Roel Bosker
Biographic Data
| ID | 2745927 |
|---|---|
| NAME | Roel Bosker |
| GIVEN NAMES | Roel |
| FAMILY NAME | Bosker |
| SIGNATURE | BOSKER R |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0002-1495-7298 |
| VERIFIED | Yes |
| TOTAL WORKS | 33 |
| TOTAL CITATIONS | 71 |
| WORKS AS AUTHOR | 33 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Factors influencing the implementation of a teacher professional development program to improve teaching quality
In this study, we examined why a Teacher Professional Development (TPD) program, designed to support teachers in using students’ perceptions of teaching quality (SPTQ) data, faced significant implementation challenges in 17 secondary schools in Chile. Despite voluntary participation and initial interest, 15 of the 17 schools dropped out within 2–3 months of starting the program. Through 12 semi-structured interviews with professional learning com…
Improving teachers' beliefs about using student feedback
Although the use of student perceptions of teaching quality has been promoted as a tool for instructional improvement, its adoption in practice remains challenging. Teachers’ beliefs play a key role in whether such data is embraced or resisted. This study examined the implementation and effects of a teacher professional development program on teachers’ beliefs about using student perceptions of teaching quality data. In 15 Chilean schools, teache…
Understanding subject choices from report card grades
Pupils’ subject choices at the level of secondary education critically determine the tertiary fields of study that they can pursue. This study used multinomial logistic regression models to investigate the extent to which the final report card grades of ninth-grade students predicted their choices of subject combinations at the senior general secondary education (N = 771) and pre-university education (N = 494) levels. Final report card grades det…
Development of fundamental motor skills between 2006 and 2016 in Dutch primary school children
Background Fundamental Motor Skills (FMS) are important building blocks for children’s sport-participation and lifelong physical activity. In the last decade, several international studies have reported delays in the development of FMS. To get better insight into the Dutch situation and to provide future directions, this study examined the development of FMS in Dutch primary school children.Method The main goal of this study is to compare FMS of …
Study profile choices in secondary education
Dutch secondary education counsellors and tutors guide students in their study profile choices. Case studies were used to identify factors that characterise profile recommendations. In Case Study 1, vignette (fictitious) students asked for advice. Of the 12 participants, eight provided product advice (study profiles) and 12 provided process advice (important factors), mainly relating to students’ interests. In Case Study 2, vignette students want…
The effects of Success for All in the Netherlands on the reading achievement of first-grade students at risk of reading problems
This article reports outcomes of a quasi-experimental evaluation of Success for All (SfA), a comprehensive school reform program that has recently been introduced in the Netherlands. The Response to Intervention framework is used to describe how SfA supports students at different Tiers. The effects of SfA on five reading subskills were investigated for first-grade students at risk of reading problems. 299 students from two different cohorts were …
Differences in risk for suicidal ideation and suicide attempts among sexual and gender minority young adults and the moderating role of social support
Sexual and gender minority (SGM) young adults are at higher risk for suicidal ideation and attempts than heterosexual, cisgender young adults. Research concerning differences by gender identity in risk for suicidal ideation and attempts is limited. This study examined whether SGM young adults (cisgender sexual minority, genderqueer, and transgender) differed in risk for suicidal ideation and attempts and whether social support (family, heterosexu…
Resting state networks mediate the association between both cardiovascular fitness and gross motor skills with neurocognitive functioning
Recent evidence suggests that cardiovascular fitness and gross motor skill performance are related to neurocognitive functioning by influencing brain structure and functioning. This study investigates the role of resting-state networks (RSNs) in the relation of cardiovascular fitness and gross motor skills with neurocognitive functioning in healthy 8- to 11-year-old children (n = 90, 45 girls, 10% migration background). Cardiovascular fitness and…
Is the twig bent as the tree is inclined? Children and parents interacting with school‐distributed literacy assignments
In this study, we analyze in‐depth interviews conducted with 26 Dutch third‐graders as well as interviews with one of each child's parents. The children attended one of six schools, each with a relatively large population of families with a low socioeconomic status, where home‐based literacy assignments aimed at increasing children's enjoyment of reading were distributed for a duration of 3 years. The aim of this study is to gain knowledge of dis…
The proof of the pudding is in the eating? Implementation of cooperative learning
In the current study differences between primary school teachers classified as high-performing in their implementation of cooperative learning (CL) in their classrooms and teachers who were less successful in implementing cooperative learning were investigated. The levels of implementation of cooperative learning differed significantly between teachers, especially in teaching students the needed cooperative behaviours. Based on semi-structured in…
Promoting students’ social behavior in primary education through Success for All lessons
Success for All (SfA) is a comprehensive school reform program with a strong emphasis on cooperative learning that aims to improve students’ social emotional learning alongside students’ cognitive learning. In the present study it was examined whether SfA led to improved students’ social behavior in Grade 1–3 of primary education. Peer sociometric data was collected for 974 students aged 6–9. Using multivariate multilevel analysis we found no sig…
Kappa Coefficients for Missing Data
Cohen’s kappa coefficient is commonly used for assessing agreement between classifications of two raters on a nominal scale. Three variants of Cohen’s kappa that can handle missing data are presented. Data are considered missing if one or both ratings of a unit are missing. We study how well the variants estimate the kappa value for complete data under two missing data mechanisms—namely, missingness completely at random and a form of missingness …
Ready for take-off? The relation between teaching behavior and teaching experience of Dutch beginning primary school teachers with different educational backgrounds
Student emotions in class
Effects of physical activity on executive functions, attention and academic performance in preadolescent children
The relation between teacher-set performance goals and students’ mathematical achievement
Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage
Physically active academic lessons may positively influence time-on-task in children, which can contribute to academic success in the long term
Value added based on educational positions in Dutch secondary education
Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities for using scores of educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) the societal significance of educational posi…
Teacher-student interpersonal relationships do change and affect academic motivation
BackgroundResearch has shown that the teacher-student interpersonal relationship (TSIR) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non-Western contexts.AimsThis study investigated changes in TSIR and links with academic motivation as perceived by first-grade secondary school …
In Search of Value Added in the Case of Complex School Effects
In traditional studies on value-added indicators of educational effectiveness, students are usually treated as belonging to those schools where they took their final examination. However, in practice, students sometimes attend multiple schools and therefore it is questionable whether this assumption of belonging to the last school they attended can be made. Furthermore, the schools attended earlier by students might have long-term effects on thei…
Students leaving the STEM pipeline
The main aim of the present study was to investigate why some students do not continue in science-oriented studies in higher education despite that their previous career in secondary education proved that they were interested and suitably qualified to do so. We introduced a new approach to deal with these students’ attitudes towards science, technology, engineering and mathematics (STEM) studies. That is, the study was based on the multi-attribut…
Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education
Observed lesson structure during the first year of secondary education
Professional communities and student achievement – a meta-analysis
The relationship between departments as professional communities and student achievement in secondary schools
Modeled Variance in Two-Level Models
The concept of explained proportion of variance or modeled proportion of variance is reviewed in the situation of the random effects hierarchical two-level model. It is argued that the proportional reduction in (estimated) variance components is not an attractive parameter to represent the joint importance of the explanatory (independent) variables for modeling the dependent variable. It is preferable instead to work with the proportional reducti…
Ready for take-off? The relation between teaching behavior and teaching experience of Dutch beginning primary school teachers with different educational backgrounds
The relationship between departments as professional communities and student achievement in secondary schools
Observed lesson structure during the first year of secondary education
Teacher-student interpersonal relationships do change and affect academic motivation
BackgroundResearch has shown that the teacher-student interpersonal relationship (TSIR) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non-Western contexts.AimsThis study investigated changes in TSIR and links with academic motivation as perceived by first-grade secondary school …
Students leaving the STEM pipeline
The main aim of the present study was to investigate why some students do not continue in science-oriented studies in higher education despite that their previous career in secondary education proved that they were interested and suitably qualified to do so. We introduced a new approach to deal with these students’ attitudes towards science, technology, engineering and mathematics (STEM) studies. That is, the study was based on the multi-attribut…
The Matthew Effect in Dutch Primary Education
Secondary analysis of longitudinal data from Dutch primary education was used to assess to what extent differences between educationally disadvantaged pupils and other pupils increase during their school careers. For language and arithmetic the differences between pupils with poorly educated and well-educated parents increases, while the disadvantage of Turkish and Moroccan pupils in non-verbal intelligence slightly decreases. Most progress was m…
Value added based on educational positions in Dutch secondary education
Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities for using scores of educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) the societal significance of educational posi…
Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education
Standard Errors and Sample Sizes for Two-Level Research
The hierarchical linear model approach to a two-level design is considered, some variables at the lower level having fixed and others having random regression coefficients. An approximation is derived to the covariance matrix of the estimators of the fixed regression coefficients (for variables at the lower and the higher level) under the assumption that the sample sizes at either level are large enough. This covariance matrix is expressed as a f…
Modeled Variance in Two-Level Models
The concept of explained proportion of variance or modeled proportion of variance is reviewed in the situation of the random effects hierarchical two-level model. It is argued that the proportional reduction in (estimated) variance components is not an attractive parameter to represent the joint importance of the explanatory (independent) variables for modeling the dependent variable. It is preferable instead to work with the proportional reducti…
Publishing School Performance Data
The second Trouw publication (June 1998) on school performance in secondary education provoked much less discussion than the first, which appeared in the fall of 1997. Hitherto the two most important elements in the discussion were whether it was advisable to publish school performance data, and whether the grading technique used by Dronkers was suitable (Veenstra, Dijkstra, Peschar, and Snijders 1998; Van der Werf and Creemers 1999; Van Putten a…
Educational Leadership and Student Achievement
This study revisits the existing scholarly debate on the possible impact of the principal's leadership on student achievement. Both `direct effect' and `indirect effect' models are discussed. A quantitative meta-analysis examines to what extent principals directly affect student outcomes. The small positive effects found in this meta-analysis confirm earlier research findings on the limitations of the direct effects approach to linking leadership…
The Matthew Effect in Dutch Primary Education
Secondary analysis of longitudinal data from Dutch primary education was used to assess to what extent differences between educationally disadvantaged pupils and other pupils increase during their school careers. For language and arithmetic the differences between pupils with poorly educated and well-educated parents increases, while the disadvantage of Turkish and Moroccan pupils in non-verbal intelligence slightly decreases. Most progress was m…
Sustainability of teacher expectation bias effects on long-term student performance.
