T Mooij
Dados Biográficos
| ID | 6690186 |
|---|---|
| NOME | T Mooij |
| PRENOMES | T |
| SOBRENOME | Mooij |
| ASSINATURA | MOOIJ T |
| AFILIAÇÕES | Radboud University Nijmegen |
| ORCID | 0000-0002-8261-3497 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 27 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1998 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2020 |
| ÍNDICE H | 4 |
Victims of bullying
The objective is to analyze the perception of bullying victims in Physical Education. This research will help detect own characteristics of physical education to which professionals must pay special attention, to identify and avoid cases of bullying. The sample consists of three people victims of bullying in High School, who were interviewed following a semistructured interview. The analysis of these interviews was carried out using the content a…
Factors affecting intervention fidelity of differentiated instruction in kindergarten
This paper reports on the findings in the first phase of a design-based research project as part of a large-scale intervention study in Dutch kindergartens. The project aims at enhancing differentiated instruction and evaluating its effects on children’s development, in particular high-ability children. This study investigates relevant intervention fidelity factors based on [Fullan, M. (2007). The New Meaning of Educational Change. New York: Teac…
Onderwijsdifferentiatie en leerlingproblemen in Nederland, 1916-2015
Educational differentiation and student problems in the Netherlands, 1916-2015: Review of problem analyses, research, and effects of policy measures This review concentrates on problem analyses and research concerning educational differentiation and student problems carried out in the Netherlands between 1916 and 2015. The goal is to examine systemic educational causes of student achievement and motivation problems, to evaluate educational propos…
Designing instruction and learning for cognitively gifted pupils in preschool and primary school
Young gifted children perform in the top 10% in assessments of cognitive, social, expressive or other abilities. The study first considers why, and how, cognitively gifted pupils in particular may face enforced underachievement as early as in preschool. A longitudinal multilevel model is developed to represent various types of interaction between individual pupil variables, home variables, and early educational variables. The theoretical model is…
Differences in pupil characteristics and motives in being a victim, perpetrator and witness of violence in secondary education
Socially problematic and violent behaviour of pupils in and around schools is undesirable from pedagogical, social and societal perspectives. The motives underlying violence between different social actors in school may help explain and improve this behaviour. The aim is to investigate the relationship patterns between characteristics of secondary school pupils and their problem social behaviour including the motives they attribute to being a vic…
Multi‐level aspects of social cohesion of secondary schools and pupils' feelings of safety
Background. School safety and corresponding feelings of both pupils and school staff are beginning to receive more and more attention. The social cohesion characteristics of a school may be useful in promoting feelings of safety, particularly in pupils. Aims. To conceptualize theoretically, and check empirically a two‐level model of social cohesion between and within schools, in order to explain a pupil's feelings of safety at school. Samples. Da…
Towards systemic support of pupils with emotional and behavioural disorders
Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, …
Education and self‐regulation of learning for gifted pupils
Gifted pupils differ from their age‐mates with respect to development potential, actual competencies, self‐regulatory capabilities, and learning styles in one or more domains of competence. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Analysis of various types of educational interventions for gifted pupils reflects positive cognitive or intellectual effe…
Differential ability and attainment in language and arithmetic of Dutch primary school pupils
Background . In preschool and primary education, pupils differ in many abilities and competences (giftedness). Yet mainstream educational practice seems rather homogeneous in providing age‐based or grade–class subject matter approaches. Aims . To clarify whether pupils scoring initially at high ability level do develop and attain differently at school with respect to language and arithmetic compared with those displaying other initial ability lev…
Promoting prosocial pupil behaviour and the roles of counselling
Promoting prosocial pupil behaviour
Background. Usually much attention is given to different forms of antisocial pupil behaviour. One of the possibilities to prevent or reduce this behaviour is to stimulate educational conditions that foster prosocial pupil behaviour. Aim. To specify a theoretical multilevel model to promote prosocial pupil behaviour. The model should allow empirical checks on the occurrence of pupil level effects because of educational changes at the classroom and…
Promoting prosocial pupil behaviour
Background. In an earlier article (Mooij, 1999 c) a theoretical multilevel model to promote prosocial pupil behaviour by stimulating specific educational conditions was developed. Aims. To carry out school interventions to check empirically whether pupil level effects occur because of educational changes at the classroom and school level. Samples. Seven secondary schools with relatively high degrees of pupil aggression were selected. Four schools…
Pupil-class determinants of aggressive and victim behaviour in pupils
Background. Aggressive behaviour in pupils is expressed in, e.g., bullying, sexual harassment, and violence. Different kinds of variables could be relevant in explaining a pupil's aggressive or victim behaviour.Aims. To develop a multilevel theoretical and empirical explanation for different kinds of aggressive and victim behaviour displayed by pupils in a classroom and school environment.Samples. A national survey was carried out to identify dif…
Por la seguridad en la escuela.
