Carla Haelermans
Biographic Data
| ID | 185061 |
|---|---|
| NAME | Carla Haelermans |
| GIVEN NAMES | Carla |
| FAMILY NAME | Haelermans |
| SIGNATURE | HAELERMANS C |
| AFFILIATIONS | Maastricht University |
| ORCID | 0000-0002-9202-8427 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 20 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Grade Retention Across Borders
Grade retention – although widely used – remains controversial because of its implications for equity and long-term outcomes. While student-level predictors are well documented, less is known about how school and system characteristics shape grade retention practices across countries. Adopting a multilevel perspective, this study examines (1) which school-level characteristics are related to grade retention in lower-secondary education and (2) wh…
The effects of a certificate programme regarding educational mentorship and coaching on the rise of induction programmes for new teachers in Rwandan Primary Schools
The impact of international classroom diversity on student performance
These days, higher education is increasingly organized in an international classroom setting. Especially interactive instruction in small groups is influenced by such a setting, but unbiased effects of the international classroom are not unambiguous. Based on rich data of more than 19 000 unique students over 6 years from an international university in the Netherlands, we study whether a higher level of internationalisation in the classroom posit…
Pedagogical considerations in the automation era
The introduction of artificial intelligence (AI) into education holds promise for supporting and augmenting teaching and learning‐related activities. Yet, despite its potential, there is limited empirical research on the use of AI in K‐12 settings exploring the pedagogical grounding, impact and implications of the technological solutions. The current paper reports a systematic literature review of 28 papers that addresses the topic of AI technolo…
Parental engagement in primary education
The importance of parental engagement for children's outcomes is indisputable. This paper studies whether teacher perceptions regarding parental engagement, their own proficiency, and contact possibilities for parent-teacher communication, as well as school type (by socioeconomic status), teacher, student, and parental characteristics can explain differences in parental engagement and parent-teacher communication. The results show that difference…
Chinese university students’ intention to study abroad in times of Covid-19
The COVID-19 pandemic has affected higher education students in many ways, and it seems to also have influences students’ willingness to study abroad. To date, much is still unclear about the exact effects of COVID-19 on Chinese students’ intentions to study abroad and whether that differs for different types of students. This is problematic, as for students, international study experience is of great importance for their further careers, while f…
The role of family composition in students' learning growth during the Covid ‐19 pandemic
Objective This study investigates the role of family composition on children's development during the coronavirus disease 2019 (COVID‐19) pandemic, net of family socioeconomic status (SES). Background At the start of the COVID‐19 pandemic in the first half of 2020, schools closed and children all around the world were sent home, providing a rare opportunity to study the association between family composition and children's educational performance…
A conceptual framework to understand learning through formative assessments with student response systems
The aim of this study is to develop a conceptual framework to identify relationships between factors that may be responsible for influencing metacognition when students are formatively assessed using educational technology such as student response systems. We describe and bridge the monitor and control model of Nelson and Narens (1990) and the cue utilization framework of Koriat (1997), which we complement with aspects from digital formative asse…
The Effects of Group differentiation by students’ learning strategies
This study analyses the effects of group differentiation by students’ learning strategies of around 1200 students in 46 classes from eight secondary schools in the Netherlands. In an experimental setup with randomization at the class level, division of students over three groups per class (an instruction-independent group, an average group, and an instruction-dependent group) is based on learning strategies, measures using the Motivated Strategie…
The effect of providing learning analytics on student behaviour and performance in programming
We use a randomised experiment to study the effect of offering half of 556 freshman students a learning analytics dashboard and a weekly email with a link to their dashboard, on student behaviour in the online environment and final exam performance. The dashboard shows their online progress in the learning management systems, their predicted chance of passing, their predicted grade and their online intermediate performance compared with the total…
Do feedback strategies improve students’ learning gain?-Results of a randomized experiment using polling technology in physics classrooms
In this paper we study if feedback strategies during formative assessment with polling technology have an impact on learning gains. We conduct a randomized experiment in physics class in upper secondary education with the web-based polling system Socrative comparing three conditions. In the cooperative condition students receive a combination of peer discussion and teacher feedback, while in the individual condition they receive only teacher feed…
The effect of feedback on metacognition - A randomized experiment using polling technology
This study explores the effects of formative feedback on students' metacognitive skills when using feedback strategies with polling technology. Using a randomized field experiment among 633 physics students in six schools in Dutch secondary education, we study assessments with the polling technology Socrative, by dividing students into three groups. Students in the cooperative group use a combination of peer discussions and teacher feedback, whil…
