Monique Volman
Biographic Data
| ID | 100964 |
|---|---|
| NAME | Monique Volman |
| GIVEN NAMES | Monique |
| FAMILY NAME | Volman |
| SIGNATURE | VOLMAN M |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0001-9217-1402 |
| VERIFIED | Yes |
| TOTAL WORKS | 84 |
| TOTAL CITATIONS | 566 |
| AUTHOR COUNT | 84 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
“I Can Do It If I Work Hard”
This study examines how students in the Netherlands perceive the formal opportunities provided by the educational system to realize their educational aspirations. Drawing on 15 focus groups with 61 students in primary and secondary education, we investigate how students interpret key features of the opportunity structure, such as mobility, selectivity, and stigma, as well as the barriers they perceive in navigating their educational trajectories.…
Second-career teachers entering schools
To address the teacher shortage, employees from other professions are being recruited to transition into teaching, the second-career teachers (SCTs). Although SCTs are needed to address teacher shortage, not all schools are equally enthusiastic about hiring these teachers. Using the lens of Activity Theory, we studied the contributions and challenges that are experienced by colleagues when SCTs enter schools. Semi-open questionnaires (n = 53) and…
Navigating Challenges and Tensions in Social Justice–Oriented Teacher Education
Based on an analysis of 60 empirical articles, this review examines the experiences of student teachers and teacher educators engaged in social justice–oriented teacher education practices. We explore how student teachers respond to these practices, highlighting the development of their understanding alongside their embodied and emotional experiences. Findings illustrate that new understandings of structural inequity can evoke strong emotional re…
How to make equity practical in primary schools? Lessons learned in collaborative action research in an educational research lab
Introduction To bridge the gap between educational research and practice, grants have been made available in the Netherlands for partnerships of schools and universities to engage in practice-based research. This enabled the establishment of an Educational Research Lab Amsterdam (ERLA), for which its founders, also the authors of this paper, chose diversity and equity as a focus. We wanted to strengthen the agency of teachers and researchers to c…
Teacher experiences with online experiential legal education
To gain insight into the potential benefits and shortcomings of online experiential education, seventeen teachers were interviewed who offered online experiential legal education following the COVID-19 pandemic. Juxtaposing the online learning activities with the stages of the experiential learning cycle provided a more detailed understanding of the type of online activities that can induce meaningful learning experiences, and which online activi…
Fostering emergent career agency
This article uses different career development theories as lenses to analyse the cases of four young adults who struggle to build sustainable careers and, vice versa, explores the contribution of each theory to understanding career agency as it does or does not manifest within the cases. A key element of this study is incorporating Vygotsky’s theory of double stimulation (DS), initially developed as a research methodology, guiding principle, and …
A systematic review of empirical studies into multilingual pedagogies and their outcomes in primary education
Navigating Contradictions
In the Dutch labor market, where the number of vacancies exceeds the number of unemployed, many young adults still struggle to find meaningful work. This article explores their experiences as they develop career agency while encountering obstacles and barriers. Career agency is understood as an emergent phenomenon, shaped by both external limitations and intrapersonal development. Considering its relational and dialectical nature, we use Cultural…
Understanding professional identity development of second-career teachers
This study examines the professional identity development of second-career teachers (SCTs), aiming to reduce dropout rates by identifying risks and stagnations. 24 SCTs were followed over 2.5 years, focusing on their personal characteristics, knowledge and skills, motives and ideals, and their perceptions of the school and educational context. Findings reveal that SCTs' identity development is a unique process. Mapping relevant components for eac…
Practices of social justice-oriented teacher education
Social justice-oriented teacher education has emerged as a critical area of inquiry within the field of education. Drawing on 60 empirical papers, this scoping review examines what shared principles can be distinguished in how teacher educators shape their social justice-oriented teacher education practices. Social justice-oriented teacher education practices are characterized by their focus on identifying structural inequities and disrupting unj…
Teaching teachers to teach with technology
Despite the efforts of initial teacher education institutes (ITEs) to incorporate technology into their curricula, pre-service teachers (PSTs) feel insufficiently prepared to use technology effectively when teaching. To prepare PSTs to use technology in their future teaching practice, teacher educators (TEs), as second-order teachers, must both teach with technology themselves and teach about the use of technology in education. In this study, we …
Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education
Background: Experiential learning environments are beneficial for the development of generic learning outcomes, such as critical thinking, communication, and self-regulation. However, research about the variation in experiential learning activities and their benefits is scattered across several bodies of discipline-specific literature. Purpose: The aim is to map the design elements of experiential learning environments across domains and to uncov…