La intimidación, el acoso sexual y la violencia, son tipos de conducta que no pueden ser ni desmentidos ni desatendidos. Consejos escolares, directores, docentes, alumnos y padres, han de estar implicados en el planteamiento de las diversas actividades de prevención y fomento y en compartir su responsabilidad. Es una de las tareas centrales de una escuela. Con una reforma educativa y organizativa radical sería posible mantener la tensión de los p…
Promoting prosocial pupil behaviour
Background. Usually much attention is given to different forms of antisocial pupil behaviour. One of the possibilities to prevent or reduce this behaviour is to stimulate educational conditions that foster prosocial pupil behaviour. Aim. To specify a theoretical multilevel model to promote prosocial pupil behaviour. The model should allow empirical checks on the occurrence of pupil level effects because of educational changes at the classroom and…
Pupil-class determinants of aggressive and victim behaviour in pupils
Background. Aggressive behaviour in pupils is expressed in, e.g., bullying, sexual harassment, and violence. Different kinds of variables could be relevant in explaining a pupil's aggressive or victim behaviour.Aims. To develop a multilevel theoretical and empirical explanation for different kinds of aggressive and victim behaviour displayed by pupils in a classroom and school environment.Samples. A national survey was carried out to identify dif…
Promoting prosocial pupil behaviour
Background. In an earlier article (Mooij, 1999 c) a theoretical multilevel model to promote prosocial pupil behaviour by stimulating specific educational conditions was developed. Aims. To carry out school interventions to check empirically whether pupil level effects occur because of educational changes at the classroom and school level. Samples. Seven secondary schools with relatively high degrees of pupil aggression were selected. Four schools…
Towards systemic support of pupils with emotional and behavioural disorders
Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, …
Differences in pupil characteristics and motives in being a victim, perpetrator and witness of violence in secondary education
Socially problematic and violent behaviour of pupils in and around schools is undesirable from pedagogical, social and societal perspectives. The motives underlying violence between different social actors in school may help explain and improve this behaviour. The aim is to investigate the relationship patterns between characteristics of secondary school pupils and their problem social behaviour including the motives they attribute to being a vic…
Education and self‐regulation of learning for gifted pupils
Gifted pupils differ from their age‐mates with respect to development potential, actual competencies, self‐regulatory capabilities, and learning styles in one or more domains of competence. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Analysis of various types of educational interventions for gifted pupils reflects positive cognitive or intellectual effe…
Designing instruction and learning for cognitively gifted pupils in preschool and primary school
Young gifted children perform in the top 10% in assessments of cognitive, social, expressive or other abilities. The study first considers why, and how, cognitively gifted pupils in particular may face enforced underachievement as early as in preschool. A longitudinal multilevel model is developed to represent various types of interaction between individual pupil variables, home variables, and early educational variables. The theoretical model is…
Multi‐level aspects of social cohesion of secondary schools and pupils' feelings of safety
Background. School safety and corresponding feelings of both pupils and school staff are beginning to receive more and more attention. The social cohesion characteristics of a school may be useful in promoting feelings of safety, particularly in pupils. Aims. To conceptualize theoretically, and check empirically a two‐level model of social cohesion between and within schools, in order to explain a pupil's feelings of safety at school. Samples. Da…
Pupil-class determinants of aggressive and victim behaviour in pupils
Background. Aggressive behaviour in pupils is expressed in, e.g., bullying, sexual harassment, and violence. Different kinds of variables could be relevant in explaining a pupil's aggressive or victim behaviour.Aims. To develop a multilevel theoretical and empirical explanation for different kinds of aggressive and victim behaviour displayed by pupils in a classroom and school environment.Samples. A national survey was carried out to identify dif…
Promoting prosocial pupil behaviour and the roles of counselling
