twente

Enschede, Netherlands

Honorary Professor

CEM Centre at Durham University (for Evaluation and Monitoring UK)

Editorial Board Secretary

Pedagogische Studiën (Dutch Educational Research Journal, included in the Social Sciences Citation Index)

Member of the Research Advisory Board

Centre for Evaluation and Monitoring (CEM), Durham University, England. CEM provides high-quality educational monitoring and evaluation services. Main task of the Research Advisory Board is to provide advice on established assessment systems and contribute to new developments.

Member of the Supervision Committee

Evidence-Based Education (Begeleidingscommisie Onderwijsbewijs); the main task of the committee is to safeguard the quality of research projects)

Awards and recognition

Prize for the best educational research article in Dutch language 2012, awarded by the boards of the Dutch and Flemish educational research associations.

Scheerens, J., Ravens, J. van. & Luyten, H. (2012). Kwaliteitsindicatoren van het Nederlands basis- en voortgezet onderwijs [Quality indicators of Dutch primary and secondary education]. Pedagogische Studiën, 89(2), 71-87.

Article on the empirical assessment of the absolute effect of schooling (published in the Oxford Review of Education, 2006) included in the Stephen Gorard’s collection of most important research articles in the past three decades:

Gorard, S. (2008) Quantitative Research in Education; Volume 2, Key Techniques for Education Research. Los Angeles: SAGE.

Prize for the best educational research article in Dutch language 2006, awarded by the boards of the Dutch and Flemish educational research associations.

Luyten, H. (2006). Het effect van een jaar onderwijs op de wiskundeprestaties in groep 5 en 6 en de verschillen tussen scholen [The effect of one year schooling on math achievement in grades 3 and 4 and its variation among schools]. Pedagogische Studiën, 83(6), 432-451

Appointed Honorary Professor in the CEM Centre for Evaluation and Monitoring at Durham University (UK) for a period of three years (1st September 2013 to 31st August 2016) by the Pro-Vice-Chancellor, Professor Robin Coningham, acting on behalf of the Senate.

Publications

Articles in scientific journals (peer-reviewed)

Luyten, H. (in press). The Total Effect of Schooling. The International Encyclopedia of Social and Behavorial Sciences, 2nd Edition (accepted for publication).

Luyten, J.W. (2015). Schooling: Total Impact of. In: James D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (Second Edition). Elsevier, 125 - 127. ISBN 9780080970875

Scheerens, J. and Luyten, H. and Berg, S.M. van den, & Glas, C.A.W. (2015). Exploration of direct and indirect associations of system-level policy-amenable variables with reading literacy performance. Educational research and evaluation, An International Journal on Theory and Practice, 21 (1). 15 - 39. ISSN 1380-3611. DOI:10.1080/13803611.2015.1008520.

Verhaeghe, G., Schildkamp, K., Luyten, J.W. & Valcke, M. (2015) Diversity in school performance feedback systems. School effectiveness and school improvement: An international Journal of Research, Policy and Practice . ISSN 0924-3453. DOI:10.1080/09243453.2015.1017506.

Netten, Andrea and Luyten, Hans and Droop, Mienke and Verhoeven, Ludo (2014) Role of linguistic and sociocultural diversity in reading literacy achievement: a multilevel approach. Journal of research in reading . DOI:10.1111/1467-9817.12032

Staman, L., Visscher, A.J. and Luyten, H. (2014). The effects of professional development on the attitudes, knowledge and skills required for data-driven decision making. Studies in Educational Evaluation, 42 (79-90).

De Fraine, B., Luyten, H. & Karsten, S. (2013). Inleiding Themanummer Zittenblijven [Editorial for Special Issue on Grade Retention]. Pedagogische Studiën, 90 (5), 3.

Luyten, H., Staman, L. & Visscher, A.J. (2013). Leerachterstanden van vertraagde leerlingen op normaalvorderende leeftijdgenoten [The achievement gap between delayed students and normally progressing same age peers]. Pedagogische Studiën, 90 (5), 45-57.

