MIENKE DROOP
Biographic Data
| ID | 5972407 |
|---|---|
| NAME | MIENKE DROOP |
| GIVEN NAMES | MIENKE |
| FAMILY NAME | DROOP |
| SIGNATURE | DROOP M |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0002-4645-4388 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 34 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Differentiating Elementary Science Education
Elementary school children can differ greatly in their science knowledge and skills. This requires their teachers to differentiate, thus to adjust their lessons to the various educational needs. The extent to which teachers actually differentiate is assumed to be related to a number of teacher characteristics. The present study examined whether and how the variation in how often teachers report to differentiate their instruction during elementary…
A digital boost of the home literacy environment positively impacts early reading and vocabulary development of Indonesian 1 st graders at-risk
A meta-analysis revealed significant learning delays among school-aged children from low-socioeconomic families during the pandemic, highlighting the need for additional assistance in early reading and vocabulary development. Traditional home literacy environment (HLE) interventions have had very small effects, suggesting that digital interventions may offer a viable solution. This study investigated whether digitally boosting the HLE could impro…
How lexical quality predicts L2 reading comprehension in early bilingual education
This study investigated the impact of second language (L2) lexical quality on L2 reading comprehension in bilingual primary education. The participating children were taught in the L2 English for 30-50% of the time and the remaining time in their L1 Dutch. Seventy-three pupils from four different schools were assessed in the L2 on vocabulary, lexical specificity and phonological awareness in kindergarten, vocabulary, lexical specificity and decod…
Dutch elementary school teachers’ differentiation practices during Science and Technology lessons
Although differentiation is essential to quality teaching, portraits of how teachers adjust lessons of specific subjects to students' needs are scarce. This study investigated Dutch teachers' differentiation practices in elementary Science and Technology (S&T) education. In a multiple-case design, data obtained from lesson plans, interviews and observations of nine elementary-school teachers were triangulated. All teachers adjusted their lesson's…
Meta-analysis of professional development programs in differentiated instruction
Differentiated instruction is a key indicator of effective teaching, but difficult to implement. Thus, educators have called for professional development (PD) programs on the topic. Based on 27 selected studies, this meta-analysis examined the overall effectiveness of PD programs in terms of teacher and student outcomes, and assessed theoretically relevant PD program features as moderators. Our findings indicated that PD programs have a medium ef…
Developing a morphological awareness intervention through inquiry‐based learning
Secondary school students are increasingly exposed to texts containing morphologically complex words. Morphological knowledge may help with understanding those words. Appropriate educational materials to teach morphological awareness (MA) are scarce. A design‐based approach was used to develop an MA‐intervention for Dutch secondary school students. We (1) analysed the aforementioned problem through semi‐structured discussions with teachers and a …
Benefits of being bilingual? The relationship between pupils’ perceptions of teachers’ appreciation of their home language and executive functioning
Aims: We aimed to investigate whether bilingual pupil’s perceptions of teachers’ appreciation of their home language were of influence on bilingual cognitive advantages. Design: We examined whether Dutch bilingual primary school pupils who speak either German or Turkish at home differed in perceptions of their teacher’s appreciation of their HL, and whether these differences could explain differences between the two groups in executive functionin…
Language proficiency and reading ability in first‐ and second‐language learners
S The purpose of the present study was to investigate the development of and interrelations between the language proficiencies and reading abilities of children learning to read in either a first language or a second language. The authors compared the reading‐comprehension, word‐decoding, and oral‐language skills of both high and low SES Dutch third and fourth graders to the skills of low SES minority third and fourth graders from a Turkish or Mo…
Language proficiency and reading ability in first‐ and second‐language learners
S The purpose of the present study was to investigate the development of and interrelations between the language proficiencies and reading abilities of children learning to read in either a first language or a second language. The authors compared the reading‐comprehension, word‐decoding, and oral‐language skills of both high and low SES Dutch third and fourth graders to the skills of low SES minority third and fourth graders from a Turkish or Mo…
