Sharisse van Driel
Biographic Data
| ID | 6507849 |
|---|---|
| NAME | Sharisse van Driel |
| GIVEN NAMES | Sharisse |
| FAMILY NAME | van Driel |
| SIGNATURE | VAN DRIEL S |
| AFFILIATIONS | Open University of the Netherlands |
| ORCID | 0000-0003-0379-8954 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Productive talk during book reading
Dialogic classroom talk during shared book reading
This study explored how an intervention directed at dialogic classroom talk affects conversation quality during shared book reading in Dutch early childhood classrooms. Over six weeks, teachers from 21 classrooms read a picture book twice a week to the children (N = 403 children aged 4-6). Teachers in the intervention condition were instructed to use dialogic talk tools during shared book reading, while teachers in the control condition read the …
Classroom chronicles
Introduction Teachers face the intricate task of managing diverse classroom situations, directly affecting student learning outcomes. Many preservice and beginning teachers, however, find classroom management challenging. Effective classroom management hinges on the teacher’s ability to notice and interpret visual cues that signal potential issues - a proficiency termed ‘professional vision.’ Methods In this study, we used mobile eye-tracking gla…
Teachers’ interactive cognitions in noticed classroom management events
This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding sc…
Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective
We investigated preservice (n = 21), beginning (n = 17) and experienced (n = 19) teachers' noticing of salient classroom management situations during teaching. Teachers wore a front-view camera while teaching. A two-method approach was used to identify salient situations and verbalizations of accompanying cognitions: hand-signals while teaching and stimulated-recall interview. Mixed-method analysis showed that teacher groups noticed similar amoun…
A coding scheme to clarify teachers' interactive cognitions in noticed classroom management situations from an actor's perspective
This article presents a coding scheme to clarify teachers' verbalizations of interactive cognitions in classroom management situations noticed from an actor's perspective. Twelve secondary teachers taught a class wearing a front view camera. Classroom management situations they noticed as salient were identified in-action by hand signaling and combined with stimulated recall based on front view videos to explicate accompanying interactive cogniti…
Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective
We investigated preservice (n = 21), beginning (n = 17) and experienced (n = 19) teachers' noticing of salient classroom management situations during teaching. Teachers wore a front-view camera while teaching. A two-method approach was used to identify salient situations and verbalizations of accompanying cognitions: hand-signals while teaching and stimulated-recall interview. Mixed-method analysis showed that teacher groups noticed similar amoun…
Teachers’ interactive cognitions in noticed classroom management events
This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding sc…
A coding scheme to clarify teachers' interactive cognitions in noticed classroom management situations from an actor's perspective
This article presents a coding scheme to clarify teachers' verbalizations of interactive cognitions in classroom management situations noticed from an actor's perspective. Twelve secondary teachers taught a class wearing a front view camera. Classroom management situations they noticed as salient were identified in-action by hand signaling and combined with stimulated recall based on front view videos to explicate accompanying interactive cogniti…
Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective
We investigated preservice (n = 21), beginning (n = 17) and experienced (n = 19) teachers' noticing of salient classroom management situations during teaching. Teachers wore a front-view camera while teaching. A two-method approach was used to identify salient situations and verbalizations of accompanying cognitions: hand-signals while teaching and stimulated-recall interview. Mixed-method analysis showed that teacher groups noticed similar amoun…
A coding scheme to clarify teachers' interactive cognitions in noticed classroom management situations from an actor's perspective
This article presents a coding scheme to clarify teachers' verbalizations of interactive cognitions in classroom management situations noticed from an actor's perspective. Twelve secondary teachers taught a class wearing a front view camera. Classroom management situations they noticed as salient were identified in-action by hand signaling and combined with stimulated recall based on front view videos to explicate accompanying interactive cogniti…
Classroom chronicles
Introduction Teachers face the intricate task of managing diverse classroom situations, directly affecting student learning outcomes. Many preservice and beginning teachers, however, find classroom management challenging. Effective classroom management hinges on the teacher’s ability to notice and interpret visual cues that signal potential issues - a proficiency termed ‘professional vision.’ Methods In this study, we used mobile eye-tracking gla…
Teachers’ interactive cognitions in noticed classroom management events
This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding sc…
Productive talk during book reading
Dialogic classroom talk during shared book reading
This study explored how an intervention directed at dialogic classroom talk affects conversation quality during shared book reading in Dutch early childhood classrooms. Over six weeks, teachers from 21 classrooms read a picture book twice a week to the children (N = 403 children aged 4-6). Teachers in the intervention condition were instructed to use dialogic talk tools during shared book reading, while teachers in the control condition read the …
Psychology (5 works) · Classroom management (4 works) · Computer Science (4 works) · Mathematics education (4 works) · Cognition (3 works) · Cognitive psychology (3 works) · Pedagogy (3 works) · Perspective (graphical (3 works) · Recall (3 works) · Visual and Cognitive Learning Processes (3 works)