Luyten, H. & Bosker, R. (2012). Naar een hervorming van het Vlaams secundair onderwijs: Evaluatieve bemerkingen ex ante vanuit Nederlands perspectief [Towards a reform of Flemish secondary education: Evaluative comments ex ante from a Dutch perspective]. Pedagogische Studiën, 89(5), 317-326.

Luyten, H. (2012). Behandeling zonder Diagnose, Bespreking CPB Policy Brief (Van der Steeg, Vermeer & Lanser) Nederlands onderwijsprestaties in perspectief [Treatment without diagnosis, Review of the CPB policy brief Dutch education results in perspective]. Pedagogische Studiën, 89(4), 242-250.

Ten Bruggencate, G., Luyten, H., Scheerens, J. & Sleegers, P. (2012). Modeling the Influence of School Leaders on Student Achievement: How Can School Leaders Make a Difference? Educational Administration Quarterly, 84(4), 699-732.

Scheerens, J., Ravens, J. van. & Luyten, H. (2012). Kwaliteitsindicatoren van het Nederlands basis- en voortgezet onderwijs [Quality indicators of Dutch primary and secondary education]. Pedagogische Studiën, 89(2), 71-87.

Luyten, H. & De Wolf, I. (2011). Changes in student populations and average test scores of Dutch primary schools, School Effectiveness and School Improvement,22 (4), 439-460.

Luyten, H., Janssen, R. en Karsten, S. (2011). De bruikbaarheid van internationaal vergelijkende surveys naar leerprestaties [The usefulness of internationally comparative surveys on student achievement]. Pedagogische Studiën, 88(2), 107-108.

Luyten, H. & Ten Bruggencate, G. (2011). The presence of Matthew effects in Dutch primary education, development of language skills over a six year period. Journal of Learning Disabilities, 44(5), 444-458.

Luyten, H. & Veldkamp, B. (2011). Assessing the effect of schooling with cross-sectional data. Journal of Research on Educational Effectiveness, 4(3), 264-288.

Meelissen, M.R.M. & Luyten, H. (2011). Schooleffectiviteit en prestatieniveau natuuronderwijs in groep 6: secundaire analyses op TIMSS-2007 data. Pedagogische Studiën.

Scheerens, J., Luyten, H. & Van Ravens, J. (2011). De kwaliteit van het basis- en voortgezet onderwijs in Nederland, vanuit internationaal perspectief bezien [The Quality of primary and secondary education in the Netherlands from an international perspective]. Nederlands Tijdschrift voor Onderwijsrecht en Onderwijsbeleid [Dutch Journal of Educational Law and Policy], 23(1), 55-60.

Luyten, H. & Dolkar, D. (2010). School-based assessments in high-stakes examinations in Bhutan: A question of trust? Exploring inconsistencies between external exam scores, school-based assessments, detailed teacher ratings and student self-ratings. Educational Research and Evaluation, 16(5), 421-435.

Kyriakides, L. & Luyten, H. (2009). The contribution of schooling to the cognitive development of secondary education students in Cyprus: an application of regression-discontinuity with multiple cut-off points. School Effectiveness and School Improvement, 20(2), 167-186.

Luyten, H, Schildkamp, K. & Folmer, E. (2009). Cognitive development in Dutch primary education, the impact of individual background and classroom composition. Educational Research and Evaluation, 15(3), 265-284.

Luyten, H., Schildkamp, K. & Verachtert, P. (2009). Vooruitgang in technisch lezen gedurende het schooljaar en de zomervakantie [Progress in technical reading during the school year and the summer vacation]. Pedagogische Studiën, 86(3), 196-213.

Luyten, H., Tymms, P. & Jones, P. (2009). Assessing school effects without controlling for prior achievement? School Effectiveness and School Improvement, 20(2), 145-166.

Sammons, P. & Luyten, H. (2009). Editorial for Special Issue on Alternative Methods for Assessing School Effects and Schooling Effects. School Effectiveness and School Improvement, 20(2), 133-144.

Schildkamp, K., Luyten, H & Visscher, A. (2009) The effects of the use of a school self-evaluation instrument. School Effectiveness and School Improvement 20(1), 69-88.

