C A J Aarnoutse
Biographic Data
| ID | 9115423 |
|---|---|
| NAME | C A J Aarnoutse |
| GIVEN NAMES | C A J |
| FAMILY NAME | Aarnoutse |
| SIGNATURE | AARNOUTSE C A J |
| AFFILIATIONS | Radboud University Nijmegen |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 0 |
The Influence of Feelings on Cognitive Achievement in Religious Education
It has commonly been assumed that when it comes to religion, affect and cognition are mutually related. In this article we examine whether feelings influence cognitive achievement in religious education on the basis of two strategic interventions in the primary school classroom. Both interventions are meant to help students achieve cognitive understanding of religious ideas by interpreting biblical parables and other stories, but they do so in di…
Validation of the International Reading Literacy Test
In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted a comparative study of reading literacy (PIRLS 2001). A reading comprehension assessment instrument was developed and translated into the languages of 35 participating countries for this purpose. After field testing of the instrument, the final version of the Reading Literacy Test (RLT) was established. In two studies, the validity of the Dutch ve…
Parable Understanding in the Primary School Classroom
In recent decades parable understanding has been widely researched in the field of pedagogy of religion, mainly conducted in a Piagetian framework. This article presents an intervention study taking a socio-cultural perspective on learning to understand parables. The aim of this research is to investigate the effects of curriculum interventions by way of both comprehensive and partial strategic learning tasks on the understanding of parables in t…
No prominent works on this page.
Parable Understanding in the Primary School Classroom
In recent decades parable understanding has been widely researched in the field of pedagogy of religion, mainly conducted in a Piagetian framework. This article presents an intervention study taking a socio-cultural perspective on learning to understand parables. The aim of this research is to investigate the effects of curriculum interventions by way of both comprehensive and partial strategic learning tasks on the understanding of parables in t…
The Influence of Feelings on Cognitive Achievement in Religious Education
It has commonly been assumed that when it comes to religion, affect and cognition are mutually related. In this article we examine whether feelings influence cognitive achievement in religious education on the basis of two strategic interventions in the primary school classroom. Both interventions are meant to help students achieve cognitive understanding of religious ideas by interpreting biblical parables and other stories, but they do so in di…
Validation of the International Reading Literacy Test
In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted a comparative study of reading literacy (PIRLS 2001). A reading comprehension assessment instrument was developed and translated into the languages of 35 participating countries for this purpose. After field testing of the instrument, the final version of the Reading Literacy Test (RLT) was established. In two studies, the validity of the Dutch ve…
Pedagogy (3 works) · Psychology (3 works) · Developmental psychology (2 works) · Education and Critical Thinking Development (2 works) · Education and Islamic Studies (2 works) · Mathematics education (2 works) · Psychological intervention (2 works) · Religious Education and Schools (2 works) · Social Psychology (2 works) · Academic achievement (1 works)