Ellen Jansen
Biographic Data
| ID | 3828770 |
|---|---|
| NAME | Ellen Jansen |
| GIVEN NAMES | Ellen |
| FAMILY NAME | Jansen |
| SIGNATURE | JANSEN E |
| AFFILIATIONS | University of Groningen |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Promoting University Students’ Engagement in Intercultural Group Work: The Importance of Expectancy, Value, and Cost
Intercultural group work (IGW) is a valuable learning strategy to enhance deep learning and prepare university students to participate in a globalized world, so more insight is needed into what motivates students to engage actively in IGW. Using an expectancy–value theory framework, this study investigates the extent to which the different components of this theory (i.e., self-efficacy, perceived benefit, and perceived cost) relate to each other …
Cultural Intelligence and Openness to Experiences Pave the Way for Cognitive Engagement in Intercultural Group Work
To prepare students for an increasingly globalized world, intercultural group work (IGW) holds promise as a pedagogical tool, because it may help them develop intercultural competence and second-language proficiency. These skills also are needed to complete the discipline-specific aspects of group work successfully. This study investigates the extent to which cultural intelligence (CQ), English language proficiency, and personality contribute to …
Student motivation in Dutch secondary school EFL literature lessons
Foreign language curricula worldwide have seen a revival of the inclusion of literary texts, promoting so-called language-literature instruction. Responding to the plea for more empirical research in this area, specifically in secondary education, this study investigates the student’s perspective by looking at the relationship between their level of engagement in literature lessons in English as a foreign language (EFL) and how they value these l…
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education
This study aims to gain insight into the perceived purpose and value of preservice teacher inquiry in Dutch primary teacher education by teacher educators and preservice teachers at the undergraduate level; it also assesses the implementation of teaching and learning activities, and learning outcomes associated with teacher inquiry. In the Netherlands, inquiry competence in primary teacher education develops over a 4-year period, resulting in stu…
Connecting students and researchers: The secondary school student’s voice in foreign language education research
The inclusion of student voice in foreign language research often relies mainly on a perspective that includes their voice as a data source, in spite of claims that the perspectives that include students as initiators should be at the fore. In this paper, the authors address the incongruity of this situation, arguing for a revision of current views. They discuss different conceptualisations of student voice in educational research, and argue that…
It's important, but I'm not going to keep doing it!”: Perceived purposes, learning outcomes, and value of pre-service teacher research among educators and pre-service teachers
A classroom observation tool for scaffolding reading comprehension
Exploring EFL literature approaches in Dutch secondary education
There is an increasing awareness that the inclusion of literature in foreign language (FL) curricula can be beneficial to language learners. Especially, the move towards integrated language and literature curricula is gaining ground. In this study we investigated the way English as a foreign language (EFL) is approached in Dutch secondary education at pre-university level. Using a survey study (N = 106 EFL teachers), we investigated (1) how EFL t…
Predicting undergraduates' academic achievement: The Role of the Curriculum, Time Investment and Self-Regulated Learning
The time students invest in their studies and their resulting achievement is partly dependent on curriculum characteristics. Degree programmes differ greatly with respect to how the curriculum is organized, for example in the type (e.g. lectures, practicals) and the number of classes. The focus of this study is on the relationships between curriculum characteristics, self-regulated learning, time investment and achievement. Structural equation mo…
The effect of the fit between secondary and university education on first-year student achievement
Central in this study is the role of student variables and the fit between secondary education and university education in the explanation of first‐year student achievement. The fit between two levels of education can be defined in different ways. In this study the focus is on four fit‐aspects: appropriateness of expectations, and the degree to which there is a continuance with respect to teaching approaches, knowledge and workload. The conceptua…
It's almost a mindset that teachers need to change: First-Year Students' Need to Be Inducted Into Time Management
This article discusses the findings related to a number of research projects investigating students’ expectations and experiences of the first year in higher education. In particular, findings with regard to first‐year students’ expectations and challenges with issues of time management are reported. It was found that many students were realistic about having to plan their work independently, and having to spend a good amount of their time during…
Ethnicity and Youth Cultural Participation in the Netherlands
In this article the influence of several factors (ethnicity, sex, educational level and the cultural participation of family members) on adolescents' active cultural participation (e.g., drawing, acting) and receptive cultural participation (e.g., attending concerts, visiting museums) is explored. The respondents included 557 12-to 18-years-olds living in the city of Utrecht (the Netherlands): 285 minority youth (i.e., youth whose parents had bot…
It's almost a mindset that teachers need to change: First-Year Students' Need to Be Inducted Into Time Management
This article discusses the findings related to a number of research projects investigating students’ expectations and experiences of the first year in higher education. In particular, findings with regard to first‐year students’ expectations and challenges with issues of time management are reported. It was found that many students were realistic about having to plan their work independently, and having to spend a good amount of their time during…
It's important, but I'm not going to keep doing it!”: Perceived purposes, learning outcomes, and value of pre-service teacher research among educators and pre-service teachers
A classroom observation tool for scaffolding reading comprehension
The effect of the fit between secondary and university education on first-year student achievement
Central in this study is the role of student variables and the fit between secondary education and university education in the explanation of first‐year student achievement. The fit between two levels of education can be defined in different ways. In this study the focus is on four fit‐aspects: appropriateness of expectations, and the degree to which there is a continuance with respect to teaching approaches, knowledge and workload. The conceptua…
Ethnicity and Youth Cultural Participation in the Netherlands
In this article the influence of several factors (ethnicity, sex, educational level and the cultural participation of family members) on adolescents' active cultural participation (e.g., drawing, acting) and receptive cultural participation (e.g., attending concerts, visiting museums) is explored. The respondents included 557 12-to 18-years-olds living in the city of Utrecht (the Netherlands): 285 minority youth (i.e., youth whose parents had bot…
