Henderien Steenbeek
Biographic Data
| ID | 1692956 |
|---|---|
| NAME | Henderien Steenbeek |
| GIVEN NAMES | Henderien |
| FAMILY NAME | Steenbeek |
| SIGNATURE | STEENBEEK H |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0001-6750-2142 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Talent Policy: Problems and Solutions
The identification and development of talent have long been a central target of policy making in various domains, including education, sports, the arts and business. Given the importance of talent for success in a competitive global market, governments and businesses across the globe continually devise strategic policies to identify, attract and preserve both national and international talent. Most of these talent‐related practices and policies (…
Promoting creative autonomy support in school music education: An intervention study targeting interaction
Introduction The notion of autonomy in Self-Determination Theory is at the core of intrinsically motivated learning, and fulfilment of the need for autonomy is essential for thriving at school. Therefore teacher-provided autonomy support has grown into a key concern in educational research. In the present study into primary school music education, the notion of creative autonomy support is introduced. Research into autonomy support is typically f…
Towards a conceptual framework of adaptivity in face-to-face-interaction: An interdisciplinary review of adaptivity concepts
The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how…
Teaching students with Autism Spectrum Disorders: What are the needs of educational professionals
The Link between Microdevelopment and Long-Term Learning Trajectories in Science Learning
Long-term learning trajectories evolve through microdevelopmental sequences (i.e., short-term processes of change during learning tasks) and depend on variability during and across learning tasks. The aim of this study is to examine the coupling between short-term teacher-student dynamics and students’ long-term learning trajectories, thereby providing empirical support for the link between the short- and long-term time scale in cognitive develop…
Language Use in Real-Time Interactions During Early Elementary Science Lessons: The Bidirectional Dynamics of the Language Complexity of Teachers and Students
This study used a dynamic approach to explore bidirectional sequential relations between the real-time language use of teachers and students in naturalistic early elementary science lessons. It also compared experienced teachers (n = 22) with novice teachers (n = 8) with respect to such relations. Verbal interactions were transcribed and coded at the utterance level for syntactic complexity, lexical density of content word use, and open-ended tea…
A Comparison between Young Students with and without Special Needs on Their Understanding of Scientific Concepts
This paper examines whether young special needs (SN) students with emotional/behavioral difficulties (age 3–5, n = 14 ) reach lower understanding levels than regular students (age 3–5, n = 17 ) while working on two scientific tasks under a condition of scaffolding (e.g., follow-up questions depending on students' levels of understanding). Understanding was measured microgenetically, per utterance, using a scale related to Skill Theory. Monte Carl…
A theory and dynamic model of dyadic interaction: Concerns, appraisals, and contagiousness in a developmental context
Explaining after by before: Basic aspects of a dynamic systems approach to the study of development
Stability of Three Methods for Two-Dimensional Sociometric Status Determination Based on the Procedure of Asher, Singleton, Tinsley and Hymel
This study aimed at comparing the stability of three methods for two-dimensional sociometric status determination, including (1) the recently developed SSrat technique (Maassen, Akkermans, & Van der Linden, 1996), as well as (2) the procedure of Howes (1988), which is based on the algorithm and classification criteria of Coie and Dodge (1983), and (3) a procedure applied by Cillessen, van IJzendoorn, Van Lieshout, and Hartup (1992) based on the a…
Variations on Dynamic Variations
Teaching students with Autism Spectrum Disorders: What are the needs of educational professionals
Towards a conceptual framework of adaptivity in face-to-face-interaction: An interdisciplinary review of adaptivity concepts
The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how…
Language Use in Real-Time Interactions During Early Elementary Science Lessons: The Bidirectional Dynamics of the Language Complexity of Teachers and Students
This study used a dynamic approach to explore bidirectional sequential relations between the real-time language use of teachers and students in naturalistic early elementary science lessons. It also compared experienced teachers (n = 22) with novice teachers (n = 8) with respect to such relations. Verbal interactions were transcribed and coded at the utterance level for syntactic complexity, lexical density of content word use, and open-ended tea…
Variations on Dynamic Variations
Stability of Three Methods for Two-Dimensional Sociometric Status Determination Based on the Procedure of Asher, Singleton, Tinsley and Hymel
This study aimed at comparing the stability of three methods for two-dimensional sociometric status determination, including (1) the recently developed SSrat technique (Maassen, Akkermans, & Van der Linden, 1996), as well as (2) the procedure of Howes (1988), which is based on the algorithm and classification criteria of Coie and Dodge (1983), and (3) a procedure applied by Cillessen, van IJzendoorn, Van Lieshout, and Hartup (1992) based on the a…
Explaining after by before: Basic aspects of a dynamic systems approach to the study of development
A theory and dynamic model of dyadic interaction: Concerns, appraisals, and contagiousness in a developmental context
A Comparison between Young Students with and without Special Needs on Their Understanding of Scientific Concepts
This paper examines whether young special needs (SN) students with emotional/behavioral difficulties (age 3–5, n = 14 ) reach lower understanding levels than regular students (age 3–5, n = 17 ) while working on two scientific tasks under a condition of scaffolding (e.g., follow-up questions depending on students' levels of understanding). Understanding was measured microgenetically, per utterance, using a scale related to Skill Theory. Monte Carl…
Language Use in Real-Time Interactions During Early Elementary Science Lessons: The Bidirectional Dynamics of the Language Complexity of Teachers and Students
This study used a dynamic approach to explore bidirectional sequential relations between the real-time language use of teachers and students in naturalistic early elementary science lessons. It also compared experienced teachers (n = 22) with novice teachers (n = 8) with respect to such relations. Verbal interactions were transcribed and coded at the utterance level for syntactic complexity, lexical density of content word use, and open-ended tea…
The Link between Microdevelopment and Long-Term Learning Trajectories in Science Learning
Long-term learning trajectories evolve through microdevelopmental sequences (i.e., short-term processes of change during learning tasks) and depend on variability during and across learning tasks. The aim of this study is to examine the coupling between short-term teacher-student dynamics and students’ long-term learning trajectories, thereby providing empirical support for the link between the short- and long-term time scale in cognitive develop…
Teaching students with Autism Spectrum Disorders: What are the needs of educational professionals
Towards a conceptual framework of adaptivity in face-to-face-interaction: An interdisciplinary review of adaptivity concepts
The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how…
Promoting creative autonomy support in school music education: An intervention study targeting interaction
Introduction The notion of autonomy in Self-Determination Theory is at the core of intrinsically motivated learning, and fulfilment of the need for autonomy is essential for thriving at school. Therefore teacher-provided autonomy support has grown into a key concern in educational research. In the present study into primary school music education, the notion of creative autonomy support is introduced. Research into autonomy support is typically f…
Talent Policy: Problems and Solutions
The identification and development of talent have long been a central target of policy making in various domains, including education, sports, the arts and business. Given the importance of talent for success in a competitive global market, governments and businesses across the globe continually devise strategic policies to identify, attract and preserve both national and international talent. Most of these talent‐related practices and policies (…
Psychology (10 works) · Developmental psychology (6 works) · Social Psychology (5 works) · Cognitive psychology (4 works) · Mathematics education (4 works) · Child and Animal Learning Development (3 works) · Computer Science (3 works) · Early Childhood Education and Development (3 works) · Epistemology (3 works) · Pedagogy (3 works)