Room: Ravelijn 4341
Phone: +31 (0)53 489 3597


2017 - date     Postdoctoral researcher MATCH-project
2016 - date     Guest lecturer,  KPZ Zwolle
2015 - date     Postdoctoral researcher Maastricht University
2011 - 2016     PhD-project, University of Twente


2010 - 2011     Research Master Behavioural and Social Sciences,
                        University of Groningen
2009 - 2010     Master Educational Sciences, University of Groningen
2006 - 2009     Bachelor Pedagogy and Educational Sciences, University of Groningen


The MATCH-project is aimed at analyzing the complex skill of ‘differentiation’ in primary school mathematics education and at developing and evaluating a differentiation training for teachers. Given the complexity of this skill, differentiation is analyzed by applying the 4C/ID model. This is done in three contexts: traditional’ schools that use reguler school books; traditional schools which use ICT-tools in stead of school books and innovative schools which intensively use ICT. The task analysis will be the basis for the development of a training trajectory, that will be implemented and evaluated in all three contexts. 

 More information (in Dutch) can be found at:


Van Geel, M., Keuning, T., Visscher, A.J., & Fox, J.P. (2017). Changes in educators' data literacy during a data-based decision making intervention. Teaching and teacher education, 64, 187-198.

Keuning, T. Van Geel, M. & Visscher, A.J. (2017). Why a data-based decision-making intervention works in some schools and not in others. Learning Disabilities Research & Practice,, 32: 32–45.

Keuning, T. Van Geel, M. (2016) Implementation and effects of a schoolwide data-based decision making intervention: A large-scale study (Doctoral dissertation, University of Twente).

Keuning, T., Van Geel, M., Visscher, A., Fox, J.P., & Moolenaar, N. (2016). The Transformation of Schools’ Social Networks During a Data-Based Decision Making Reform. Teachers College Record, 118(9).

Van Geel, M., Keuning, T., Visscher, A. J., & Fox, J.-P. (2016). Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools. American Educational Research Journal, 1–35.