Is a more selective exit exam related to shadow education use? An analysis of two cohorts of final-year secondary school students in the Netherlands
The prevalence of private supplementary tutoring (i.e. shadow education) is growing, particularly in nations with selective school exams. The hypothesis that tutoring attendance rises as pressure to perform increases has not yet been tested. Therefore, our research question is: does the likelihood of attending shadow education increase with an increase in educational system selectivity (in this case: stricter requirements to graduate)? Our study …
Tensions experienced by second-career student teachers at the start of their training programme
Teaching and learning to teach are always accompanied by experiences of tension. It has been suggested that the tensions of second-career teachers (SCTs) differ from those of first-career teachers (FCTs) because of the professional and personal life experiences that they bring into education. We investigated which experiences evoked tension for SCTs. We interviewed 24 SCTs following a teacher-training programme specifically tailored to them, and …
Improving the quality of mathematical discussions
Guiding small groups working on mathematical tasks is challenging for teachers. In this study, we investigated whether using a tool that helps teachers scaffold small student groups during mathematical discussions (the SGS Tool) leads to more and qualitatively better mathematical discussions. The participants were eight teachers and 272 seventh-grade students drawn from two schools. Five teachers used the tool (SGS condition), while three did not…
Teachers' attention to students' funds of identity in Dutch primary school classrooms
Paying attention to students' Funds of Identity (FoI) has the potential to minimize the discontinuity between school and home. This study explored how teacher attention to students' FoI relates to student outcomes (motivation, well-being, growth mindset, and citizenship), and how relationships differ between native and migrant students. Multilevel analyses of student questionnaires (N = 533; 31 classes) from 24 Dutch primary schools show signific…
Practicing voice
The abilities of citizens to make themselves heard and listen to each other are essential for the functioning of democratic societies. Schools are practice grounds for these citizenship competences. This study investigates whether students' experiences with voice in school are related to their attitudes towards voice (contributing and listening democratically), and how a democratic school culture affects this relation. Overall, 5297 students, fro…
Coping strategies used by second‐career student teachers
BACKGROUND: When second-career teachers (SCTs) learn to teach, they need to cope with the tension-evoking moments they encounter. Little is known about the coping strategies SCTs use to manage tensions. AIM: The purpose of this study was to investigate the coping strategies SCTs use during the first 1.5 years of teacher training. The SCTs' own perceptions about the usefulness, evolution and specificity of these coping strategies were also studied…
Professional development in inquiry-based working; the experiences of graduates from academic teacher education programmes
Research-intensive teacher education programmes aim to educate teachers to work in an inquiry-based manner, meaning that they should be able to use and conduct research to reflect on their teaching. Little is known, however, about how graduates of these programmes function and develop as teachers. In this study seven graduates of Dutch academic teacher education programmes were followed to investigate how their inquiry-based working developed dur…
The contribution of two funds of identity interventions to well-being related student outcomes in primary education
Drawing on students' ‘funds of identity’ is supposed to contribute to more equitable educational outcomes, both in terms of achievement and well-being-related outcomes. However, it is not obvious how teachers can uncover and use students' funds of identity (FoI) and little is known about the actual effects of an approach based on funds of identity theory. This study investigates the (perceived) effects on students' engagement, motivation for lear…
Diverse Sources of Trust
This study investigated how schools can contribute to students’ generalized social trust (GST). Positive social experiences with trust and the experience of being part of a fair and predictable social system are important sources of trust. Students’ sense of school membership (SSM) reflects these sources. We investigated the association between three aspects of SSM and GST in 9th grade of Dutch secondary schools (78 schools, 230 classrooms, 5167 …
Scaffolding small groups at the group level
Background: Supporting students during collaborative learning in mathematics is challenging for teachers. We developed the Small-Group Scaffolding Tool (SGS-Tool) to assist teachers regarding how and when to offer support. The tool is based on three characteristics of scaffolding small groups at the group level: contingency to the group, phasing out content support when the group can continue independently, and transferring responsibility for lea…
And then there were three
Over the past two decades, as in many countries, the use of private tutoring (‘shadow education’) has increased substantially in the Netherlands. Educators and policy makers are raising questions regarding the role that shadow education may play in relation to the traditional configuration of the home and school being assigned the responsibility for children’s education. In five mixed focus groups (n = 43), the authors explored what key players –…
