Frank Cornelissen
Biographic Data
| ID | 5707569 |
|---|---|
| NAME | Frank Cornelissen |
| GIVEN NAMES | Frank |
| FAMILY NAME | Cornelissen |
| SIGNATURE | CORNELISSEN F |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0002-6037-961X |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Second-career teachers entering schools
To address the teacher shortage, employees from other professions are being recruited to transition into teaching, the second-career teachers (SCTs). Although SCTs are needed to address teacher shortage, not all schools are equally enthusiastic about hiring these teachers. Using the lens of Activity Theory, we studied the contributions and challenges that are experienced by colleagues when SCTs enter schools. Semi-open questionnaires (n = 53) and…
The role of transformational leadership and an experienced team in sustaining a technology enhanced learning intervention in schools
Studies on school factors contributing to sustaining innovations hardly focused on differences across schools. We investigated school factors that are associated with the sustained implementation of a technology enhanced intervention across 59 Dutch elementary schools. Educational professionals of these schools ( n = 551) rated various school factors and the sustained implementation of the intervention. Data were analyzed by two-level regression …
Teacher experiences with online experiential legal education
To gain insight into the potential benefits and shortcomings of online experiential education, seventeen teachers were interviewed who offered online experiential legal education following the COVID-19 pandemic. Juxtaposing the online learning activities with the stages of the experiential learning cycle provided a more detailed understanding of the type of online activities that can induce meaningful learning experiences, and which online activi…
Understanding professional identity development of second-career teachers
This study examines the professional identity development of second-career teachers (SCTs), aiming to reduce dropout rates by identifying risks and stagnations. 24 SCTs were followed over 2.5 years, focusing on their personal characteristics, knowledge and skills, motives and ideals, and their perceptions of the school and educational context. Findings reveal that SCTs' identity development is a unique process. Mapping relevant components for eac…
Does education policy affect teachers' learning needs? An international comparison of trends in teachers' continuing professional learning needs in secondary schools in Australia, England, Japan and t…
Education policy changes are believed to influence teachers' continuing professional learning (CPL) needs, but there is limited empirical evidence to support these claims. This lack of deep understanding has significant practical implications. This study used a new circular conceptual framework to analyse teachers' CPL needs. Leveraging public administration theory, the study distinguished four countries' governance styles and the predicted impac…
Developing research networks in schools
The Anglo-Saxon world has a long history of promoting research engagement with teachers and schools. However, over the years it became evident that building such research engagement in schools is challenging. This study examined factors that may influence the development of research-engaged relationships among colleagues. A survey study, including a social network analysis, was conducted. The findings indicate that both individual educators’ inte…
Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education
Background: Experiential learning environments are beneficial for the development of generic learning outcomes, such as critical thinking, communication, and self-regulation. However, research about the variation in experiential learning activities and their benefits is scattered across several bodies of discipline-specific literature. Purpose: The aim is to map the design elements of experiential learning environments across domains and to uncov…
Tensions experienced by second-career student teachers at the start of their training programme
Teaching and learning to teach are always accompanied by experiences of tension. It has been suggested that the tensions of second-career teachers (SCTs) differ from those of first-career teachers (FCTs) because of the professional and personal life experiences that they bring into education. We investigated which experiences evoked tension for SCTs. We interviewed 24 SCTs following a teacher-training programme specifically tailored to them, and …
Coping strategies used by second‐career student teachers
BACKGROUND: When second-career teachers (SCTs) learn to teach, they need to cope with the tension-evoking moments they encounter. Little is known about the coping strategies SCTs use to manage tensions. AIM: The purpose of this study was to investigate the coping strategies SCTs use during the first 1.5 years of teacher training. The SCTs' own perceptions about the usefulness, evolution and specificity of these coping strategies were also studied…
Investigating Transfer Motivation Profiles, Their Antecedents and Transfer of Training
Despite investments of companies in employee trainings, transfer of training remains low. One component influencing transfer is transfer motivation. Recent insights have shown that different components of transfer motivation possibly independently influence transfer of training. It is therefore possible that transfer motivation profiles can be distinguished. However, it is unclear whether such motivational profiles exist. In this study, we invest…