Korobko, O.B., Glas, C.A.W., Bosker, R.J. & Luyten, J.W. (2008). Comparing the difficulty of examination subjects with item response theory. Journal of Educational Measurement, 45(2), 139-157.

Luyten, H., Peschar, J. & Coe, R. (2008). Effects of schooling on reading performance, reading engagement and reading activities of 15-year-olds in England. American Educational Research Journal, 45(2), 319-342.

Meelissen, M & Luyten H. (2008). The Dutch gender gap in mathematics: small for achievement, substantial for beliefs and attitudes. Studies in Educational Evaluation, 34(2), 82-93.

Maslowski, R., Scheerens, J. & Luyten, H. (2007). The effect of school autonomy and school internal decentralization on students’ reading literacy. School effectiveness and school improvement, 18(3), 303-334.

Luyten, H. (2006) An empirical assessment of the absolute effect of schooling: regression-discontinuity applied to TIMSS-95. Oxford Review of Education, 32(3), 397-429.

Luyten, H. (2006). Het effect van een jaar onderwijs op de wiskundeprestaties in groep 5 en 6 en de verschillen tussen scholen [The effect of one year schooling on math achievement in grades 3 and 4 and its variation among schools]. Pedagogische Studiën, 83(6), 432-451.

Maslowski, R. en Luyten, H. (2006). Effecten van autonomie en interne decentralisatie op leesvaardigheid in het voortgezet onderwijs: Een internationaal vergelijkende studie [Effects of autonomy and internal decentralization on reading literacy in secondary education: An internationally comparative study]. Pedagogische Studiën, 83(1), 19-34.

Luyten, H., Visscher, A. & Witziers, B. (2005). School effectiveness research: from a review of the criticism to recommendations for further development. School Effectiveness and School Improvement 16(3), 249-279.

Luyten, H. & Bosker, R.J. (2004). Hoe meritocratisch zijn schooladviezen? [To what extent are recommendations for secondary educations based on meritocratic considerations?] Pedagogische Studiën, 81(2), 89-103.

Luyten, H. (2004). Succes in het voortgezet onderwijs: Capaciteiten, inzet of achtergrond? [Success in secondary education: Capacities, effort or familily background?] Pedagogische Studiën, 81(2), 151-166.

Luyten, H., Bosker, R.J., Dekkers, H, Derks, A. (2003). Dropout in the lower tracks of Dutch secondary education, predictor variables and variation among schools. School Effectiveness and School Improvement 14(4), 373-411.

Luyten, H., Cremers-van Wees, L.M.C.M., Bosker, R.J. (2003). The Matthew effect in Dutch primary education, differences between school, cohorts and pupils. Research Papers in Education, 18(2) 167-195.

Luyten, H (2003). The size of school effects compared to teacher effects: an overview of the research literature. School Effectiveness and School Improvement 14(1), 31-51.

Luyten, H. (2000). Wiskunde in Nederland en Vlaanderen, wat vinden en vonden de leerlingen ervan? [Mathematics in the Netherlands and Flanders, what do and did the students think about it?] Pedagogische Studiën, 77(4), 206-221.

Bosker, R.J., & Luyten, H. (2000) De stabiliteit en consistentie van differentiële schooleffecten [The stability and consistency of differential school effects?]. Tijdschrift voor Onderwijsresearch, 24(4), 308-321.

Luyten, H. & Doolaard, S. (1998) Leerkrachtwisselingen en verschillen tussen leerlingcohorten [Teacher changes and differences between student cohorts]. Tijdschrift voor Onderwijsresearch [Dutch Journal of Educational Research], 23(2), 108-120.

Luyten, H. & De Jong, R. (1998). Parallel classes: Differences and similarities, Teacher effects and school effects in secondary schools. School Effectiveness and School Improvement, 9(4), 437-473.

Luyten, H. (1998). School Effectiveness and Student Achievement, Consistent across Subjects? Evidence from Dutch Elementary and Secondary Education. Educational Research and Evaluation, 4(4), 281-306.

