Janneke Van De Pol
Biographic Data
| ID | 3656745 |
|---|---|
| NAME | Janneke Van De Pol |
| GIVEN NAMES | Janneke |
| FAMILY NAME | Van De Pol |
| SIGNATURE | VAN DE POL J |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0003-2275-6397 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Teacher expectations
According to self-determination theory, all students benefit from need-supportive teaching (i.e., provision of autonomy support, structure, and involvement). Yet, teachers seem to differentiate between students in their level of need support. This study examined to what extent teacher expectations could explain differences in teacher-reported levels of different indicators of need support (i.e., provided choice, help and guidance, and quality of …
What it takes to tutor—A preregistered direct replication of the scaffolding experimental study by D. Wood et al. (1978)
Scaffolding, which can be summarized as the right instructional support at the right moment in time, is often mentioned as an important feature of effective teaching. The present study is a preregistered direct replication of the cornerstone experimental study by D. Wood et al. (1978), who found empirical evidence for the claim that a contingent use of verbal and nonverbal levels of instruction lies at the heart of scaffolding. D. Wood et al. (19…
What students need from their teacher
In this study, it was examined whether teachers’ cognitive adaptive support (i.e., support that is tailored to students’ understanding), as perceived by students, was associated with students’ intrinsic motivation and academic achievement, and whether satisfaction of students’ needs for autonomy, competence, and relatedness explain these associations. Multilevel analyses in a sample of n = 692 secondary education students from 35 classes revealed…
Evaluating Sentence‐Bert ‐powered learning analytics for automated assessment of students' causal diagrams
Towards adaptive support for self‐regulated learning of causal relations
Advances in computational language models increasingly enable adaptive support for self‐regulated learning (SRL) in digital learning environments (DLEs; eg, via automated feedback). However, the accuracy of those models is a common concern for educational stakeholders (eg, policymakers, researchers, teachers and learners themselves). We compared the accuracy of four Dutch language models (ie, spaCy medium, spaCy large, FastText and ConceptNet Num…
Teachers taking perceptions of student attributes into consideration when formulating track recommendations
In some tracked educational systems, track recommendations are formulated by primary school teachers to determine the secondary school level that students will be allocated to. While teachers mostly base their track recommendations on students’ prior achievement, the extent to which teachers also consider perceived student attributes, such as students’ perceived work habits or parental involvement, and the extent to which these perceived student …
The workings of multiple principles in student-teacher interactions
In classroom interaction, participants are not only oriented to interactional principles for mundane talk, but also to pedagogical principles. In this paper, the interplay between these principles is revealed by means of a conversation analytic study into student-initiated student-teacher interactions during desk work in Dutch secondary schools. It is investigated from a participants’ perspective how teachers depart from the mundane interactional…
Towards a conceptual framework of adaptivity in face-to-face-interaction
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…
Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance
We investigated how the accuracy of teachers' judgments of their students' performance on procedural mathematical tasks, as well as their confidence in that, can be improved. Thirty-three primary school teachers judged how their students (N = 553) would perform on a multiplication and division task, with and without having access to performance cues (i.e., students' performance on similar tasks completed one week earlier). When available, teacher…
The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension
We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring …
Test- or judgement-based school track recommendations
BackgroundThere are concerns that school track recommendations that are mostly based on teachers' judgements of students' performance ('judgement-based recommendations') are more biased by students' SES than school track recommendations that are mostly based on standardized test results ('test-based recommendations'). A recent policy reform of the Dutch educational system has provided us the unique opportunity to compare the effects of students' …
Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding
Conceptualising and grounding scaffolding in complex educational contexts
Scaffolding student learning
Promoting teacher scaffolding in small-group work
Scaffolding in Teacher–Student Interaction
Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade’s scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of…
Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding
Test- or judgement-based school track recommendations
BackgroundThere are concerns that school track recommendations that are mostly based on teachers' judgements of students' performance ('judgement-based recommendations') are more biased by students' SES than school track recommendations that are mostly based on standardized test results ('test-based recommendations'). A recent policy reform of the Dutch educational system has provided us the unique opportunity to compare the effects of students' …
Promoting teacher scaffolding in small-group work
Towards a conceptual framework of adaptivity in face-to-face-interaction
