Ron Oostdam
Biographic Data
| ID | 1692563 |
|---|---|
| NAME | Ron Oostdam |
| GIVEN NAMES | Ron |
| FAMILY NAME | Oostdam |
| SIGNATURE | OOSTDAM R |
| AFFILIATIONS | Amsterdam University of Applied Sciences |
| ORCID | 0000-0003-4701-0153 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Retention effects of instruction in self-regulation strategies in blended learning environments
Self-regulation learning strategies are vital for academic success in blended learning. This study compares explicit and implicit instructional methods in fostering and retaining these strategies among university students. A randomized controlled trial with 100 s-year students at a Dutch University of Applied Sciences included pre-tests, post-tests, a one-year follow-up, and focus group interviews. Quantitative results showed significant short-te…
How to teach for democracy? Identifying the classroom practices used by expert teachers of democracy
To stimulate democratic competences through teaching, it is necessary to have an understanding of actions and behaviors that are considered effective in teaching methods. In this study, we investigated these actions and behaviors, referred to as classroom practices , by interviewing 20 expert teachers of democracy in the Netherlands. We identified six relevant practices: meaningful embedding, providing multiple perspectives, thinking about soluti…
Effects of the Covid-19 school lockdowns on language and math performance of students in elementary schools
The current study investigates the effects of the school lockdowns during school years 2019–2020 and 2020–2021 on the achievement scores of primary school students during the COVID-19 pandemic. We analyzed scores for spelling, reading fluency (i.e., decoding speed), reading comprehension, and mathematics from standardized student tracking systems for 5125 students from 26 primary schools in the urban region of The Hague, the Netherlands. Results …
Differentiating instruction
Primary and secondary school teachers are expected to adapt their teaching to the diverse educational needs of students through differentiated instruction (DI). This review included 29 peer-reviewed published articles from 2010 to 2020 evaluating the contribution of preservice and in-service teacher programs for DI. We synthesized program components, outcomes and contextual interplay. Results indicate that successful programs incorporate active l…
A showdown between bilingual and mainstream education
Bilingual education has become popular in many countries in the last two decades. It is generally acknowledged that learning a second language (L2) through subject content has a positive impact on students’ L2 learning, but there is less agreement on whether this also applies to learning subject content knowledge in and through L2. This cross-sectional study compared Dutch pre-university mainstream and bilingual education students in grades 7 and…
The development of the relationship between professional identity tensions and teacher identity
Standardising coaching of preservice teachers in the classroom
Providing high-quality feedback is essential for improving preservice teacher performance. Rather than post-lesson feedback, immediate performance feedback while teaching is considered effective. This article reports on developing and piloting a standardised tool for synchronous feedback. Eight teacher educators from a Dutch higher education institution were trained to use the tool (based on accepted models of teacher roles, observation criteria …
Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)
Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity …
Reflective movements in the professional development of teacher educators as supervisors of student research in higher education
Most professionalisation programmes to support teacher educators as research supervisors focus on the development of research skills. The methodology of practice-oriented research, in addition to a clear vision on the function, and purpose of student research often receives little attention. At the Amsterdam University of Applied Science, we developed such a vision and methodology and studied the development of 17 teacher educators as research su…
Effects of Implementing Multiple Components in a School-Wide Antibullying Program
This study investigates the effectiveness of the PRIMA antibullying program for elementary education using a cluster-randomized trial with two experimental conditions (with and without student lessons) and a control group. Students of 31 schools participated in the study (N = 3,135; Mage = 10 years). Multilevel regression analyses demonstrated positive effects of the program on peer-reported victimization and reinforcing behavior. Implementing mu…
Towards a professional development tool for teachers of English in bilingual streams
This study highlights tensions and challenges experienced by language teachers in CLIL contexts. Using an example from the Netherlands, it explores the pedagogical and collaborative practices of Teachers of English in Bilingual streams (TEBs). The study shows how, using formal and practical theories (Borg and Burns 2008 Borg, S., and A. Burns. 2008. “Integrating Grammar in Adult TESOL Classrooms.” Applied Linguistics 29 (3): 456–482. doi:10.1093/…
Self-regulation strategies in blended learning environments in higher education
Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies:…
The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction
Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training context, but that differed in instructional focus and type of task. These were compared to the effects of business-as-usual instruction. Multilevel analysis revealed that all experimental groups outp…
Assessing the professional identity of primary student teachers
Teachers’ Experiences With Difficult Bullying Situations in the School
Although anti-bullying programs often include a component that focuses on strengthening teachers’ abilities in identifying and addressing bullying, it is not clear which bullying situations teachers find difficult to address and what type of support is needed. In the current qualitative study, we investigated what teachers considered difficult bullying situations, how they responded to these situations, and which barriers they encountered. We use…
Domains of teacher identity
This study provides an overview of components of teacher identity that are found in quantitative measurement instruments; and reports on the psychometric quality of these measurement instruments. Our search included studies that assessed components of teacher identity published in English-written, peer-reviewed articles between 2000 and 2018. We analyzed a total of 59 components in 20 studies. After we categorized the components on the basis of a…
Primary student teachers’ professional identity tensions