Using Data to Advance Educational Research, Policy, and Practice
In many countries, the quality of (large-scale quantitative) educational research is threatened by data challenges. In this article, we present an innovative data research project from the Netherlands in which many of the challenges that come forward in previous literature are addressed. The Netherlands Cohort Study on Education [in Dutch abbreviated as NCO (Nationaal Cohortonderzoek Onderwijs)] uses longitudinal register data on track placement …
(How) Does Information Provided by Children Affect the Transition from Primary to Secondary School
The transition from primary to secondary school comes with changes in both the social- and the school context. This study focuses on assessing the concerns, expectations and experiences of 371 Dutch children making the transition. Data have been collected during four years. Also the effect of information to the mentor at secondary school on the transition is assessed through a blinded experiment. Results show that some children are more vulnerabl…
Girls’ and Boys’ Perceptions of the Transition from Primary to Secondary School
This study explores the expectations and experiences of the transition from primary to secondary school, using data from 98 Dutch primary education children. We focus on gender differences in the child’s point of view on the ease of transition. The results show that, before the transition, children are mostly worried about the continuity of relationships. Boys mostly think it is important to know someone at secondary school, while girls are parti…
The long-term differential achievement effects of school socioeconomic composition in primary education
BackgroundThe effects of school socio-economic composition on student achievement growth trajectories have been a hot topic of discussion among politicians around the world for many years. However, the bulk of research investigating school socio-economic composition effects has been limited in important ways.AimsIn an attempt to overcome the flaws in earlier research on school socio-economic composition effects, this study used data from a large …
Does residential mobility improve educational outcomes? Evidence from the Netherlands
Using Data to Advance Educational Research, Policy, and Practice
In many countries, the quality of (large-scale quantitative) educational research is threatened by data challenges. In this article, we present an innovative data research project from the Netherlands in which many of the challenges that come forward in previous literature are addressed. The Netherlands Cohort Study on Education [in Dutch abbreviated as NCO (Nationaal Cohortonderzoek Onderwijs)] uses longitudinal register data on track placement …
The long-term differential achievement effects of school socioeconomic composition in primary education
BackgroundThe effects of school socio-economic composition on student achievement growth trajectories have been a hot topic of discussion among politicians around the world for many years. However, the bulk of research investigating school socio-economic composition effects has been limited in important ways.AimsIn an attempt to overcome the flaws in earlier research on school socio-economic composition effects, this study used data from a large …
Does residential mobility improve educational outcomes? Evidence from the Netherlands
Girls’ and Boys’ Perceptions of the Transition from Primary to Secondary School
This study explores the expectations and experiences of the transition from primary to secondary school, using data from 98 Dutch primary education children. We focus on gender differences in the child’s point of view on the ease of transition. The results show that, before the transition, children are mostly worried about the continuity of relationships. Boys mostly think it is important to know someone at secondary school, while girls are parti…
Does residential mobility improve educational outcomes? Evidence from the Netherlands
The long-term differential achievement effects of school socioeconomic composition in primary education
BackgroundThe effects of school socio-economic composition on student achievement growth trajectories have been a hot topic of discussion among politicians around the world for many years. However, the bulk of research investigating school socio-economic composition effects has been limited in important ways.AimsIn an attempt to overcome the flaws in earlier research on school socio-economic composition effects, this study used data from a large …
Girls’ and Boys’ Perceptions of the Transition from Primary to Secondary School
This study explores the expectations and experiences of the transition from primary to secondary school, using data from 98 Dutch primary education children. We focus on gender differences in the child’s point of view on the ease of transition. The results show that, before the transition, children are mostly worried about the continuity of relationships. Boys mostly think it is important to know someone at secondary school, while girls are parti…
(How) Does Information Provided by Children Affect the Transition from Primary to Secondary School
The transition from primary to secondary school comes with changes in both the social- and the school context. This study focuses on assessing the concerns, expectations and experiences of 371 Dutch children making the transition. Data have been collected during four years. Also the effect of information to the mentor at secondary school on the transition is assessed through a blinded experiment. Results show that some children are more vulnerabl…
The effect of feedback on metacognition - A randomized experiment using polling technology
This study explores the effects of formative feedback on students' metacognitive skills when using feedback strategies with polling technology. Using a randomized field experiment among 633 physics students in six schools in Dutch secondary education, we study assessments with the polling technology Socrative, by dividing students into three groups. Students in the cooperative group use a combination of peer discussions and teacher feedback, whil…
