Marjolein K Camphuijsen
Biographic Data
| ID | 770777 |
|---|---|
| NAME | Marjolein K Camphuijsen |
| GIVEN NAMES | Marjolein K |
| FAMILY NAME | Camphuijsen |
| SIGNATURE | CAMPHUIJSEN M K |
| AFFILIATIONS | Vrije Universiteit Amsterdam |
| ORCID | 0000-0002-7824-7674 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Private Tutoring as a Space for Professional Fulfilment and Personal Renewal: How Dutch Teachers Navigate Dual Roles in a Changing Educational Landscape
Private supplementary tutoring has become a widespread global phenomenon, with many schoolteachers providing fee‐based tutoring after school hours. This study focuses on the Netherlands, where demand for private tutoring has grown substantially over time. It examines the entry routes, motivations, and experiences of Dutch schoolteachers involved in providing private tutoring, and how they balance their roles as both teachers and tutors. Based on …
Different voices of silence: A Q methodology study of teachers’ perceptions on silence in the classroom
Silence in education has been increasingly recognized for its positive role, though it can also evoke discomfort and varied interpretations. While research on silence in education is growing, little is known about teachers' conceptions of silence. This study explores 34 Dutch upper secondary teachers' perspectives on silence using Q methodology, identifying four distinct profiles. Teachers acknowledge the importance of silence but interpret and a…
School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes
Performance-based accountability (PBA) has gained popularity worldwide due to its promise to strengthen the effectiveness and equity of educational systems. Nonetheless, its implementation does not always generate the expected reactions within schools. Through a configurative review, we systematically reviewed 133 empirical studies focusing on PBA side effects. We provide novel insights into the literature on PBA side effects, generating a better…
Teachers' beliefs about standardised testing and test‐based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway
The global popularity of test‐based accountability appears to signal political trust in standardised assessments as valid and relevant measures of education quality. Nonetheless, research shows that educators' perceptions of standardised testing and test‐based accountability can vary significantly, as do their responses to accountability demands. Considering the key influence of teachers' beliefs on the way in which they respond to education refo…
Innovative Supervision on Organizational Networks: Finding the suitable scale
Introduction: Organizing integrated care in networks of collaborating care organizations is a complex challenge. One of the aspects of this challenge concerns determining the suitable scale of such networks. Scale is not a simple question of macro/meso/micro but an outcome of the interplay between many different interests, values and perceptions of organizations participating in a network. Another aspect of the challenge of integrated networks is…
The battle for whole-child approaches: Examining the motivations, strategies and successes of a parents’ resistance movement against a performance regime in a local Norwegian school system
In different parts of the world, social movements led by parents, educators, and professional organizations have emerged that resist educational standardisation and use of (high stakes) standardised tests, and that push for educational change. With the aim of extending empirical coverage of protest movements in non-English speaking countries, this study examines a Norwegian parental movement called Foreldreopprør i Osloskolen (FiO) (in English: P…
High and low performing schools in South Africa: Metaphors as a lens to understand teachers’ views of school organisation
TEST 02 - Elsevier's Scopus, the largest abstract and citation database of peer-reviewed literature. Search and access research from the science, technology, medicine, social sciences and arts and humanities fields
Schools in the media: Framing national standardized testing in the Norwegian press, 2004-2018
In the education sector, media outlets have been increasingly active in reporting on standardized testing. The purpose of this paper is to identify the most recurrent discursive frames used by the Norwegian regional and local press when informing their readers about national standardized testing, and to explore whether differences over time and across geographical localities exist in the pervasiveness of frames. Our analysis is guided by framing …
Test-based accountability in the Norwegian context: Exploring drivers, expectations and strategies
This paper investigates how and why test-based accountability (TBA), a global model for education reform, began to dominate educational debates in Norway in the early 2000s, and how this policy has been operationalised and institutionalised over time. In examining the adoption and retention of TBA in Norway, we build on the cultural political economy framework, in combination with a political sociology-driven approach to policy instruments. The a…
Different voices of silence: A Q methodology study of teachers’ perceptions on silence in the classroom
Silence in education has been increasingly recognized for its positive role, though it can also evoke discomfort and varied interpretations. While research on silence in education is growing, little is known about teachers' conceptions of silence. This study explores 34 Dutch upper secondary teachers' perspectives on silence using Q methodology, identifying four distinct profiles. Teachers acknowledge the importance of silence but interpret and a…
Schools in the media: Framing national standardized testing in the Norwegian press, 2004-2018
