Marieke van Geel

Biographic Data

ID5181980
NAMEMarieke van Geel
GIVEN NAMESMarieke
FAMILY NAMEvan Geel
SIGNATUREVAN GEEL M
AFFILIATIONSUniversity of Twente
ORCID0000-0003-2033-6612
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS8
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2016
LATEST PUBLICATION YEAR2025
H-INDEX2

  • Assessing Differentiation in All Phases of Teaching (Adapt)

    Open AccessMarieke van Geel, Trynke Keuning et al.ARTICLEEducation Sciences2025

    Existing observation instruments to measure differentiated instruction often lack insight into the degree to which teachers’ decisions match the actual needs of their students, and neglect the importance of preparation and evaluation. This article describes the psychometric evaluation of a comprehensive instrument (Assessing Differentiation in All Phases of Teaching; ADAPT) that does not suffer from these shortcomings. To assess its quality, 41 r…

  • Profiles of teachers’ assessment techniques and their students’ involvement in assessment

    Open AccessJitske de Vries, Roos Van Gasse et al.ARTICLEEuropean Journal of Teacher…2024

    Two aspects of formative assessment practices in the Dutch and Flemish educational context were explored: the degree to which secondary mathematics teachers implement a variety of assessment techniques in their classrooms, and the extent to which their students are involved in assessment practices. By developing profiles based on the combination of these aspects of formative assessment, we were able to distinguish various developmental stages in …

  • A cognitive task analysis of the teacher skills and knowledge required for differentiated instruction in secondary education

    Open AccessKyra Meutstege, Marlijn Vrielink et al.ARTICLEFrontiers in Education2023

    Providing differentiated instruction (DI) is a complex teacher task that many secondary school teachers do not master well. In the current study, a cognitive task analysis of this teacher task was conducted by analyzing how expert teachers do this and why, resulting in an inventory of the necessary teacher skills and knowledge for providing DI, and a description of the factors that influence the complexity of DI. The results of this analysis show…

  • Evidence-Based Design of a Teacher Professional Development Program for Differentiated Instruction

    Open AccessKyra Meutstege, Marieke van Geel et al.ARTICLEEducation Sciences2023

    Teachers are urged to provide differentiated instruction (DI), that is, deliberately adapting instruction to the learning needs of all students. DI can positively affect students’ academic achievement and their social and emotional development, as well as foster teacher job satisfaction. However, international research, as well as research in the Dutch context, has shown that teachers feel unprepared to provide DI. Hence, the development of teach…

  • Ten steps to 4C/ID

    Open AccessJimmy Frerejean, Marieke van Geel et al.ARTICLEInstructional Science2021

    This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to systematically design a professional development program for teaching differentiation skills to primary school teachers. This description illustrates how insights from a cognitive task analysis into classroom differentiation skills were combined with literature-based instructional d…

  • Capturing the complexity of differentiated instruction

    Open AccessMarieke van Geel, Trynke Keuning et al.ARTICLESchool Effectiveness and School…2019

    Providing differentiated instruction (DI) is considered an important but complex teaching skill which many teachers have not mastered and feel unprepared for. In order to design professional development activities, a thorough description of DI is required. The international literature on assessing teachers’ differentiation qualities describes the use of various instruments, ranging from self-reports to observation schemes and from perceived-diffi…

  • Changes in educators' data literacy during a data-based decision making intervention

    Open AccessMarieke van Geel, Trynke Keuning et al.ARTICLETeaching and Teacher Education2017Cited by: 2References: 1

  • Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools

    Open AccessMarieke van Geel, Trynke Keuning et al.ARTICLEAmerican Educational Research…2016Cited by: 6References: 36

    Despite growing international interest in the use of data to improve education, few studies examining the effects on student achievement are yet available. In the present study, the effects of a two-year data-based decision-making intervention on student achievement growth were investigated. Fifty-three primary schools participated in the project, and student achievement data were collected over the two years before and two years during the inter…