Rob L Martens
Datos Biográficos
| ID | 2746445 |
|---|---|
| NOMBRE | Rob L Martens |
| NOMBRES | Rob L |
| APELLIDO | Martens |
| FIRMA | MARTENS R L |
| AFILIACIONES | Open University of the Netherlands |
| ORCID | 0000-0001-7193-8125 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 13 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1996 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Autonomy, Participation, and Lifelong Learning
Background: This study investigates how radically self-directed, democratic learning environments may relate to long-term development through autonomy and participation. Purpose: The research examines how everyday participation in community life within Sudbury schools is perceived by graduates as informing their personal, social, and professional capacities that persist into adulthood. Method: Drawing on cross-cultural interviews with 14 alumni f…
How differences in self-determined motivation relate to the perception of formative assessment and self-regulated learning in secondary school
Distributed leadership in action
Distributed leadership is currently the most studied leadership model in education. This study posits that there is not a single best model or blueprint for distributed leadership, but that schools should foster manifestations of distributed leadership to support professional development and school improvement. The school leader can support distributed leadership. In this study we examined dimensions of distributed leadership when teachers collab…
Flexible assessments as a tool to improve student motivation
Introduction This study focuses on what choices in assessments students want to make in order to enhance their motivation. A flexible assessment can enhance students’ perceived autonomy and thereby contribute to more intrinsic motivation for working on these assessment tasks. Autonomy is more than offering choices, rather it is about the autonomy that students actually experience. An increase of autonomy and motivation leads to more fun in learni…
True choice and taking ownership of life
Purpose This study aims to present the experiences with self-determination and taking ownership of life in Sudbury model schools that allow students true choice. Design/methodology/approach For this qualitative study we used a thematic analysis (TA) methodology. The study is based on semi-structured interviews with 14 adult participants from eight different Sudbury model and comparable schools in the Netherlands, Israel and the US. These schools …
Animal-Assisted Education
For some students, school success is not a simple matter. A growing, innovative approach that supports students' functioning at school is programs in which animals are involved in education. The involvement of animals, especially dogs, in education is known as animal-assisted education (AAE). A literature review of AAE indicated a positive influence of AAE programs on the quality of learning and social emotional development in children. This stud…
Predicting Completion
Non-completion is an ongoing concern in higher education, and even more so in higher online education. One way to address this problem is to take initiatives prior to student enrollment, enabling informed decision making. In line with this, an institution for open higher online education seeks to develop a (non-committal) online self-assessment for prospective students. To identify variables (tests) to be included in this self-assessment, the pre…
Professional development focused on intuition can enhance teacher pedagogical tact
Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuition-focused professional development on teachers' pedagogical tact. Questionnaires measured teacher change, and showed large positive effects on teachers’ immediate pedagogical actions, and medium effec…
The role of intuition in pedagogical tact
Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre‐service or in‐service programmes devote explicit attention to developing this …
Exploring the value of peer feedback in online learning for the provider
The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use
BACKGROUND: Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strate…
Understanding how a case-based assessment instrument influences student teachers’ learning approaches
Content analysis
Multimedia instructions and cognitive load theory
Background: Recent research on the influence of presentation format on the effectiveness of multimedia instructions has yielded some interesting results. According to cognitive load theory (Sweller, Van Merriënboer, & Paas, 1998) and Mayer's theory of multimedia learning (Mayer, 2001), replacing visual text with spoken text (the modality effect) and adding visual cues relating elements of a picture to the text (the cueing effect) both increase th…
Internet based formative prior knowledge assessment
Assessment and feedback as student support devices
Integrating assessment, learning and instruction
The role of intuition in pedagogical tact
Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre‐service or in‐service programmes devote explicit attention to developing this …
The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use
BACKGROUND: Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strate…
Understanding how a case-based assessment instrument influences student teachers’ learning approaches
Professional development focused on intuition can enhance teacher pedagogical tact
Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuition-focused professional development on teachers' pedagogical tact. Questionnaires measured teacher change, and showed large positive effects on teachers’ immediate pedagogical actions, and medium effec…
Multimedia instructions and cognitive load theory
Background: Recent research on the influence of presentation format on the effectiveness of multimedia instructions has yielded some interesting results. According to cognitive load theory (Sweller, Van Merriënboer, & Paas, 1998) and Mayer's theory of multimedia learning (Mayer, 2001), replacing visual text with spoken text (the modality effect) and adding visual cues relating elements of a picture to the text (the cueing effect) both increase th…
Integrating assessment, learning and instruction
Assessment and feedback as student support devices
Internet based formative prior knowledge assessment
Multimedia instructions and cognitive load theory
Background: Recent research on the influence of presentation format on the effectiveness of multimedia instructions has yielded some interesting results. According to cognitive load theory (Sweller, Van Merriënboer, & Paas, 1998) and Mayer's theory of multimedia learning (Mayer, 2001), replacing visual text with spoken text (the modality effect) and adding visual cues relating elements of a picture to the text (the cueing effect) both increase th…
Content analysis
Understanding how a case-based assessment instrument influences student teachers’ learning approaches
The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use
BACKGROUND: Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strate…
Exploring the value of peer feedback in online learning for the provider
The role of intuition in pedagogical tact
Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre‐service or in‐service programmes devote explicit attention to developing this …
Predicting Completion
Non-completion is an ongoing concern in higher education, and even more so in higher online education. One way to address this problem is to take initiatives prior to student enrollment, enabling informed decision making. In line with this, an institution for open higher online education seeks to develop a (non-committal) online self-assessment for prospective students. To identify variables (tests) to be included in this self-assessment, the pre…
Professional development focused on intuition can enhance teacher pedagogical tact
Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuition-focused professional development on teachers' pedagogical tact. Questionnaires measured teacher change, and showed large positive effects on teachers’ immediate pedagogical actions, and medium effec…
Animal-Assisted Education
For some students, school success is not a simple matter. A growing, innovative approach that supports students' functioning at school is programs in which animals are involved in education. The involvement of animals, especially dogs, in education is known as animal-assisted education (AAE). A literature review of AAE indicated a positive influence of AAE programs on the quality of learning and social emotional development in children. This stud…
Flexible assessments as a tool to improve student motivation
Introduction This study focuses on what choices in assessments students want to make in order to enhance their motivation. A flexible assessment can enhance students’ perceived autonomy and thereby contribute to more intrinsic motivation for working on these assessment tasks. Autonomy is more than offering choices, rather it is about the autonomy that students actually experience. An increase of autonomy and motivation leads to more fun in learni…
True choice and taking ownership of life
Purpose This study aims to present the experiences with self-determination and taking ownership of life in Sudbury model schools that allow students true choice. Design/methodology/approach For this qualitative study we used a thematic analysis (TA) methodology. The study is based on semi-structured interviews with 14 adult participants from eight different Sudbury model and comparable schools in the Netherlands, Israel and the US. These schools …
Distributed leadership in action
Distributed leadership is currently the most studied leadership model in education. This study posits that there is not a single best model or blueprint for distributed leadership, but that schools should foster manifestations of distributed leadership to support professional development and school improvement. The school leader can support distributed leadership. In this study we examined dimensions of distributed leadership when teachers collab…
Autonomy, Participation, and Lifelong Learning
Background: This study investigates how radically self-directed, democratic learning environments may relate to long-term development through autonomy and participation. Purpose: The research examines how everyday participation in community life within Sudbury schools is perceived by graduates as informing their personal, social, and professional capacities that persist into adulthood. Method: Drawing on cross-cultural interviews with 14 alumni f…
How differences in self-determined motivation relate to the perception of formative assessment and self-regulated learning in secondary school
Psychology (15 obras) · Mathematics education (12 obras) · Computer Science (9 obras) · Innovative Teaching and Learning Methods (7 obras) · Student Assessment and Feedback (7 obras) · Cognition (4 obras) · Developmental psychology (4 obras) · Pedagogy (4 obras) · Medicine (3 obras) · Motivation and Self-Concept in Sports (3 obras)