Helping parents enhance vocabulary development in preschool children
Searching for identity and focus
In CLIL contexts, school subjects are taught in an additional language, allowing learners to acquire the target language through meaningful use. This places language teachers in an ambiguous position. What is their role in this context? On the one hand, language teachers are expected to collaborate with subject teacher colleagues; on the other hand, they teach separate language lessons. This double role provides language teachers and their educat…
Measuring students’ appraisals of the relevance of history
Measuring L2 speakers’ interactional ability using interactive speech tasks
This article explores ways to assess interactional performance, and reports on the use of a test format that standardizes the interlocutor’s linguistic and interactional contributions to the exchange. It describes the construction and administration of six scripted speech tasks (instruction, advice, and sales tasks) with pre-vocational learners ( n = 34), and reports on the extent to which these tasks can be used to assess L2 speakers’ interactio…
Organisational influence on lecturers’ perceptions and behaviour towards change in education
What lecturers do and think are a prerequisite for educational change. It is therefore important to gain insight into factors that influence their involvement in educational reform. This study considers the effect of leadership and managerial constructs on lecturers’ commitment to the newly implemented honours programmes in a Dutch University of Applied Sciences, by combining two models: (a) the Excellence Acceptance Model and (b) the Organisatio…
The challenge of balancing content and language
Effects of individualised and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2–4
To assess the efficacy of guided oral reading as a remedy for low-achieving readers, two experiments were conducted in the early grades of primary school. In the first, poor-reading students were randomly divided between two treatment groups and a control group. In treatment groups, the intervention was delivered one-to-one, either in a repeated reading (RR) or in a continuous reading format, depending on how often students practised with the sam…
Assessing reading comprehension in adolescent low achievers
On the basis of a validation study of a new test for assessing low-achieving adolescents’ reading comprehension skills – the SALT-reading – we analyzed two issues relevant to the field of reading test development. Using the test results of 200 seventh graders, we examined the possibility of identifying reading comprehension subskills and the effects of task specificity on test reliability. Regarding the former, we distinguished three subskills in…
Differentiating instruction
Primary and secondary school teachers are expected to adapt their teaching to the diverse educational needs of students through differentiated instruction (DI). This review included 29 peer-reviewed published articles from 2010 to 2020 evaluating the contribution of preservice and in-service teacher programs for DI. We synthesized program components, outcomes and contextual interplay. Results indicate that successful programs incorporate active l…
Teachers’ Experiences With Difficult Bullying Situations in the School
Although anti-bullying programs often include a component that focuses on strengthening teachers’ abilities in identifying and addressing bullying, it is not clear which bullying situations teachers find difficult to address and what type of support is needed. In the current qualitative study, we investigated what teachers considered difficult bullying situations, how they responded to these situations, and which barriers they encountered. We use…
The challenge of balancing content and language
Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)
Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity …
Does Foreign Language Writing Benefit From Increased Lexical Fluency? Evidence From a Classroom Experiment
We report a classroom experiment directed at increasing lexical fluency in writing. Participants were 107 Dutch students in bilingual (EFL) education (Grades 10 and 11). According to current theories of writing such fluency allows writers to devote more attention to higher order aspects of text production, such as idea generation, selection and organization, and revision of content. Two contrasting assumptions are studied: the inhibition assumpti…
Student assessment within the context of constructivist educational settings
Influence of Test Anxiety on Measurement of Intelligence
In this study a measurement model for a test anxiety questionnaire was investigated in a sample of 207 Dutch students in the first grade of junior secondary vocational education. The results of a confirmatory factor analysis showed that a model for test anxiety with three factors for worry, emotionality, and lack of self-confidence is associated with a significantly better fit than a model comprised of only the first two factors. The relations of…
Does Foreign Language Writing Benefit From Increased Lexical Fluency? Evidence From a Classroom Experiment
We report a classroom experiment directed at increasing lexical fluency in writing. Participants were 107 Dutch students in bilingual (EFL) education (Grades 10 and 11). According to current theories of writing such fluency allows writers to devote more attention to higher order aspects of text production, such as idea generation, selection and organization, and revision of content. Two contrasting assumptions are studied: the inhibition assumpti…
Assessing reading comprehension in adolescent low achievers
On the basis of a validation study of a new test for assessing low-achieving adolescents’ reading comprehension skills – the SALT-reading – we analyzed two issues relevant to the field of reading test development. Using the test results of 200 seventh graders, we examined the possibility of identifying reading comprehension subskills and the effects of task specificity on test reliability. Regarding the former, we distinguished three subskills in…
Effects of individualised and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2–4
To assess the efficacy of guided oral reading as a remedy for low-achieving readers, two experiments were conducted in the early grades of primary school. In the first, poor-reading students were randomly divided between two treatment groups and a control group. In treatment groups, the intervention was delivered one-to-one, either in a repeated reading (RR) or in a continuous reading format, depending on how often students practised with the sam…
The challenge of balancing content and language
Searching for identity and focus
