Fred Janssen
Biographic Data
| ID | 3828273 |
|---|---|
| NAME | Fred Janssen |
| GIVEN NAMES | Fred |
| FAMILY NAME | Janssen |
| SIGNATURE | JANSSEN F |
| AFFILIATIONS | Leiden University |
| ORCID | 0000-0002-7344-7693 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Disciplinary perspectives meet disciplinary literacies
Learning in any subject area involves learning to think and build knowledge in particular discipline-specific ways. This is a belief underscored by theory and research from several educational perspectives, although approaches to supporting development of disciplinary thinking vary. Examples of two such differing approaches are the perspective-based approach, and bi- and multilingual disciplinary literacies (BMDLs). While the perspective-based ap…
A systems thinking approach to capture the complexity of effective routes to teaching
STEM teacher shortage remains a serious problem in secondary education in many European countries, despite many interventions and many research studies over the last decades. The observation that past interventions and research outcomes have not significantly contributed to reduce teacher shortage implies that places to effectively intervene in the teacher education system have not been found yet. In this article, a systems thinking approach is p…
Improving self‐regulated learning of speaking skills in foreign languages
In foreign language learning, it is important that learners become autonomous and learn how to self‐regulate their learning to continue language development. This article presents a self‐evaluation procedure designed to promote self‐regulation in speaking skills in a foreign language. This self‐evaluation procedure was tested in a quasi‐experimental study among 329 secondary school students in the Netherlands to investigate to what extent changes…
Exploring teachers’ agency in inclusive education
This study examined educational projects that Dutch secondary teachers consider to be inclusive and their agency in implementing them. Using Banks' (1993) Multicultural Education (ME) model, we analyzed inclusive projects that twelve expert teachers mentioned having developed and used Personal Project Analysis (Little, 1983) to capture teachers' accompanied agency. Inclusive projects were considered meaningful, but poorly manageable and connected…
Enhancing ecological hierarchical problem-solving with domain-specific question agendas
Promoting problem-solving in students is an important aim of secondary science education. There is a mismatch, however, between the complex, ill-structured nature of realistic scientific problems, versus the well-structured problems students are generally confronted with. The current study investigates a teaching-learning strategy that resolves this mismatch by combining a focus on hierarchical problem-solving strategies for complex, authentic pr…
Teachers as researchers and the issue of practicality
Practitioner research should be sufficiently trustworthy and useful. We argue, however, that although criteria of trustworthiness are rather well developed, criteria of usefulness are not. As a result, the long-term impact of practitioner research is rather disappointing because, we contend, it tends to lack practicality. We used theories of classroom ecology, goal systems and how people make decisions in complex situations, to conceptualise prac…
Two Design Principles for the Design of Demonstrations to Enhance Structure–Property Reasoning
Structure–property reasoning (SPR) is one of the most important aims of chemistry education but is seldom explicitly taught, and students find structure–property reasoning difficult. This study assessed two design principles for the development of structure–property reasoning in the context of demonstrations: (1) use of a POE task (predict–observe–explain) and (2) use of the domain-specific particle perspective, both to increase student engagemen…
A practical approach to assessment for learning and differentiated instruction
Assessment for learning (AfL) and differentiated instruction (DI) both imply a focus on learning processes and affect student learning positively. However, both AfL and DI prove to be difficult to implement for teachers. Two chemistry and two physics teachers were studied when designing and implementing the formative assessment of conceptual understanding (AfL), as well as whole task-first differentiating instruction (WTDI). The teachers were off…
Scientific Perspectivism in Secondary-School Chemistry Education
The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical thinking. However, very few studies have focused on how chemical ways of thinking can be defined. To elaborate chemical ways of thinking, this paper draws on scientific perspectivism (Giere 2010; Wimsatt 2007; Thagard 2012). Scientific perspectivism states that, within each general doma…
Facilitating decomposition and recomposition in practice-based teacher education
The Practical Turn in Teacher Education
Amid calls for more practice-based teacher education, this article presents a concrete illustration of a practice-based bridging strategy for preparing high school biology teachers to enact open-inquiry labs. Open-inquiry labs were considered a core practice frame that served as a context for identifying core practices and for giving coherence to separate components of the approach to labs. A bridging model was developed in which the teaching pra…
Pedagogical content knowledge
Facilitating decomposition and recomposition in practice-based teacher education
The Practical Turn in Teacher Education
Amid calls for more practice-based teacher education, this article presents a concrete illustration of a practice-based bridging strategy for preparing high school biology teachers to enact open-inquiry labs. Open-inquiry labs were considered a core practice frame that served as a context for identifying core practices and for giving coherence to separate components of the approach to labs. A bridging model was developed in which the teaching pra…