Luyten, H. & Snijders, T.A.B. (1996). School effects and teacher effects in Dutch elementary education. Educational Research and Evaluation, 2(1), 1-24.

Luyten, H. (1995). Teacher Change and Instability across Grades, Variation of Student Scores across Grade in Dutch Elementary Schools, Educational Research and Evaluation, 1(1), 67-89.

Luyten, H. & Van der Hoeven-van Doornum, A.A. (1995). Classroom composition and individual achievement. Effects of classroom composition and teacher goals in Dutch elementary education. Tijdschrift voor Onderwijsresearch, 20(1), 42-62.

Luyten, H. (1994). Stability of school effects in Dutch secondary education: The impact of variance across subjects and years. International Journal of Educational Research, 21(2), 197-216.

Luyten, H. (1994). School Size Effects on Achievement in Secondary Education: Evidence from the Netherlands, Sweden and the USA. School Effectiveness and School Improvement 5(1), 75-99.

Middendorp, C.P., Luyten, J.W. & Dooms, R. (1993). Two-dimensional issue-distances between own position and perceived party position as determinants of the vote. Acta Politica, 28, (1), 39-59.

Luyten, J.W. & Middendorp, C.P. (1990). Links, rechts en politieke strijdpunten: een onderzoek naar de bruikbaarheid van links/rechts-scores bij het verklaren van stemgedrag in Nederland [Left, right and political issues: a study into the usefulness of left/right-scores for explaining voting behaviour in the Netherlands]. Sociale Wetenschappen [Dutch Journal of Social Sciences], 33(2), 113-129.

Books and Book contributions

Luyten, H. Hendriks, M. & Scheerens, J. (2014). School Size Effects Revisited, A qualitative and quantitative review of the research literature in primary and secondary education. Springer.

Hendriks, M.A. and Luyten, H. and Scheerens, J. and Sleegers, P.J.C. (2014) Meta-analyses. In: Effectiveness of time investments in education. Heidelberg, Germany: Springer Academic Publishers.

Scheerens, J. and Luyten, H. and Glas, C.A.W. (2014) Time in internationally comparative studies. In: Effectiveness of time investments in education. Heidelberg, Germany: Springer Academic Publishers.

Staman, L., Visscher, A.J. and Luyten, H. (2013). The effects of training school staff for utilizing student monitoring system data. In Passey, D., Breiter, A. and Visscher, A.J. (In press). Next Generation of Information Technology in Education Management. Heidelberg, Germany: Springer Academic Publishers.

Scheerens, J. Luyten, H. & Van Ravens, J. (2011). Perspectives on Educational Quality, Illustrative Outcomes on Primary and Secondary Schooling in the Netherlands. Heidelberg, Germany: Springer.

Luyten, H. & Sammons, P. (2010). Multilevel Modelling. In: Creemers, B.P.M., Kyriakides, L. & Sammons, P. (2010). Methodological Advances in Educational Effectiveness Research. Londen/New York: Routledge, Taylor & Francis Group.

Luyten, H., Sleegers, P. & Scheerens, J. (2010). Explaining teachers’ perceived impact of professional development: the development and testing of a model. In: Scheerens, J. (ed.) (2009) Teacher’s Professional Development, Europe in international comparison. Luxembourg: Office for Official Publications of the European Union.

Luyten, H. (2008). An empirical assessment of the absolute effect of schooling: regression-discontinuity applied to TIMSS-95. In: Gorard, S. (2008) Quantitative Research in Education; Volume 2, Key Techniques for Education Research. Los Angeles: SAGE.

Luyten, J.W., Scheerens, J., Visscher, A.J., Maslowski, R., Witziers, B., & Steen, R. (2005). School factors related to quality and equity. Results from PISA 2000. Paris: OECD.

Reports for external sponsors (2005-2012)

Dutch Organisation for Scientific Research (NWO)

Luyten, H. Hendriks, M. & Scheerens, J. (2013). School Size Effects Revisited, A qualitative and quantitative review of the research literature in primary and secondary education.