Dutch elementary school teachers’ differentiation practices during Science and Technology lessons
Although differentiation is essential to quality teaching, portraits of how teachers adjust lessons of specific subjects to students' needs are scarce. This study investigated Dutch teachers' differentiation practices in elementary Science and Technology (S&T) education. In a multiple-case design, data obtained from lesson plans, interviews and observations of nine elementary-school teachers were triangulated. All teachers adjusted their lesson's…
Language proficiency and reading ability in first‐ and second‐language learners
S The purpose of the present study was to investigate the development of and interrelations between the language proficiencies and reading abilities of children learning to read in either a first language or a second language. The authors compared the reading‐comprehension, word‐decoding, and oral‐language skills of both high and low SES Dutch third and fourth graders to the skills of low SES minority third and fourth graders from a Turkish or Mo…
Benefits of being bilingual? The relationship between pupils’ perceptions of teachers’ appreciation of their home language and executive functioning
Aims: We aimed to investigate whether bilingual pupil’s perceptions of teachers’ appreciation of their home language were of influence on bilingual cognitive advantages. Design: We examined whether Dutch bilingual primary school pupils who speak either German or Turkish at home differed in perceptions of their teacher’s appreciation of their HL, and whether these differences could explain differences between the two groups in executive functionin…
Meta-analysis of professional development programs in differentiated instruction
Differentiated instruction is a key indicator of effective teaching, but difficult to implement. Thus, educators have called for professional development (PD) programs on the topic. Based on 27 selected studies, this meta-analysis examined the overall effectiveness of PD programs in terms of teacher and student outcomes, and assessed theoretically relevant PD program features as moderators. Our findings indicated that PD programs have a medium ef…
Developing a morphological awareness intervention through inquiry‐based learning
Secondary school students are increasingly exposed to texts containing morphologically complex words. Morphological knowledge may help with understanding those words. Appropriate educational materials to teach morphological awareness (MA) are scarce. A design‐based approach was used to develop an MA‐intervention for Dutch secondary school students. We (1) analysed the aforementioned problem through semi‐structured discussions with teachers and a …
How lexical quality predicts L2 reading comprehension in early bilingual education
This study investigated the impact of second language (L2) lexical quality on L2 reading comprehension in bilingual primary education. The participating children were taught in the L2 English for 30-50% of the time and the remaining time in their L1 Dutch. Seventy-three pupils from four different schools were assessed in the L2 on vocabulary, lexical specificity and phonological awareness in kindergarten, vocabulary, lexical specificity and decod…
Dutch elementary school teachers’ differentiation practices during Science and Technology lessons
Although differentiation is essential to quality teaching, portraits of how teachers adjust lessons of specific subjects to students' needs are scarce. This study investigated Dutch teachers' differentiation practices in elementary Science and Technology (S&T) education. In a multiple-case design, data obtained from lesson plans, interviews and observations of nine elementary-school teachers were triangulated. All teachers adjusted their lesson's…
A digital boost of the home literacy environment positively impacts early reading and vocabulary development of Indonesian 1 st graders at-risk
A meta-analysis revealed significant learning delays among school-aged children from low-socioeconomic families during the pandemic, highlighting the need for additional assistance in early reading and vocabulary development. Traditional home literacy environment (HLE) interventions have had very small effects, suggesting that digital interventions may offer a viable solution. This study investigated whether digitally boosting the HLE could impro…
Differentiating Elementary Science Education
Elementary school children can differ greatly in their science knowledge and skills. This requires their teachers to differentiate, thus to adjust their lessons to the various educational needs. The extent to which teachers actually differentiate is assumed to be related to a number of teacher characteristics. The present study examined whether and how the variation in how often teachers report to differentiate their instruction during elementary…
Psychology (7 works) · Mathematics education (6 works) · Reading and Literacy Development (5 works) · Linguistics (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Comprehension (2 works) · Differentiated instruction (2 works) · Language proficiency (2 works)