In CLIL contexts, school subjects are taught in an additional language, allowing learners to acquire the target language through meaningful use. This places language teachers in an ambiguous position. What is their role in this context? On the one hand, language teachers are expected to collaborate with subject teacher colleagues; on the other hand, they teach separate language lessons. This double role provides language teachers and their educat…
Measuring students’ appraisals of the relevance of history
Measuring L2 speakers’ interactional ability using interactive speech tasks
This article explores ways to assess interactional performance, and reports on the use of a test format that standardizes the interlocutor’s linguistic and interactional contributions to the exchange. It describes the construction and administration of six scripted speech tasks (instruction, advice, and sales tasks) with pre-vocational learners ( n = 34), and reports on the extent to which these tasks can be used to assess L2 speakers’ interactio…
Organisational influence on lecturers’ perceptions and behaviour towards change in education
What lecturers do and think are a prerequisite for educational change. It is therefore important to gain insight into factors that influence their involvement in educational reform. This study considers the effect of leadership and managerial constructs on lecturers’ commitment to the newly implemented honours programmes in a Dutch University of Applied Sciences, by combining two models: (a) the Excellence Acceptance Model and (b) the Organisatio…
Domains of teacher identity
This study provides an overview of components of teacher identity that are found in quantitative measurement instruments; and reports on the psychometric quality of these measurement instruments. Our search included studies that assessed components of teacher identity published in English-written, peer-reviewed articles between 2000 and 2018. We analyzed a total of 59 components in 20 studies. After we categorized the components on the basis of a…
Primary student teachers’ professional identity tensions
Helping parents enhance vocabulary development in preschool children
The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction
Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training context, but that differed in instructional focus and type of task. These were compared to the effects of business-as-usual instruction. Multilevel analysis revealed that all experimental groups outp…
Assessing the professional identity of primary student teachers
Teachers’ Experiences With Difficult Bullying Situations in the School
Although anti-bullying programs often include a component that focuses on strengthening teachers’ abilities in identifying and addressing bullying, it is not clear which bullying situations teachers find difficult to address and what type of support is needed. In the current qualitative study, we investigated what teachers considered difficult bullying situations, how they responded to these situations, and which barriers they encountered. We use…
Reflective movements in the professional development of teacher educators as supervisors of student research in higher education
Most professionalisation programmes to support teacher educators as research supervisors focus on the development of research skills. The methodology of practice-oriented research, in addition to a clear vision on the function, and purpose of student research often receives little attention. At the Amsterdam University of Applied Science, we developed such a vision and methodology and studied the development of 17 teacher educators as research su…
Effects of Implementing Multiple Components in a School-Wide Antibullying Program
This study investigates the effectiveness of the PRIMA antibullying program for elementary education using a cluster-randomized trial with two experimental conditions (with and without student lessons) and a control group. Students of 31 schools participated in the study (N = 3,135; Mage = 10 years). Multilevel regression analyses demonstrated positive effects of the program on peer-reported victimization and reinforcing behavior. Implementing mu…
Towards a professional development tool for teachers of English in bilingual streams
This study highlights tensions and challenges experienced by language teachers in CLIL contexts. Using an example from the Netherlands, it explores the pedagogical and collaborative practices of Teachers of English in Bilingual streams (TEBs). The study shows how, using formal and practical theories (Borg and Burns 2008 Borg, S., and A. Burns. 2008. “Integrating Grammar in Adult TESOL Classrooms.” Applied Linguistics 29 (3): 456–482. doi:10.1093/…
Self-regulation strategies in blended learning environments in higher education
Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies:…
A showdown between bilingual and mainstream education
Bilingual education has become popular in many countries in the last two decades. It is generally acknowledged that learning a second language (L2) through subject content has a positive impact on students’ L2 learning, but there is less agreement on whether this also applies to learning subject content knowledge in and through L2. This cross-sectional study compared Dutch pre-university mainstream and bilingual education students in grades 7 and…
The development of the relationship between professional identity tensions and teacher identity
Standardising coaching of preservice teachers in the classroom
Providing high-quality feedback is essential for improving preservice teacher performance. Rather than post-lesson feedback, immediate performance feedback while teaching is considered effective. This article reports on developing and piloting a standardised tool for synchronous feedback. Eight teacher educators from a Dutch higher education institution were trained to use the tool (based on accepted models of teacher roles, observation criteria …
Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)
Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity …
Effects of the Covid-19 school lockdowns on language and math performance of students in elementary schools
The current study investigates the effects of the school lockdowns during school years 2019–2020 and 2020–2021 on the achievement scores of primary school students during the COVID-19 pandemic. We analyzed scores for spelling, reading fluency (i.e., decoding speed), reading comprehension, and mathematics from standardized student tracking systems for 5125 students from 26 primary schools in the urban region of The Hague, the Netherlands. Results …
Psychology (26 works) · Mathematics education (19 works) · Pedagogy (17 works) · Computer Science (14 works) · Developmental psychology (9 works) · EFL/ESL Teaching and Learning (7 works) · Linguistics (7 works) · Teacher Education and Leadership Studies (7 works) · Second Language Learning and Teaching (6 works) · Social Psychology (5 works)