Scheerens, J., Hendriks, M., Luyten, H., Sleegers, P. & Glas, C. (2013). Productive Time in Education. A review of the effectiveness of teaching time at school, homework and extended time outside school hours. Enschede: University of Twente.

Scheerens, J. Luyten, H. & Ravens, J. van (2010). Visies op onderwijskwaliteit, met illustratieve gegevens over de kwaliteit van het Nederlandse primair en secundair onderwijs [Perspectives on Educational Quality, Illustrative Outcomes on Primary and Secondary Schooling in the Netherlands]. Enschede: University of Twente.

Organisation for Economic Co-operation and Development (OECD)

Scheerens, J., Glas, C.W., Jehangir, K., Luyten, H. & Steen, R. (2013). Trends in Equity, Thematic report based on PISA 2009 data. Enschede: University of Twente.

Scheerens, J., Glas, C.W., Jehangir, K., Luyten, H.& Steen, R. (2012). System Level Correlates of Educational Performance, Thematic Report based on PISA 2009 data. Enschede: University of Twente.

Luyten, H. (2007). Opportunities to utilize already existing quantitative data for PISA 2009, Discussion paper. Paris: OECD.

Luyten, J.W., Scheerens, J., Visscher, A.J., Maslowski, R., Witziers, B., & Steen, R. (2005). School factors related to quality and equity. Results from PISA 2000. Paris: OECD.

Dutch Ministry of Education, Culture and Sciences

Veer, I., Sleegers, P., Tuijl, C. van & Luyten, H. (2014) Effectonderzoek Startgroepen, Tussenrapportage 3 [Effect Evaluation Startgroups for Toddlers, Interim Report 3]. Enschede: University of Twente

Veer, I., Sleegers, P., Tuijl, C. van & Luyten, H. (2014) Effectonderzoek Startgroepen, Tussenrapportage voormeting cohort 1 en 2 & eerste nameting cohort 1 [Effect Evaluation Startgroups for Toddlers, Interim Report Pretest Cohort 1 and 2 & first posttest cohort 1]. Enschede: University of Twente

Veer, I., Sleegers, P., Tuijl, C. van & Luyten, H. (2013) Effectonderzoek Startgroepen, Tussenrapportage voormeting cohort 1 [Effect Evaluation Startgroups for Toddlers, Interim Report Pretest Cohort 1]. Enschede: University of Twente

Janssens, F.J.G., Rekers-Mombarg, L., Lacor, E., Feskens, R., Keuning, J., Leeuw, R., de Luyten, H., Papenburg, I., Versteeg, C. & Wesseling, J. (2014). Leerwinst en Toegevoegde Waarde in het Primair Onderwijs [Learning Gain and Value Added in Primary Education] Rotterdam: CED-Groep, Onderzoek & Innovatie.

Rekers-Mombarg, L. & Luyten, H. (2012) Meten van Leerwinst en Toegevoegde Waarde; [Measuring Learning Gain and Value Added] Groningen/Enschede: GION/Vakgroep Onderwijskunde

Luyten, H. (2011). Nederland in de PISA top 5? Wat mogen we verwachten van een curriculumherziening? [Netherlands heading for the PISA top 5? What may we expect from curriculum reform?] Enschede: University of Twente.

Luyten, H. (2008). Empirische evidentie voor effecten van vroegtijdige selectie in het onderwijs [Empirical evidence for effects of early selection in education]. Enschede: University of Twente.

Luyten, H. (2005). Het Nederlands onderwijs in international perspectief [The Dutch education system from an international perspective]. Enschede: University of Twente.

Dutch Education Inspectorate

Luyten, H. & Scheerens, J. (2012). Empirische Exploratie Excellente Scholen [Empirical Exploration Excellent Schools]. Enschede: University of Twente.

European Union (EU)

Luyten, H., Sleegers, P. & Scheerens, J. (2010). Explaining teachers’ perceived impact of professional development: the development and testing of a model. In: Scheerens, J. (ed.) (2009) Teacher’s Professional Development, Europe in international comparison. Luxembourg: Office for Official Publications of the European Union.

Ten Bruggencate, G., Luyten, H. & Scheerens, J. (2009). Quantitative analyses of international data, exploring indirect effect models of school leadership. Enschede: University of Twente.