Exploring teachers’ agency in inclusive education
This study examined educational projects that Dutch secondary teachers consider to be inclusive and their agency in implementing them. Using Banks' (1993) Multicultural Education (ME) model, we analyzed inclusive projects that twelve expert teachers mentioned having developed and used Personal Project Analysis (Little, 1983) to capture teachers' accompanied agency. Inclusive projects were considered meaningful, but poorly manageable and connected…
Pedagogical content knowledge
The Practical Turn in Teacher Education
Amid calls for more practice-based teacher education, this article presents a concrete illustration of a practice-based bridging strategy for preparing high school biology teachers to enact open-inquiry labs. Open-inquiry labs were considered a core practice frame that served as a context for identifying core practices and for giving coherence to separate components of the approach to labs. A bridging model was developed in which the teaching pra…
Facilitating decomposition and recomposition in practice-based teacher education
A practical approach to assessment for learning and differentiated instruction
Assessment for learning (AfL) and differentiated instruction (DI) both imply a focus on learning processes and affect student learning positively. However, both AfL and DI prove to be difficult to implement for teachers. Two chemistry and two physics teachers were studied when designing and implementing the formative assessment of conceptual understanding (AfL), as well as whole task-first differentiating instruction (WTDI). The teachers were off…
Scientific Perspectivism in Secondary-School Chemistry Education
The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical thinking. However, very few studies have focused on how chemical ways of thinking can be defined. To elaborate chemical ways of thinking, this paper draws on scientific perspectivism (Giere 2010; Wimsatt 2007; Thagard 2012). Scientific perspectivism states that, within each general doma…
Two Design Principles for the Design of Demonstrations to Enhance Structure–Property Reasoning
Structure–property reasoning (SPR) is one of the most important aims of chemistry education but is seldom explicitly taught, and students find structure–property reasoning difficult. This study assessed two design principles for the development of structure–property reasoning in the context of demonstrations: (1) use of a POE task (predict–observe–explain) and (2) use of the domain-specific particle perspective, both to increase student engagemen…
Enhancing ecological hierarchical problem-solving with domain-specific question agendas
Promoting problem-solving in students is an important aim of secondary science education. There is a mismatch, however, between the complex, ill-structured nature of realistic scientific problems, versus the well-structured problems students are generally confronted with. The current study investigates a teaching-learning strategy that resolves this mismatch by combining a focus on hierarchical problem-solving strategies for complex, authentic pr…
Teachers as researchers and the issue of practicality
Practitioner research should be sufficiently trustworthy and useful. We argue, however, that although criteria of trustworthiness are rather well developed, criteria of usefulness are not. As a result, the long-term impact of practitioner research is rather disappointing because, we contend, it tends to lack practicality. We used theories of classroom ecology, goal systems and how people make decisions in complex situations, to conceptualise prac…
A systems thinking approach to capture the complexity of effective routes to teaching
STEM teacher shortage remains a serious problem in secondary education in many European countries, despite many interventions and many research studies over the last decades. The observation that past interventions and research outcomes have not significantly contributed to reduce teacher shortage implies that places to effectively intervene in the teacher education system have not been found yet. In this article, a systems thinking approach is p…
Improving self‐regulated learning of speaking skills in foreign languages
In foreign language learning, it is important that learners become autonomous and learn how to self‐regulate their learning to continue language development. This article presents a self‐evaluation procedure designed to promote self‐regulation in speaking skills in a foreign language. This self‐evaluation procedure was tested in a quasi‐experimental study among 329 secondary school students in the Netherlands to investigate to what extent changes…
Exploring teachers’ agency in inclusive education
This study examined educational projects that Dutch secondary teachers consider to be inclusive and their agency in implementing them. Using Banks' (1993) Multicultural Education (ME) model, we analyzed inclusive projects that twelve expert teachers mentioned having developed and used Personal Project Analysis (Little, 1983) to capture teachers' accompanied agency. Inclusive projects were considered meaningful, but poorly manageable and connected…
Disciplinary perspectives meet disciplinary literacies
Learning in any subject area involves learning to think and build knowledge in particular discipline-specific ways. This is a belief underscored by theory and research from several educational perspectives, although approaches to supporting development of disciplinary thinking vary. Examples of two such differing approaches are the perspective-based approach, and bi- and multilingual disciplinary literacies (BMDLs). While the perspective-based ap…
Psychology (11 works) · Computer Science (10 works) · Mathematics education (10 works) · Pedagogy (8 works) · Epistemology (4 works) · Higher education (4 works) · Innovative Teaching and Learning Methods (4 works) · Mathematics (4 works) · Sociology (4 works) · Teacher education (4 works)