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…
Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance
We investigated how the accuracy of teachers' judgments of their students' performance on procedural mathematical tasks, as well as their confidence in that, can be improved. Thirty-three primary school teachers judged how their students (N = 553) would perform on a multiplication and division task, with and without having access to performance cues (i.e., students' performance on similar tasks completed one week earlier). When available, teacher…
The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension
We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring …
Scaffolding in Teacher–Student Interaction
Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade’s scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of…
Promoting teacher scaffolding in small-group work
Conceptualising and grounding scaffolding in complex educational contexts
Scaffolding student learning
Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding
The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension
We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring …
Test- or judgement-based school track recommendations
BackgroundThere are concerns that school track recommendations that are mostly based on teachers' judgements of students' performance ('judgement-based recommendations') are more biased by students' SES than school track recommendations that are mostly based on standardized test results ('test-based recommendations'). A recent policy reform of the Dutch educational system has provided us the unique opportunity to compare the effects of students' …
Towards a conceptual framework of adaptivity in face-to-face-interaction
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…
Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance
We investigated how the accuracy of teachers' judgments of their students' performance on procedural mathematical tasks, as well as their confidence in that, can be improved. Thirty-three primary school teachers judged how their students (N = 553) would perform on a multiplication and division task, with and without having access to performance cues (i.e., students' performance on similar tasks completed one week earlier). When available, teacher…
The workings of multiple principles in student-teacher interactions
In classroom interaction, participants are not only oriented to interactional principles for mundane talk, but also to pedagogical principles. In this paper, the interplay between these principles is revealed by means of a conversation analytic study into student-initiated student-teacher interactions during desk work in Dutch secondary schools. It is investigated from a participants’ perspective how teachers depart from the mundane interactional…
Evaluating Sentence‐Bert ‐powered learning analytics for automated assessment of students' causal diagrams
Towards adaptive support for self‐regulated learning of causal relations
Advances in computational language models increasingly enable adaptive support for self‐regulated learning (SRL) in digital learning environments (DLEs; eg, via automated feedback). However, the accuracy of those models is a common concern for educational stakeholders (eg, policymakers, researchers, teachers and learners themselves). We compared the accuracy of four Dutch language models (ie, spaCy medium, spaCy large, FastText and ConceptNet Num…
Teachers taking perceptions of student attributes into consideration when formulating track recommendations
In some tracked educational systems, track recommendations are formulated by primary school teachers to determine the secondary school level that students will be allocated to. While teachers mostly base their track recommendations on students’ prior achievement, the extent to which teachers also consider perceived student attributes, such as students’ perceived work habits or parental involvement, and the extent to which these perceived student …
Teacher expectations
According to self-determination theory, all students benefit from need-supportive teaching (i.e., provision of autonomy support, structure, and involvement). Yet, teachers seem to differentiate between students in their level of need support. This study examined to what extent teacher expectations could explain differences in teacher-reported levels of different indicators of need support (i.e., provided choice, help and guidance, and quality of …
What it takes to tutor—A preregistered direct replication of the scaffolding experimental study by D. Wood et al. (1978)
Scaffolding, which can be summarized as the right instructional support at the right moment in time, is often mentioned as an important feature of effective teaching. The present study is a preregistered direct replication of the cornerstone experimental study by D. Wood et al. (1978), who found empirical evidence for the claim that a contingent use of verbal and nonverbal levels of instruction lies at the heart of scaffolding. D. Wood et al. (19…
What students need from their teacher
In this study, it was examined whether teachers’ cognitive adaptive support (i.e., support that is tailored to students’ understanding), as perceived by students, was associated with students’ intrinsic motivation and academic achievement, and whether satisfaction of students’ needs for autonomy, competence, and relatedness explain these associations. Multilevel analyses in a sample of n = 692 secondary education students from 35 classes revealed…
Psychology (15 works) · Mathematics education (12 works) · Computer Science (10 works) · Pedagogy (7 works) · Innovative Teaching and Learning Methods (4 works) · Mathematics (4 works) · Medicine (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Artificial Intelligence (3 works)