Anje Ros
Biographic Data
| ID | 2749033 |
|---|---|
| NAME | Anje Ros |
| GIVEN NAMES | Anje |
| FAMILY NAME | Ros |
| SIGNATURE | ROS A |
| AFFILIATIONS | Fontys University of Applied Sciences |
| ORCID | 0000-0002-3502-3806 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Fostering collaboration through inclusive leadership: Exploring the behaviour of childcare and school leaders in Dutch child centres
More collaboration between primary schools and childcare providers is increasingly considered a crucial factor to optimally support children's development. However, due to disparities between these two sectors, fostering collaboration proves problematic in practice. Inclusive leadership is seen as a promising approach in contexts with strong fault lines, but whether school leaders and childcare leaders apply this leadership approach is not clear.…
Barriers to collaboration between school teachers and child care workers: Implications for HRM and school leadership
Purpose Whilst an urgent need for collaboration is increasingly seen in education to better respond to socio-educational challenges, in practice, collaboration between primary school teachers and their partners is hampered by barriers. The aim of this study is to shed light on these barriers from a human resource management (HRM) angle, using the ability, motivation and opportunity (AMO) framework. Design/methodology/approach Quantitative and qua…
A successful professional development program in history: What matters
Improving Elementary School Students’ Understanding of Historical Time: Effects of Teaching With “Timewise”
The teaching of historical time is an important aspect in elementary school curricula. This study focuses on the effects of a curriculum intervention with “Timewise,” a teaching approach developed to improve students’ understanding of historical time using timelines as a basis with which students can develop their understanding of historical phenomena and periods. The study, in which 16 teachers from grade 2 (ages 7–8) and from grade 5 (ages 10–1…
Teacher learning in the context of a continuing professional development programme: A case study
Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program
This study focuses on improving teacher feedback during active learning. Changing teachers’ behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers’ cognitions and practices. Effects of a specifically designed professional development program on 16 elementary schoolteachers’ knowledge, beliefs, perceived problems, and classroom behavior were examined via observations…
Teacher feedback during active learning: Current practices in primary schools
Background. Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.Aims. The purpose of the present study is to contribute to the existing knowledge about feedback and…
The Permanent Importance of the Subjective Reality of Teachers during Educational Innovation: A Concerns-Based Approach
In the present contribution, the question of the conditions under which innovations appear to succeed stands central. Such objective conditions as organizational structure, technological possibilities, and budgets are clearly important for innovations to succeed. Of particular interest here, however, are, the concerns of teachers and the role that these concerns play in the innovation process. A plea is made for increased attention to the individ…
Teacher learning in the context of a continuing professional development programme: A case study
Teacher feedback during active learning: Current practices in primary schools
Background. Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.Aims. The purpose of the present study is to contribute to the existing knowledge about feedback and…
The Permanent Importance of the Subjective Reality of Teachers during Educational Innovation: A Concerns-Based Approach
In the present contribution, the question of the conditions under which innovations appear to succeed stands central. Such objective conditions as organizational structure, technological possibilities, and budgets are clearly important for innovations to succeed. Of particular interest here, however, are, the concerns of teachers and the role that these concerns play in the innovation process. A plea is made for increased attention to the individ…
A successful professional development program in history: What matters
Improving Elementary School Students’ Understanding of Historical Time: Effects of Teaching With “Timewise”
The teaching of historical time is an important aspect in elementary school curricula. This study focuses on the effects of a curriculum intervention with “Timewise,” a teaching approach developed to improve students’ understanding of historical time using timelines as a basis with which students can develop their understanding of historical phenomena and periods. The study, in which 16 teachers from grade 2 (ages 7–8) and from grade 5 (ages 10–1…
Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program
This study focuses on improving teacher feedback during active learning. Changing teachers’ behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers’ cognitions and practices. Effects of a specifically designed professional development program on 16 elementary schoolteachers’ knowledge, beliefs, perceived problems, and classroom behavior were examined via observations…
The Permanent Importance of the Subjective Reality of Teachers during Educational Innovation: A Concerns-Based Approach
In the present contribution, the question of the conditions under which innovations appear to succeed stands central. Such objective conditions as organizational structure, technological possibilities, and budgets are clearly important for innovations to succeed. Of particular interest here, however, are, the concerns of teachers and the role that these concerns play in the innovation process. A plea is made for increased attention to the individ…
Teacher feedback during active learning: Current practices in primary schools
Background. Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.Aims. The purpose of the present study is to contribute to the existing knowledge about feedback and…
Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program
This study focuses on improving teacher feedback during active learning. Changing teachers’ behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers’ cognitions and practices. Effects of a specifically designed professional development program on 16 elementary schoolteachers’ knowledge, beliefs, perceived problems, and classroom behavior were examined via observations…
Teacher learning in the context of a continuing professional development programme: A case study
A successful professional development program in history: What matters
Improving Elementary School Students’ Understanding of Historical Time: Effects of Teaching With “Timewise”
The teaching of historical time is an important aspect in elementary school curricula. This study focuses on the effects of a curriculum intervention with “Timewise,” a teaching approach developed to improve students’ understanding of historical time using timelines as a basis with which students can develop their understanding of historical phenomena and periods. The study, in which 16 teachers from grade 2 (ages 7–8) and from grade 5 (ages 10–1…
Barriers to collaboration between school teachers and child care workers: Implications for HRM and school leadership
Purpose Whilst an urgent need for collaboration is increasingly seen in education to better respond to socio-educational challenges, in practice, collaboration between primary school teachers and their partners is hampered by barriers. The aim of this study is to shed light on these barriers from a human resource management (HRM) angle, using the ability, motivation and opportunity (AMO) framework. Design/methodology/approach Quantitative and qua…
Fostering collaboration through inclusive leadership: Exploring the behaviour of childcare and school leaders in Dutch child centres
More collaboration between primary schools and childcare providers is increasingly considered a crucial factor to optimally support children's development. However, due to disparities between these two sectors, fostering collaboration proves problematic in practice. Inclusive leadership is seen as a promising approach in contexts with strong fault lines, but whether school leaders and childcare leaders apply this leadership approach is not clear.…
Psychology (8 works) · Pedagogy (7 works) · Teacher Education and Leadership Studies (6 works) · Computer Science (5 works) · Mathematics education (5 works) · Political science (3 works) · Professional development (3 works) · Sociology (3 works) · Cognition (2 works) · Collaborative Teaching and Inclusion (2 works)