Trudie Schils

Biographic Data

ID6508120
NAMETrudie Schils
GIVEN NAMESTrudie
FAMILY NAMESchils
SIGNATURESCHILS T
AFFILIATIONSMaastricht University
ORCID0000-0003-3533-9031
VERIFIEDYes
TOTAL WORKS10
TOTAL CITATIONS23
WORKS AS AUTHOR9
WORKS AS EDITOR1
FIRST PUBLICATION YEAR2008
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Parents, teachers, and policy makers in educational interventions for gifted students

    Open AccessJessica Vergeer, Marjolijn van Weerdenburg et al.ARTICLEActa Psychologica2026

    Gifted students often encounter challenges in receiving the education that they need. To enhance adequate educational interventions for gifted students, it is important to explicitly consider the involvement of and interactions between key actors, such as parents, teachers, and policy makers. This systematic review study sought to explore the involvement of these key actors in educational interventions for gifted students, and to illuminate the c…

  • School Leaders in Gifted Education

    Open AccessJessica Vergeer, Marjolijn van Weerdenburg et al.ARTICLEEducation Sciences2025

    Effective collaboration among various actors is essential to optimally support the educational needs of gifted students. School leaders play an essential role in creating an environment and policies that foster this collaboration. This exploratory mixed-methods study investigated school leaders’ perceptions of the involvement of and interactions with actor groups (parents, teachers, and other school leaders) in the system surrounding gifted stude…

  • Easing the transition

    Open AccessJorrick Beckers, Sandra Bolkenbaas et al.ARTICLEFrontiers in Education2023

    Introduction The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement o…

  • Co-designing formative assessment practices

    Open AccessLars Goertzen, Trudie Schils et al.ARTICLETeaching and Teacher Education2023Cited by: 3References: 5

    Embedding formative assessment into everyday pedagogical practice is a complex matter for teachers. In this study, we used teacher-researcher co-design to investigate how a one-year collaboration between seven elementary school teachers and three researchers supports the design- and implementation process of formative assessment in each of the teachers' classrooms. Our findings indicate that teacher-researcher co-design supports the implementatio…

  • When academic achievement (also) reflects personality

    Nicolas Hübner, Marion Spengler et al.ARTICLEJournal of Educational Psychology2022

    Students' academic achievement is a key predictor of various life outcomes and is commonly used for selection as well as for educational monitoring and accountability. With regard to achievement indicators, a differentiation has traditionally been drawn between grades and standardized tests. There is initial, albeit inconclusive, evidence that these indicators might differentially reflect students' personality as encapsulated in the Big Five pers…

  • Disentangling aspects of teacher identity learning from reflective blogs

    Open AccessMarcel Graus, Ankie van de Broek et al.ARTICLETeaching and Teacher Education2022Cited by: 2References: 2

    Reflective writing by student teachers on their experiences is a key factor in the development of a teacher identity. Being able to identify aspects of teacher identity in written reflections, provides insight in the process of student teachers’ professional development. Starting from a model that conceptualises teacher identity learning, we developed a category system that supports the identification of these aspects. Content elements and identi…

  • The Healthy Primary School of the Future

    Open AccessMaartje Willeboordse, Maria Jansen et al.ARTICLEBMC Public Health2016

    The study protocol was registered in the database ClinicalTrials.gov on 14-06-2016 with the reference number NCT02800616

  • Sectoral variation in collectively agreed employment protection

    Open AccessTrudie Schils, Hester HouwingARTICLEEuropean Journal of Industrial…2010

    This article addresses the flexicurity outcomes of sectoral collective bargaining in the Netherlands. Dutch experience — presented as a model by the European Commission — proves not to be a case of ‘one size fits all’. Taking an institutionalist but firm-centred perspective, our analysis links the flexicurity policy debate to the theoretical analyses of ‘Varieties of Capitalism’ (VoC), which also stress various institutional constellations that c…

  • The Labour Market Triangle

    Paul De Beer, Trudie SchilsEDITORBOOKLabour Market Triangle2009

    Currently, European governments are being challenged to find an optimal social policy strategy that fosters 'flexicurity’, whereby a flexible, well-functioning labour market is achieved, whilst protection for workers is maintained. This fascinating book presents an in-depth study of the particular combination of unemployment insurance, employment protection and active labour market policies prevalent in seven European countries. The editors explo…

  • Early Retirement in Germany, the Netherlands, and the United Kingdom

    Trudie SchilsARTICLEEuropean Sociological Review2008Cited by: 18References: 8

    In this article we investigate whether early retirement patterns vary between countries with distinct early retirement systems. By choosing countries that differ not only with respect to the coverage and generosity of publicly provided pensions but also with respect to the extent to which the state interferes in the non-public pillars of pension provision, we analyse to what extent such issues have an effect on individual early retirement behavio…