Rob Martens
Biographic Data
| ID | 3655145 |
|---|---|
| NAME | Rob Martens |
| GIVEN NAMES | Rob |
| FAMILY NAME | Martens |
| SIGNATURE | MARTENS R |
| AFFILIATIONS | Welten Institute; Open University; Heerlen The Netherlands |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Distributed leadership in action
Distributed leadership is currently the most studied leadership model in education. This study posits that there is not a single best model or blueprint for distributed leadership, but that schools should foster manifestations of distributed leadership to support professional development and school improvement. The school leader can support distributed leadership. In this study we examined dimensions of distributed leadership when teachers collab…
True choice and taking ownership of life
Purpose This study aims to present the experiences with self-determination and taking ownership of life in Sudbury model schools that allow students true choice. Design/methodology/approach For this qualitative study we used a thematic analysis (TA) methodology. The study is based on semi-structured interviews with 14 adult participants from eight different Sudbury model and comparable schools in the Netherlands, Israel and the US. These schools …
Animal-Assisted Education
For some students, school success is not a simple matter. A growing, innovative approach that supports students' functioning at school is programs in which animals are involved in education. The involvement of animals, especially dogs, in education is known as animal-assisted education (AAE). A literature review of AAE indicated a positive influence of AAE programs on the quality of learning and social emotional development in children. This stud…
Professional development focused on intuition can enhance teacher pedagogical tact
Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuition-focused professional development on teachers' pedagogical tact. Questionnaires measured teacher change, and showed large positive effects on teachers’ immediate pedagogical actions, and medium effec…
The role of intuition in pedagogical tact
Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre‐service or in‐service programmes devote explicit attention to developing this …
The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use
BACKGROUND: Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strate…
Understanding how a case-based assessment instrument influences student teachers’ learning approaches
Internet based formative prior knowledge assessment
Assessment and feedback as student support devices
Integrating assessment, learning and instruction
The role of intuition in pedagogical tact
Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre‐service or in‐service programmes devote explicit attention to developing this …
The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use
BACKGROUND: Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strate…
Understanding how a case-based assessment instrument influences student teachers’ learning approaches
Professional development focused on intuition can enhance teacher pedagogical tact
Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuition-focused professional development on teachers' pedagogical tact. Questionnaires measured teacher change, and showed large positive effects on teachers’ immediate pedagogical actions, and medium effec…
Integrating assessment, learning and instruction
Assessment and feedback as student support devices
Internet based formative prior knowledge assessment
Understanding how a case-based assessment instrument influences student teachers’ learning approaches
The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use
BACKGROUND: Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strate…
The role of intuition in pedagogical tact
Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre‐service or in‐service programmes devote explicit attention to developing this …
Professional development focused on intuition can enhance teacher pedagogical tact
Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuition-focused professional development on teachers' pedagogical tact. Questionnaires measured teacher change, and showed large positive effects on teachers’ immediate pedagogical actions, and medium effec…
Animal-Assisted Education
For some students, school success is not a simple matter. A growing, innovative approach that supports students' functioning at school is programs in which animals are involved in education. The involvement of animals, especially dogs, in education is known as animal-assisted education (AAE). A literature review of AAE indicated a positive influence of AAE programs on the quality of learning and social emotional development in children. This stud…
True choice and taking ownership of life
Purpose This study aims to present the experiences with self-determination and taking ownership of life in Sudbury model schools that allow students true choice. Design/methodology/approach For this qualitative study we used a thematic analysis (TA) methodology. The study is based on semi-structured interviews with 14 adult participants from eight different Sudbury model and comparable schools in the Netherlands, Israel and the US. These schools …
Distributed leadership in action
Distributed leadership is currently the most studied leadership model in education. This study posits that there is not a single best model or blueprint for distributed leadership, but that schools should foster manifestations of distributed leadership to support professional development and school improvement. The school leader can support distributed leadership. In this study we examined dimensions of distributed leadership when teachers collab…
Psychology (10 works) · Mathematics education (9 works) · Computer Science (4 works) · Developmental psychology (4 works) · Pedagogy (4 works) · Student Assessment and Feedback (4 works) · Innovative Teaching and Learning Methods (3 works) · Teacher Education and Leadership Studies (3 works) · Cognition (2 works) · Early Childhood Education and Development (2 works)