In this article, we address the relationship between teacher expectation bias and student characteristics, its effect on long-term student performance, and the development of this effect over time. Expectation bias was defined as the difference between observed and predicted teacher expectation. These predicted expectations were estimated from a multilevel model in which teacher expectations of students' future performance in secondary education …
Who ‘fits’ the science and technology profile? Personality differences in secondary education
Professional communities and student achievement – a meta-analysis
The relationship between departments as professional communities and student achievement in secondary schools
Who succeeds in advanced mathematics and science courses
Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science‐oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined 6033 students in upper secondary education, including 720 students who took their FSE in advanced math…
Observed lesson structure during the first year of secondary education
In Search of Value Added in the Case of Complex School Effects
In traditional studies on value-added indicators of educational effectiveness, students are usually treated as belonging to those schools where they took their final examination. However, in practice, students sometimes attend multiple schools and therefore it is questionable whether this assumption of belonging to the last school they attended can be made. Furthermore, the schools attended earlier by students might have long-term effects on thei…
Students leaving the STEM pipeline
The main aim of the present study was to investigate why some students do not continue in science-oriented studies in higher education despite that their previous career in secondary education proved that they were interested and suitably qualified to do so. We introduced a new approach to deal with these students’ attitudes towards science, technology, engineering and mathematics (STEM) studies. That is, the study was based on the multi-attribut…
Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education
Value added based on educational positions in Dutch secondary education
Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities for using scores of educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) the societal significance of educational posi…
Teacher-student interpersonal relationships do change and affect academic motivation
BackgroundResearch has shown that the teacher-student interpersonal relationship (TSIR) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non-Western contexts.AimsThis study investigated changes in TSIR and links with academic motivation as perceived by first-grade secondary school …
Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage
Physically active academic lessons may positively influence time-on-task in children, which can contribute to academic success in the long term
The relation between teacher-set performance goals and students’ mathematical achievement
Student emotions in class
Effects of physical activity on executive functions, attention and academic performance in preadolescent children
Kappa Coefficients for Missing Data
Cohen’s kappa coefficient is commonly used for assessing agreement between classifications of two raters on a nominal scale. Three variants of Cohen’s kappa that can handle missing data are presented. Data are considered missing if one or both ratings of a unit are missing. We study how well the variants estimate the kappa value for complete data under two missing data mechanisms—namely, missingness completely at random and a form of missingness …
Ready for take-off? The relation between teaching behavior and teaching experience of Dutch beginning primary school teachers with different educational backgrounds
The proof of the pudding is in the eating? Implementation of cooperative learning
In the current study differences between primary school teachers classified as high-performing in their implementation of cooperative learning (CL) in their classrooms and teachers who were less successful in implementing cooperative learning were investigated. The levels of implementation of cooperative learning differed significantly between teachers, especially in teaching students the needed cooperative behaviours. Based on semi-structured in…
Promoting students’ social behavior in primary education through Success for All lessons
Success for All (SfA) is a comprehensive school reform program with a strong emphasis on cooperative learning that aims to improve students’ social emotional learning alongside students’ cognitive learning. In the present study it was examined whether SfA led to improved students’ social behavior in Grade 1–3 of primary education. Peer sociometric data was collected for 974 students aged 6–9. Using multivariate multilevel analysis we found no sig…
Is the twig bent as the tree is inclined? Children and parents interacting with school‐distributed literacy assignments
In this study, we analyze in‐depth interviews conducted with 26 Dutch third‐graders as well as interviews with one of each child's parents. The children attended one of six schools, each with a relatively large population of families with a low socioeconomic status, where home‐based literacy assignments aimed at increasing children's enjoyment of reading were distributed for a duration of 3 years. The aim of this study is to gain knowledge of dis…
Psychology (26 works) · Mathematics education (20 works) · Computer Science (10 works) · Medicine (10 works) · Multilevel model (9 works) · Parental Involvement in Education (9 works) · Pedagogy (9 works) · Social Psychology (9 works) · Teacher Education and Leadership Studies (9 works) · Developmental psychology (8 works)