Kennisnet foundation (Dutch expertise centre on ICT in education)

Luyten, J.W., Veen, D., & Meelissen, M.R.M. (2015). De relatie tussen leerling- en schoolkenmerken en digitale geletterdheid van 14-jarigen: secundaire analyses op de data van ICILS-2013. Kennisnet http://archief.kennisnet.nl/uploads/tx_kncontentelements/Rapport_Secundaire_analyses_op_de_Nederlandse_ICILS.pdf

Aarsen, E. van, Roeleveld, J. & Luyten, J.W. (2013). Voorspellende waarde van LOVS toetsen voor schoolsucces [Predictive power of pupil monitoring test data for successful school careers]. Utrecht: Oberon

Luyten, H., Ehren, M., Meelissen, M, Huigen, H., Bouwmeester, D. & Louwerse, M. (2010). EXPO, experimenteren met ICT in het PO, Rapportage van het onderzoek [EXPO, experimenting with ICT in primary education]. Enschede: University of Twente.

OVO Zaanstad (Public Secondary Education Association Zaanstad Netherlands)

Luyten, H., Schildkamp, K., & Meerdink, M. (2014). Doorstroom van het basisonderwijs naar het voortgezet onderwijs [Transfer from primary to secondary education].

German Ministry of Education and Scientific Research

Scheerens, J. Luyten, H., Steen, R. & Luyten-de Thouars, Y. (2007). Review and meta-analyses of school and teaching effectiveness. Enschede: University of Twente.

Supreme Education Council of Qatar

Luyten, H., Steen, R., Meelissen, M. & Scheerens, J. (2007). PIRLS 2006 Qatar, Reading Literacy Achievement in Grade 4, Home, Class and School Contexts. Enschede: University of Twente.

Acquisition of projects for external sponsors (2004-2012)

2014

Project name

Short description

Size

Evaluation of the compulsory test at the end of primary school

Assessing the effects on student achievement and the transition from primary to secondary education. Describing the reaction of teachers and schools to the new requirements set by the Dutch ministry of Education.

284 man-days

€296.692

*Acquired in co-operation with research and consulting agency Oberon (Utrecht, NL)

2013

Project name

Short description

Size

Transfer from primary to secondary school

Describing secondary school careers with a focus on the (lack of) congruence between expectations of primary school teachers and actual school careers in secondary education.

30 man-days

€18.160

*Acquired in co-operation with Dr. K. Schildkamp

2012

Project name

Short description

Size

Start groups

Assessing the impact of educational interventions aimed at disadvantaged toddlers

380 man-days

€378.420

* Acquired in co-operation with Prof. Dr. P. Sleegers and Dr. C. van Tuijl

2011

Project name

Short description

Size

Learning gain and value added in primary education*

Try-out of existing measures of learning gain and value-added in Dutch primary schools

205 man-days

€245.540

School size effects revisited**

Review study of school size effects on student achievement

86 man-days €52.778

Picture dictation

Research into the effects of using Nintendo DSI computers for spelling lessons in primary education;

Sponsor: Kennisnet Foundation

30 man-days

€18.035

*Acquired in co-operation with Dr. A.J. Visscher

** Acquired in co-operation with Prof. Dr. J. Scheerens

2009

Project name

Short description

Size

EXPO

Evaluation of experiments with ICT in primary education; Sponsor: Kennisnet Foundation

215 man-days

€211.678

2008

Project name

Short description

Size

Perspectives on Educational Quality*

Review study on perspectives on educational quality; Sponsor: Dutch Organization for Scientific Research (NWO)

86 man-days €52.778


Professional development of teachers in European countries*

Secondary analysis of TALIS data into factors that enhance effectiveness of professional development activities (TALIS: teaching and learning survey; survey among teachers in lower secondary education and their school managers in 23 countries); Sponsor: European Union

158 man-days

€57.120


Development of risk models in Dutch education

Exploring the feasibility to identify at-risk schools with administrative, longitudinal data; Sponsor: Dutch Inspectorate of Education