Beyond the linear standard
Accurate identification of teachers' continuing professional learning (CPL) needs is paramount to create relevant professional development opportunities. How teachers' CPL needs can best be identified is, however, a question often unaddressed. This study introduces different classes of identification methods: linear-dominance, linear-unfolding, and circular-unfolding. The TALIS 2018 data collected from primary education teachers in Australia, Eng…
A Metric to Assess Brokerage Positions within Social Networking Sites
Background/Context Teachers and educational professionals can draw on (informal) networks to foster their professional development. Moreover, a growing number of studies have shown that teachers use social networking sites (SNSs), such as Twitter, to keep up to date with the latest news on education and share resources with colleagues. Additionally, social capital can help to explain potential benefits of networking and has already been used to b…
Drinking from the Firehose
The continuous professional development of teachers is a pivotal element in the provision of high-quality education. Informal social networking sites (SNS), such as Twitter, can contribute to this process by enabling teachers to share their ideas and collaboratively reflect on their practice. In this context, educational scientists have increasingly acknowledged that the concept of social capital can contribute to our understanding of how such ne…
Leveraging the relationship
This study investigated the way developing, sharing and using of research-based knowledge occurred in the school–university research network of a master’s programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was collected. Data were analysed at three network levels: school, pairs of master’s students and research supervisors, and individuals. Overall, results indi…
Aspects of school–university research networks that play a role in developing, sharing and using knowledge based on teacher research
Aspects of school–university research networks that play a role in developing, sharing and using knowledge based on teacher research
Beyond the linear standard
Accurate identification of teachers' continuing professional learning (CPL) needs is paramount to create relevant professional development opportunities. How teachers' CPL needs can best be identified is, however, a question often unaddressed. This study introduces different classes of identification methods: linear-dominance, linear-unfolding, and circular-unfolding. The TALIS 2018 data collected from primary education teachers in Australia, Eng…
Leveraging the relationship
This study investigated the way developing, sharing and using of research-based knowledge occurred in the school–university research network of a master’s programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was collected. Data were analysed at three network levels: school, pairs of master’s students and research supervisors, and individuals. Overall, results indi…
Aspects of school–university research networks that play a role in developing, sharing and using knowledge based on teacher research
Leveraging the relationship
This study investigated the way developing, sharing and using of research-based knowledge occurred in the school–university research network of a master’s programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was collected. Data were analysed at three network levels: school, pairs of master’s students and research supervisors, and individuals. Overall, results indi…
A Metric to Assess Brokerage Positions within Social Networking Sites
Background/Context Teachers and educational professionals can draw on (informal) networks to foster their professional development. Moreover, a growing number of studies have shown that teachers use social networking sites (SNSs), such as Twitter, to keep up to date with the latest news on education and share resources with colleagues. Additionally, social capital can help to explain potential benefits of networking and has already been used to b…
Drinking from the Firehose
The continuous professional development of teachers is a pivotal element in the provision of high-quality education. Informal social networking sites (SNS), such as Twitter, can contribute to this process by enabling teachers to share their ideas and collaboratively reflect on their practice. In this context, educational scientists have increasingly acknowledged that the concept of social capital can contribute to our understanding of how such ne…
Investigating Transfer Motivation Profiles, Their Antecedents and Transfer of Training
Despite investments of companies in employee trainings, transfer of training remains low. One component influencing transfer is transfer motivation. Recent insights have shown that different components of transfer motivation possibly independently influence transfer of training. It is therefore possible that transfer motivation profiles can be distinguished. However, it is unclear whether such motivational profiles exist. In this study, we invest…
Beyond the linear standard