Using Data to Advance Educational Research, Policy, and Practice
In many countries, the quality of (large-scale quantitative) educational research is threatened by data challenges. In this article, we present an innovative data research project from the Netherlands in which many of the challenges that come forward in previous literature are addressed. The Netherlands Cohort Study on Education [in Dutch abbreviated as NCO (Nationaal Cohortonderzoek Onderwijs)] uses longitudinal register data on track placement …
Do feedback strategies improve students’ learning gain?-Results of a randomized experiment using polling technology in physics classrooms
In this paper we study if feedback strategies during formative assessment with polling technology have an impact on learning gains. We conduct a randomized experiment in physics class in upper secondary education with the web-based polling system Socrative comparing three conditions. In the cooperative condition students receive a combination of peer discussion and teacher feedback, while in the individual condition they receive only teacher feed…
A conceptual framework to understand learning through formative assessments with student response systems
The aim of this study is to develop a conceptual framework to identify relationships between factors that may be responsible for influencing metacognition when students are formatively assessed using educational technology such as student response systems. We describe and bridge the monitor and control model of Nelson and Narens (1990) and the cue utilization framework of Koriat (1997), which we complement with aspects from digital formative asse…
The Effects of Group differentiation by students’ learning strategies
This study analyses the effects of group differentiation by students’ learning strategies of around 1200 students in 46 classes from eight secondary schools in the Netherlands. In an experimental setup with randomization at the class level, division of students over three groups per class (an instruction-independent group, an average group, and an instruction-dependent group) is based on learning strategies, measures using the Motivated Strategie…
The effect of providing learning analytics on student behaviour and performance in programming
We use a randomised experiment to study the effect of offering half of 556 freshman students a learning analytics dashboard and a weekly email with a link to their dashboard, on student behaviour in the online environment and final exam performance. The dashboard shows their online progress in the learning management systems, their predicted chance of passing, their predicted grade and their online intermediate performance compared with the total…
The role of family composition in students' learning growth during the Covid ‐19 pandemic
Objective This study investigates the role of family composition on children's development during the coronavirus disease 2019 (COVID‐19) pandemic, net of family socioeconomic status (SES). Background At the start of the COVID‐19 pandemic in the first half of 2020, schools closed and children all around the world were sent home, providing a rare opportunity to study the association between family composition and children's educational performance…
Chinese university students’ intention to study abroad in times of Covid-19
The COVID-19 pandemic has affected higher education students in many ways, and it seems to also have influences students’ willingness to study abroad. To date, much is still unclear about the exact effects of COVID-19 on Chinese students’ intentions to study abroad and whether that differs for different types of students. This is problematic, as for students, international study experience is of great importance for their further careers, while f…
Pedagogical considerations in the automation era
The introduction of artificial intelligence (AI) into education holds promise for supporting and augmenting teaching and learning‐related activities. Yet, despite its potential, there is limited empirical research on the use of AI in K‐12 settings exploring the pedagogical grounding, impact and implications of the technological solutions. The current paper reports a systematic literature review of 28 papers that addresses the topic of AI technolo…
Parental engagement in primary education
The importance of parental engagement for children's outcomes is indisputable. This paper studies whether teacher perceptions regarding parental engagement, their own proficiency, and contact possibilities for parent-teacher communication, as well as school type (by socioeconomic status), teacher, student, and parental characteristics can explain differences in parental engagement and parent-teacher communication. The results show that difference…
Grade Retention Across Borders
Grade retention – although widely used – remains controversial because of its implications for equity and long-term outcomes. While student-level predictors are well documented, less is known about how school and system characteristics shape grade retention practices across countries. Adopting a multilevel perspective, this study examines (1) which school-level characteristics are related to grade retention in lower-secondary education and (2) wh…
The effects of a certificate programme regarding educational mentorship and coaching on the rise of induction programmes for new teachers in Rwandan Primary Schools
The impact of international classroom diversity on student performance
These days, higher education is increasingly organized in an international classroom setting. Especially interactive instruction in small groups is influenced by such a setting, but unbiased effects of the international classroom are not unambiguous. Based on rich data of more than 19 000 unique students over 6 years from an international university in the Netherlands, we study whether a higher level of internationalisation in the classroom posit…
Psychology (14 works) · Mathematics education (9 works) · Computer Science (7 works) · Early Childhood Education and Development (7 works) · Medicine (7 works) · Parental Involvement in Education (6 works) · Pedagogy (6 works) · Sociology (6 works) · Developmental psychology (5 works) · School Choice and Performance (4 works)