52 man-days; €50.000


*Acquired in co-operation with Prof. Dr. J. Scheerens

2007

Project name

Short description

Size

Qatar PIRLS 2006

National report of the PIRLS 2006 findings (PIRLS: Progress in International Reading Literacy Study) for Qatar; Sponsor: Supreme Education Council of Qatar

55 man-days

€46.300

Early selection in education

Literature review on empirical evidence for effects of early selection in education; Sponsor: Dutch Ministry of Education, Culture and Sciences

30 man-days

€28.800

Opportunities to utilize available data for PISA 2009

Exploration of opportunities to utilize already available statistical information for PISA 2009 (Programme for International Student Assessment); Sponsor: OECD

15 man-days

€11.900

2006

Project name

Short description

Size

Fourth cycle PISA*

Activities to prepare the implementation of PISA 2009 and production of two thematic reports; Sponsor: OECD

422 man-days

€301.525

*Co-operation of CITO (Dutch Institute for Test development) and University of Twente

2005

Project name

Short description

Size

Review school and teaching effectiveness*

Review and meta-analyse of research into school and teacher effectiveness; Sponsor: German Ministry of Education and Scientific Research.

175 man-days

€100.000

* Acquired in co-operation with Prof. Dr. J. Scheerens

2004

Project name

Short description

Size

School factors related to quality and equity*

Secondary analysis of the PISA 2000 data; Sponsor: Dutch Ministry of Education, Culture and Sciences

230 man-days

€164.867

* Acquired in co-operation with Prof. Dr. J. Scheerens and Dr. A.J. Visscher

Teaching activities

Courses, workshops, seminars and lectures

Educational Science and Technology at the University of Twente, Bachelor and Pre-masters phase

Evaluation Research (annually 2003-2014)

Inferential statistics (2014)

Test theory and introductory psycho diagnostics (2014)

Pre-master Introduction Course (biannually since 2013)

Educational Science and Technology at the University of Twente, Masters phase

Trending Topics in Education, Module on Delayed School Careers (annually since 2012)

Monitoring and Improving Schools and Educational Systems (annually since 2012)

School Performance Feedback Systems (annually, 2004-2012)

HRD research skills (annually, 2006-2012)

Seminars, Workshops and Invited Lectures

Effecten van leertijdverlenging? (Effects of extending learning time?), 4 February 2014, Sardes, Research and Consulting Agency, Utrecht, Netherlands

Assessing the contribution of schooling to cognitive development; examples from England and the Netherlands, 11 December 2013, Collingwood College, Durham University, Durham, U.K.

School Effects vs. Effects of Schooling, 25 April 2013, Catholic University of Leuven, Leuven, Belgium.

Multilevel analysis with SPSS (in co-operation with Maaike Endedijk), 17 April 2013, 13 March, 2013, 28 March 2011, Twente University, Enschede, the Netherlands.

Regression-Discontinuity Design, 8 April, Wolfson Research Institute and School of Education, Durham University, Durham, U.K.

Nederlandse Leerprestaties in Internationaal Perspectief (Dutch Student in an International Perspective), 25 March 2011, Globe College, Utrecht, Netherlands

Onderwijskwaliteit in Cijfer (Educational Quality Figures), 16 March 2011, Silo Theater, Groningen, Netherlands

Using Multilevel modeling approaches in Educational Effectiveness Research; Pre-Conference Day, 24th International Congress for School Effectiveness and Improvement, 3 January 2011 Limassol, Cyprus.

Educational Effectiveness Research, 9 February 2009, Universidade Eduardo Mondlane, Maputo, Mozambique.

Performance Feedback to Schools, 11 February 2009, Universidade Eduardo Mondlane, Maputo, Mozambique.

Multilevel analysis with SPSS, Multilevel Issues in HRM research; PHResh Seminar (International Network of PHD students in Human Resources Management), 16 October 2008, Twente University, Enschede, the Netherlands.

Assessing the Effectiveness of Schooling and Performance Feedback to Schools; International Summer School on Research Methods, EERA/DGfE (European Educational Research Association and Deutsche Gesellschaft für Erziehungswissenschaft) 18-22 August 2008, Ludwigsfelde, Germany.