The role of mosque education in the integration of Turkish–Dutch youth
This study addresses the perceived role of mosque education in the integration of Turkish–Dutch Muslim children in the Netherlands. It is based on interviews with imams, mosque teachers, parents of mosque students, chairs of migrant organizations, policymakers and experts (N = 75). Most respondents (N = 49) view mosque education as potentially aiding the integration of the children, often depending on whether mosques adopt this as a policy and tr…
Professional development in multicultural education
Including data from 3006 in-service primary and secondary public-school teachers in New South Wales, we investigated the effects of professional development in multicultural education on teachers' beliefs about the effectiveness of multicultural strategies in fostering a culturally inclusive environment, the importance of these strategies in providing equitable opportunities for students, and the teachers’ support for monocultural ideologies and …
Getting Smart
A Life Jacket or an Art of Living
After a period in which the emphasis in education was on “the basics,” increasing attention has been paid at the turn of the century to the “moral task of education” in the Netherlands. Schools are not only expected to prepare students for further education and/or the labour market but also for participating in society in the broadest sense, for example, in politics, care, and culture. In this article we will focus on one aspect of students’ deve…
Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology
Teaching diversity in citizenship education
Many secondary schools address diversity as an aspect of citizenship education. This paper examines how secondary teachers' understandings and practices concerning teaching about diversity are related to school contextual factors, such as student composition and educational track. Semi-structured interviews with 17 teachers at three schools revealed that teachers’ understandings and practices regarding diversity are related to their perceptions o…
Fostering teachers' professional development for citizenship education
The relationship between ethnic school composition, school diversity climate and students' competences in dealing with differences
In societies that are characterised by diversity, citizens are required to have the competences to handle differences. Schools differ in their degree of ethnic diversity which means that they provide different contexts for learning to deal with differences (DD). This study investigated the association between ethnic school composition, the diversity climate (the importance that teachers collectively attach to diversity and the attention they pay …
Teachers' multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching
BackgroundCulturally responsive teaching (CRT) has been associated with increased student engagement and achievement. Its practice in classrooms, however, has been shown to be less than optimal. Nonetheless, certain teacher qualities have been suggested to facilitate its practice.AimsThe current study sought quantitative evidence in support of two of these teacher qualities, namely teachers' multicultural attitudes, and their perspective taking a…
Girls in Science and Technology
T his article discus ses the contrib ution of educa tional research to the em ergence of a discourse on `the p rob lem of girls in scienc e and technology ' in the N etherland s. R esearch has no t only p roduce d nd ings and recom m endatio ns, b ut also conce ptualisations of the p rob lem . W e argue that it has gradually b ecom e self-evident to think of the attitudes, achievem ent and choices of girls pertaining to science and techno logy as…
Practice what you preach
Induction of beginning teachers in urban environments
Social competence as an educational goal
Professional development in multicultural education
Including data from 3006 in-service primary and secondary public-school teachers in New South Wales, we investigated the effects of professional development in multicultural education on teachers' beliefs about the effectiveness of multicultural strategies in fostering a culturally inclusive environment, the importance of these strategies in providing equitable opportunities for students, and the teachers’ support for monocultural ideologies and …
Equal but Different
At the present time, youngsters develop gender identities in a context in which contradictory discourses exist on femininity and masculinity. They have to accommodate both the fact that gender is an important structuring category in society and the fact that many people currently consider gender inequality to be undesirable. This article argues that an understanding of the ambivalences in current discourses on gender provides the key to the devel…
Approaches to co-construction of knowledge in teacher learning groups
Learning from, through and about Differences
Learning to relate to others that differ from you is one of the central aims of citizenship education. Schools can be understood as practice grounds for citizenship, where students' citizenship is not only influenced by the formal curriculum, but also by their experiences in the context of teacher-student and student-student relations. In this article we therefore investigate how the practice of dealing with difference is enacted in schools. Data…
Feminist research and educational policy
This article considers the potential contribution to equal educational opportunities policy of recent insights from feminist theory and research inspired by postmodernism. First, a general outline of this contribution is presented by means of a discussion of three twin concepts, which recent debates in feminist theory have centred on: socialization and construction, equality and difference, and diversity and generality. Second, three recent targe…