Predicting undergraduates' academic achievement: The Role of the Curriculum, Time Investment and Self-Regulated Learning
The time students invest in their studies and their resulting achievement is partly dependent on curriculum characteristics. Degree programmes differ greatly with respect to how the curriculum is organized, for example in the type (e.g. lectures, practicals) and the number of classes. The focus of this study is on the relationships between curriculum characteristics, self-regulated learning, time investment and achievement. Structural equation mo…
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education
This study aims to gain insight into the perceived purpose and value of preservice teacher inquiry in Dutch primary teacher education by teacher educators and preservice teachers at the undergraduate level; it also assesses the implementation of teaching and learning activities, and learning outcomes associated with teacher inquiry. In the Netherlands, inquiry competence in primary teacher education develops over a 4-year period, resulting in stu…
Exploring EFL literature approaches in Dutch secondary education
There is an increasing awareness that the inclusion of literature in foreign language (FL) curricula can be beneficial to language learners. Especially, the move towards integrated language and literature curricula is gaining ground. In this study we investigated the way English as a foreign language (EFL) is approached in Dutch secondary education at pre-university level. Using a survey study (N = 106 EFL teachers), we investigated (1) how EFL t…
Ethnicity and Youth Cultural Participation in the Netherlands
In this article the influence of several factors (ethnicity, sex, educational level and the cultural participation of family members) on adolescents' active cultural participation (e.g., drawing, acting) and receptive cultural participation (e.g., attending concerts, visiting museums) is explored. The respondents included 557 12-to 18-years-olds living in the city of Utrecht (the Netherlands): 285 minority youth (i.e., youth whose parents had bot…
The effect of the fit between secondary and university education on first-year student achievement
Central in this study is the role of student variables and the fit between secondary education and university education in the explanation of first‐year student achievement. The fit between two levels of education can be defined in different ways. In this study the focus is on four fit‐aspects: appropriateness of expectations, and the degree to which there is a continuance with respect to teaching approaches, knowledge and workload. The conceptua…
It's almost a mindset that teachers need to change: First-Year Students' Need to Be Inducted Into Time Management
This article discusses the findings related to a number of research projects investigating students’ expectations and experiences of the first year in higher education. In particular, findings with regard to first‐year students’ expectations and challenges with issues of time management are reported. It was found that many students were realistic about having to plan their work independently, and having to spend a good amount of their time during…
Predicting undergraduates' academic achievement: The Role of the Curriculum, Time Investment and Self-Regulated Learning
The time students invest in their studies and their resulting achievement is partly dependent on curriculum characteristics. Degree programmes differ greatly with respect to how the curriculum is organized, for example in the type (e.g. lectures, practicals) and the number of classes. The focus of this study is on the relationships between curriculum characteristics, self-regulated learning, time investment and achievement. Structural equation mo…
Exploring EFL literature approaches in Dutch secondary education
There is an increasing awareness that the inclusion of literature in foreign language (FL) curricula can be beneficial to language learners. Especially, the move towards integrated language and literature curricula is gaining ground. In this study we investigated the way English as a foreign language (EFL) is approached in Dutch secondary education at pre-university level. Using a survey study (N = 106 EFL teachers), we investigated (1) how EFL t…
A classroom observation tool for scaffolding reading comprehension
It's important, but I'm not going to keep doing it!”: Perceived purposes, learning outcomes, and value of pre-service teacher research among educators and pre-service teachers
Connecting students and researchers: The secondary school student’s voice in foreign language education research
The inclusion of student voice in foreign language research often relies mainly on a perspective that includes their voice as a data source, in spite of claims that the perspectives that include students as initiators should be at the fore. In this paper, the authors address the incongruity of this situation, arguing for a revision of current views. They discuss different conceptualisations of student voice in educational research, and argue that…
Student motivation in Dutch secondary school EFL literature lessons
Foreign language curricula worldwide have seen a revival of the inclusion of literary texts, promoting so-called language-literature instruction. Responding to the plea for more empirical research in this area, specifically in secondary education, this study investigates the student’s perspective by looking at the relationship between their level of engagement in literature lessons in English as a foreign language (EFL) and how they value these l…
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education
This study aims to gain insight into the perceived purpose and value of preservice teacher inquiry in Dutch primary teacher education by teacher educators and preservice teachers at the undergraduate level; it also assesses the implementation of teaching and learning activities, and learning outcomes associated with teacher inquiry. In the Netherlands, inquiry competence in primary teacher education develops over a 4-year period, resulting in stu…
Promoting University Students’ Engagement in Intercultural Group Work: The Importance of Expectancy, Value, and Cost
Intercultural group work (IGW) is a valuable learning strategy to enhance deep learning and prepare university students to participate in a globalized world, so more insight is needed into what motivates students to engage actively in IGW. Using an expectancy–value theory framework, this study investigates the extent to which the different components of this theory (i.e., self-efficacy, perceived benefit, and perceived cost) relate to each other …
Cultural Intelligence and Openness to Experiences Pave the Way for Cognitive Engagement in Intercultural Group Work
To prepare students for an increasingly globalized world, intercultural group work (IGW) holds promise as a pedagogical tool, because it may help them develop intercultural competence and second-language proficiency. These skills also are needed to complete the discipline-specific aspects of group work successfully. This study investigates the extent to which cultural intelligence (CQ), English language proficiency, and personality contribute to …
Psychology (12 works) · Pedagogy (9 works) · Computer Science (8 works) · Mathematics education (8 works) · EFL/ESL Teaching and Learning (4 works) · Medicine (4 works) · Political science (4 works) · Social Psychology (4 works) · Curriculum (3 works) · English as a foreign language (3 works)