Assessing the Effectiveness of Schooling with Regression-discontinuity, Univeristy of Cyprus, 15 April 2008, Nicosia, Cyprus.

Assessing, Accounting for and Improving School Effects (in corporation with Sjoerd Karsten, University of Amsterdam and John Gray, Cambridge University), ICO International Winter School (Interuniversitair Centrum voor Onderwijsonderzoek) 24-26 January 2008, Jyväskylä, Finland.

Supervision of Ph. D. Students

Assistant promoter

Ilona Veer: Impact study pilots ‘Start groups’ for toddlers (University of Twente).

Manuel Bazo: Transformational leadership in Mozambican primary schools (University of Twente, 10 June 2011).

Gerdy ten Bruggencate: Maken schoolleiders het verschil? [Do school leaders make the difference?] (University of Twente, 12 February 2009).

Member of the promotion committee

Mieke Goos: Grade Retention, The role of the national educational policy and the effects on students’ academic achievement, psychosocial functioning, and school career (Catholic University of Leuven, 24 April 2013).

Karin Truijen: Teaming Teachers, Exploring factors that influence effective team functioning in a vocational education context (University of Twente, 21 March 2012).

Erik Toonen: Improving Classroom Practices: The impact of Leadership, School Organizational Conditions, and Teacher Factors (University of Amsterdam, 14 February 2012).

Oksana Korobko: Comparison of examination grades using item response theory: a case study (University of Twente, 7 September 2007).

Member of doctoral supervisory committee

Lisa Dewulf: Effects of educational innovations in social-ethnic segregated schools (University of Gh.ent)

Barbara Belfi: Group composition effects in education (Catholic University of Leuven).

Machteld Vandecandelaere: Ready or not? Evaluating kindergarten retention in Flanders (Catholic University of Leuven).

Methodological counselling

Laura Staman: Training schools for the utilization of school performance feedback for school improvement (University of Twente)

Vanessa Scherman: The validity of value-added measures in secondary schools (University of Pretoria, 6 September 2007)

Kim Schildkamp: The utilisation of a self-evaluation instrument for primary education (University of Twente, 15 March 2007)

Martina Meelissen: ICT: meer voor Wim dan voor Jet? De rol van het basisonderwijs in het aantrekkelijk maken van informatie- en communicatietechnologie voor jongens en meisjes [The role of primary education in stimulating interest in ICT for boys and girls] (University of Twente, 26 May 2005)

Elvira Annevelink: Class size: Linking teaching and learning (University of Twente, 27 August 2004)

Supervision of master’s and bachelor’s theses

Masters

Hilda Huijgen, June 2013

Anja Dieters, January 2013

Heleen Baarslag, November 2012

Lieuwkje van Kammen, October 2012

Rike Bron, October 2012

Michael Emanuel Haule, August 2012

Janet Nijrolder, August 2012

Martine de Vries; July 2011

Annemiek Olde Hampsink; March 2011

Margreet Engelhart-Sjouw; August 2010

Dechen Dolkar; June 2009

Annette Koopmans-van Noorel; Dec. 2008

Marjanne Willems; February 2008

Afua Nkrumah; September 2007

Andrews Gadzekpo; August 2007

Yaw Owusu-Agyeman; July 2007

Tefera Tadesse Jimma; September 2006

Firdissa Jebessa Aga; August 2006

Stephen Afenyo Dehlor; August 2006

Yvonne Kok; April 2006

Carola Flores Sarda; September 2005

Bachelors

Jens Abbing, May 2013

Lisa Kutsch, August 2012

Judith Graef, August 2012

Dorien den Otter, June 2012

Julia Koch, April 2012

Hildert Zoethout; August 2011

Annet Nimeijer; March 2011

Karin Verschuuren; April 2009

Janneke Bulder; December 2008

Anne-Marie Vis; September 2007

Leonie ter Riet; February 2007

Leonie Wenting; March 2005

Saskia Siemelink; April 2003

Jessica Joling; April 2003