Conceptualising Gender Differences in Educational Research
This article analyses educational research on gender inequality carried out in the Netherlands between 1982 and 1991. It can be regarded as a case study on the conceptualisation of the problem of gender inequality in education. In the Netherlands two types of research can be identified: policy‐orientated research, which was largely concerned with primary and secondary education, and action research which developed from within and focused on adult…
Mapping discourses on mosque education in the Netherlands
This article provides an overview of the discourses on Dutch mosque education. Based on a review of the scholarly debates on mosque education in West, we conducted a qualitative content analysis of newspaper articles containing references to mosque education between 2010 and 2016 (N = 45). The data are sampled from the five largest Dutch newspapers. Most of the themes emerging from the literature are also reflected in the discourses on mosque edu…
Discussing culture and gender-based violence in comprehensive sexuality education in Ethiopia
Guided work-based learning
Pedagogies of Turkish Mosque Education in the Netherlands
This is a study of mosque pedagogies and their relevance for the formation of the moral and political identity of Turkish-Dutch youth. Based on fieldwork in two mosques affiliated with Milli Görüş and Diyanet in the Netherlands, the study identifies three different pedagogies practiced in the mosque classrooms: pedagogy of national identity building, unorthodox pedagogies of bonding, and pedagogies of moral formation. The findings show that teach…
Promoting teacher scaffolding in small-group work
Inclusive education
Teaching that takes into account the increasing range of diOE erences between pupils is often called `inclusive education'.The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced `recipes' for eOE ective education with a view to academic success.This research has tended to reduce diOE erences between pupils to a limited number of characteristics and to reduce educational outcomes to acad…
Inclusive education
Teaching that takes into account the increasing range of differences between pupils is often called 'inclusive education'. The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced 'recipes' for effective education with a view to academic success. This research has tended to reduce differences between pupils to a limited number of characteristics and to reduce educational outcomes to acade…
Care for Citizenship
In 1993 the subject Care was introduced as a compulsory subject in Dutch secondary schools. This article analyzes the heated discussion preceding this decision which raised fundamental issues concerning “citizenship” and the objectives of education. Both opponents and proponents used the same oppositions in the debate, namely, the private sphere versus the public sphere, and cognitive education versus practical and moral education. We argue that …
Conceptualising Gender Differences in Educational Research
This article analyses educational research on gender inequality carried out in the Netherlands between 1982 and 1991. It can be regarded as a case study on the conceptualisation of the problem of gender inequality in education. In the Netherlands two types of research can be identified: policy‐orientated research, which was largely concerned with primary and secondary education, and action research which developed from within and focused on adult…
A Comparison of Different Policies
This article describes the Dutch Government's policy on equal opportunities in education. The Dutch policy is compared to the policy of the Inner London Education Authority (ILEA). The authors consider the extent to which the methods used by the Dutch Government and the ILEA reflect different conceptualisations of the problem of sex inequality and different implementation strategies. Special attention is paid to the aims of both policies in terms…
Getting Smart
Girls in Science and Technology
T his article discus ses the contrib ution of educa tional research to the em ergence of a discourse on `the p rob lem of girls in scienc e and technology ' in the N etherland s. R esearch has no t only p roduce d nd ings and recom m endatio ns, b ut also conce ptualisations of the p rob lem . W e argue that it has gradually b ecom e self-evident to think of the attitudes, achievem ent and choices of girls pertaining to science and techno logy as…
Feminist research and educational policy
This article considers the potential contribution to equal educational opportunities policy of recent insights from feminist theory and research inspired by postmodernism. First, a general outline of this contribution is presented by means of a discussion of three twin concepts, which recent debates in feminist theory have centred on: socialization and construction, equality and difference, and diversity and generality. Second, three recent targe…
Care, Computers and the Playground
Care for Citizenship
In 1993 the subject Care was introduced as a compulsory subject in Dutch secondary schools. This article analyzes the heated discussion preceding this decision which raised fundamental issues concerning “citizenship” and the objectives of education. Both opponents and proponents used the same oppositions in the debate, namely, the private sphere versus the public sphere, and cognitive education versus practical and moral education. We argue that …
Equal but Different
At the present time, youngsters develop gender identities in a context in which contradictory discourses exist on femininity and masculinity. They have to accommodate both the fact that gender is an important structuring category in society and the fact that many people currently consider gender inequality to be undesirable. This article argues that an understanding of the ambivalences in current discourses on gender provides the key to the devel…