Accurate identification of teachers' continuing professional learning (CPL) needs is paramount to create relevant professional development opportunities. How teachers' CPL needs can best be identified is, however, a question often unaddressed. This study introduces different classes of identification methods: linear-dominance, linear-unfolding, and circular-unfolding. The TALIS 2018 data collected from primary education teachers in Australia, Eng…
Developing research networks in schools
The Anglo-Saxon world has a long history of promoting research engagement with teachers and schools. However, over the years it became evident that building such research engagement in schools is challenging. This study examined factors that may influence the development of research-engaged relationships among colleagues. A survey study, including a social network analysis, was conducted. The findings indicate that both individual educators’ inte…
Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education
Background: Experiential learning environments are beneficial for the development of generic learning outcomes, such as critical thinking, communication, and self-regulation. However, research about the variation in experiential learning activities and their benefits is scattered across several bodies of discipline-specific literature. Purpose: The aim is to map the design elements of experiential learning environments across domains and to uncov…
Tensions experienced by second-career student teachers at the start of their training programme
Teaching and learning to teach are always accompanied by experiences of tension. It has been suggested that the tensions of second-career teachers (SCTs) differ from those of first-career teachers (FCTs) because of the professional and personal life experiences that they bring into education. We investigated which experiences evoked tension for SCTs. We interviewed 24 SCTs following a teacher-training programme specifically tailored to them, and …
Coping strategies used by second‐career student teachers
BACKGROUND: When second-career teachers (SCTs) learn to teach, they need to cope with the tension-evoking moments they encounter. Little is known about the coping strategies SCTs use to manage tensions. AIM: The purpose of this study was to investigate the coping strategies SCTs use during the first 1.5 years of teacher training. The SCTs' own perceptions about the usefulness, evolution and specificity of these coping strategies were also studied…
The role of transformational leadership and an experienced team in sustaining a technology enhanced learning intervention in schools
Studies on school factors contributing to sustaining innovations hardly focused on differences across schools. We investigated school factors that are associated with the sustained implementation of a technology enhanced intervention across 59 Dutch elementary schools. Educational professionals of these schools ( n = 551) rated various school factors and the sustained implementation of the intervention. Data were analyzed by two-level regression …
Teacher experiences with online experiential legal education
To gain insight into the potential benefits and shortcomings of online experiential education, seventeen teachers were interviewed who offered online experiential legal education following the COVID-19 pandemic. Juxtaposing the online learning activities with the stages of the experiential learning cycle provided a more detailed understanding of the type of online activities that can induce meaningful learning experiences, and which online activi…
Understanding professional identity development of second-career teachers
This study examines the professional identity development of second-career teachers (SCTs), aiming to reduce dropout rates by identifying risks and stagnations. 24 SCTs were followed over 2.5 years, focusing on their personal characteristics, knowledge and skills, motives and ideals, and their perceptions of the school and educational context. Findings reveal that SCTs' identity development is a unique process. Mapping relevant components for eac…
Does education policy affect teachers' learning needs? An international comparison of trends in teachers' continuing professional learning needs in secondary schools in Australia, England, Japan and t…
Education policy changes are believed to influence teachers' continuing professional learning (CPL) needs, but there is limited empirical evidence to support these claims. This lack of deep understanding has significant practical implications. This study used a new circular conceptual framework to analyse teachers' CPL needs. Leveraging public administration theory, the study distinguished four countries' governance styles and the predicted impac…
Second-career teachers entering schools
To address the teacher shortage, employees from other professions are being recruited to transition into teaching, the second-career teachers (SCTs). Although SCTs are needed to address teacher shortage, not all schools are equally enthusiastic about hiring these teachers. Using the lens of Activity Theory, we studied the contributions and challenges that are experienced by colleagues when SCTs enter schools. Semi-open questionnaires (n = 53) and…
Psychology (11 works) · Pedagogy (9 works) · Computer Science (8 works) · Sociology (7 works) · Mathematics education (6 works) · Teacher Education and Leadership Studies (6 works) · Political science (5 works) · Educational and Psychological Assessments (4 works) · Knowledge management (4 works) · Professional development (4 works)