In the education sector, media outlets have been increasingly active in reporting on standardized testing. The purpose of this paper is to identify the most recurrent discursive frames used by the Norwegian regional and local press when informing their readers about national standardized testing, and to explore whether differences over time and across geographical localities exist in the pervasiveness of frames. Our analysis is guided by framing …
Test-based accountability in the Norwegian context: Exploring drivers, expectations and strategies
This paper investigates how and why test-based accountability (TBA), a global model for education reform, began to dominate educational debates in Norway in the early 2000s, and how this policy has been operationalised and institutionalised over time. In examining the adoption and retention of TBA in Norway, we build on the cultural political economy framework, in combination with a political sociology-driven approach to policy instruments. The a…
Test-based accountability in the Norwegian context: Exploring drivers, expectations and strategies
This paper investigates how and why test-based accountability (TBA), a global model for education reform, began to dominate educational debates in Norway in the early 2000s, and how this policy has been operationalised and institutionalised over time. In examining the adoption and retention of TBA in Norway, we build on the cultural political economy framework, in combination with a political sociology-driven approach to policy instruments. The a…
The battle for whole-child approaches: Examining the motivations, strategies and successes of a parents’ resistance movement against a performance regime in a local Norwegian school system
In different parts of the world, social movements led by parents, educators, and professional organizations have emerged that resist educational standardisation and use of (high stakes) standardised tests, and that push for educational change. With the aim of extending empirical coverage of protest movements in non-English speaking countries, this study examines a Norwegian parental movement called Foreldreopprør i Osloskolen (FiO) (in English: P…
High and low performing schools in South Africa: Metaphors as a lens to understand teachers’ views of school organisation
TEST 02 - Elsevier's Scopus, the largest abstract and citation database of peer-reviewed literature. Search and access research from the science, technology, medicine, social sciences and arts and humanities fields
Schools in the media: Framing national standardized testing in the Norwegian press, 2004-2018
In the education sector, media outlets have been increasingly active in reporting on standardized testing. The purpose of this paper is to identify the most recurrent discursive frames used by the Norwegian regional and local press when informing their readers about national standardized testing, and to explore whether differences over time and across geographical localities exist in the pervasiveness of frames. Our analysis is guided by framing …
Teachers' beliefs about standardised testing and test‐based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway
The global popularity of test‐based accountability appears to signal political trust in standardised assessments as valid and relevant measures of education quality. Nonetheless, research shows that educators' perceptions of standardised testing and test‐based accountability can vary significantly, as do their responses to accountability demands. Considering the key influence of teachers' beliefs on the way in which they respond to education refo…
Innovative Supervision on Organizational Networks: Finding the suitable scale
Introduction: Organizing integrated care in networks of collaborating care organizations is a complex challenge. One of the aspects of this challenge concerns determining the suitable scale of such networks. Scale is not a simple question of macro/meso/micro but an outcome of the interplay between many different interests, values and perceptions of organizations participating in a network. Another aspect of the challenge of integrated networks is…
School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes
Performance-based accountability (PBA) has gained popularity worldwide due to its promise to strengthen the effectiveness and equity of educational systems. Nonetheless, its implementation does not always generate the expected reactions within schools. Through a configurative review, we systematically reviewed 133 empirical studies focusing on PBA side effects. We provide novel insights into the literature on PBA side effects, generating a better…
Private Tutoring as a Space for Professional Fulfilment and Personal Renewal: How Dutch Teachers Navigate Dual Roles in a Changing Educational Landscape
Private supplementary tutoring has become a widespread global phenomenon, with many schoolteachers providing fee‐based tutoring after school hours. This study focuses on the Netherlands, where demand for private tutoring has grown substantially over time. It examines the entry routes, motivations, and experiences of Dutch schoolteachers involved in providing private tutoring, and how they balance their roles as both teachers and tutors. Based on …
Different voices of silence: A Q methodology study of teachers’ perceptions on silence in the classroom
Silence in education has been increasingly recognized for its positive role, though it can also evoke discomfort and varied interpretations. While research on silence in education is growing, little is known about teachers' conceptions of silence. This study explores 34 Dutch upper secondary teachers' perspectives on silence using Q methodology, identifying four distinct profiles. Teachers acknowledge the importance of silence but interpret and a…
Psychology (6 works) · Political science (5 works) · Sociology (5 works) · Global Education and Multiculturalism (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Public relations (4 works) · Accountability (3 works) · Computer Science (2 works) · Context (archaeology (2 works)