Active learning
Changes in Occupational Structure and Occupational Practice
In response to recent developments in the labour market, in occupational structure and in occupational practice, many aspects of vocational education and training are subjects of discussion and in transition. The tertiary sector is growing, some occupations are integrating while others are differentiating. New methods of production and organization require new types of employee competencies: problem-solving and social-communicative skills are bec…
Gender Equity and Information Technology in Education
This article presents a review on gender differences and information and communication technology (ICT) in primary and secondary education. First the rapid development of the use of ICT in education is outlined. Then the topics of access to computers, computer-related learning processes, and educational outcomes are discussed. The review also provides insight into the background of gender differences in participation in computer activities and pe…
Inclusive education
Teaching that takes into account the increasing range of diOE erences between pupils is often called `inclusive education'.The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced `recipes' for eOE ective education with a view to academic success.This research has tended to reduce diOE erences between pupils to a limited number of characteristics and to reduce educational outcomes to acad…
Inclusive education
Teaching that takes into account the increasing range of differences between pupils is often called 'inclusive education'. The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced 'recipes' for effective education with a view to academic success. This research has tended to reduce differences between pupils to a limited number of characteristics and to reduce educational outcomes to acade…
The leeway of qualitative educational research
This article presents a case study into the question of how research-internal and research-external factors influence the leeway of qualitative research, and ultimately determine which questions can and cannot be addressed in research. First an overview is presented of the position of qualiative research in the field of education in The Netherlands. This position is then analysed by situating educational research in the particular research politi…
A Life Jacket or an Art of Living
After a period in which the emphasis in education was on “the basics,” increasing attention has been paid at the turn of the century to the “moral task of education” in the Netherlands. Schools are not only expected to prepare students for further education and/or the labour market but also for participating in society in the broadest sense, for example, in politics, care, and culture. In this article we will focus on one aspect of students’ deve…
Critical thinking as a citizenship competence
A variety of roles for a new type of teacherEducational technology and the teaching profession
Learning and the development of social identities in the subjects Care and Technology
This article discusses the way in which social identities structure the learning processes of students in two subjects in the Dutch secondary school curriculum—Care and Technology. It analyses interviews with 23 students and their teachers with a view to explaining the disappointing results in these subjects in terms of breaking through gender and class‐related preferences and learning outcomes. The subjects Care and Technology refer to social pr…
Social competence as an educational goal
Scaffolding in Teacher–Student Interaction
Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade’s scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of…
‘This baby…it isn't alive.’ Towards a community of learners for vocational orientation
The aim of this study is to contribute to the innovation of pre‐vocational education, in particular, students' orientation at possible future occupations. From our theoretical understanding, vocational orientation that makes sense to students requires them to be part of a ‘community of learners for vocational orientation’. In such a community, students are stimulated to learn deliberately while participating in vocational practices. In this artic…
Inclusiveness of ICT in secondary education
This paper presents the results of a study on students’ appreciation of information and communication technology (ICT) applications in schools for general secondary education. We investigate to what extent students from different gender and ethnic backgrounds appreciate various characteristics of ICT tools. The research question is, ‘How are students’ characteristics related to their appreciation of ICT tools in secondary education?’ A survey was…
Promoting teacher scaffolding in small-group work
Guided work-based learning
Interactivity with the interactive whiteboard in traditional and innovative primary schools
One of the main affordances of the interactive whiteboard (IWB) is its potential for increasing classroom interactivity, yet little is known about the interactivity it supports in schools with different educational concepts. In this study we analysed what types of whole-class interactivity the IWB supports in schools with either a traditional or an innovative school concept. Interactivity was operationalized in terms of operation of the IWB, cont…
Psychology (67 works) · Pedagogy (63 works) · Sociology (47 works) · Mathematics education (46 works) · Political science (34 works) · Teacher Education and Leadership Studies (30 works) · Social Psychology (25 works) · Computer Science (22 works) · Social science (18 works) · Social Psychology (13 works)