Promoting prosocial pupil behaviour
Background. Usually much attention is given to different forms of antisocial pupil behaviour. One of the possibilities to prevent or reduce this behaviour is to stimulate educational conditions that foster prosocial pupil behaviour. Aim. To specify a theoretical multilevel model to promote prosocial pupil behaviour. The model should allow empirical checks on the occurrence of pupil level effects because of educational changes at the classroom and…
Promoting prosocial pupil behaviour
Background. In an earlier article (Mooij, 1999 c) a theoretical multilevel model to promote prosocial pupil behaviour by stimulating specific educational conditions was developed. Aims. To carry out school interventions to check empirically whether pupil level effects occur because of educational changes at the classroom and school level. Samples. Seven secondary schools with relatively high degrees of pupil aggression were selected. Four schools…
Education and self‐regulation of learning for gifted pupils
Gifted pupils differ from their age‐mates with respect to development potential, actual competencies, self‐regulatory capabilities, and learning styles in one or more domains of competence. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Analysis of various types of educational interventions for gifted pupils reflects positive cognitive or intellectual effe…
Differential ability and attainment in language and arithmetic of Dutch primary school pupils
Background . In preschool and primary education, pupils differ in many abilities and competences (giftedness). Yet mainstream educational practice seems rather homogeneous in providing age‐based or grade–class subject matter approaches. Aims . To clarify whether pupils scoring initially at high ability level do develop and attain differently at school with respect to language and arithmetic compared with those displaying other initial ability lev…
Towards systemic support of pupils with emotional and behavioural disorders
Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, …
Differences in pupil characteristics and motives in being a victim, perpetrator and witness of violence in secondary education
Socially problematic and violent behaviour of pupils in and around schools is undesirable from pedagogical, social and societal perspectives. The motives underlying violence between different social actors in school may help explain and improve this behaviour. The aim is to investigate the relationship patterns between characteristics of secondary school pupils and their problem social behaviour including the motives they attribute to being a vic…
Multi‐level aspects of social cohesion of secondary schools and pupils' feelings of safety
Background. School safety and corresponding feelings of both pupils and school staff are beginning to receive more and more attention. The social cohesion characteristics of a school may be useful in promoting feelings of safety, particularly in pupils. Aims. To conceptualize theoretically, and check empirically a two‐level model of social cohesion between and within schools, in order to explain a pupil's feelings of safety at school. Samples. Da…
Designing instruction and learning for cognitively gifted pupils in preschool and primary school
Young gifted children perform in the top 10% in assessments of cognitive, social, expressive or other abilities. The study first considers why, and how, cognitively gifted pupils in particular may face enforced underachievement as early as in preschool. A longitudinal multilevel model is developed to represent various types of interaction between individual pupil variables, home variables, and early educational variables. The theoretical model is…
Onderwijsdifferentiatie en leerlingproblemen in Nederland, 1916-2015
Educational differentiation and student problems in the Netherlands, 1916-2015: Review of problem analyses, research, and effects of policy measures This review concentrates on problem analyses and research concerning educational differentiation and student problems carried out in the Netherlands between 1916 and 2015. The goal is to examine systemic educational causes of student achievement and motivation problems, to evaluate educational propos…
Factors affecting intervention fidelity of differentiated instruction in kindergarten
This paper reports on the findings in the first phase of a design-based research project as part of a large-scale intervention study in Dutch kindergartens. The project aims at enhancing differentiated instruction and evaluating its effects on children’s development, in particular high-ability children. This study investigates relevant intervention fidelity factors based on [Fullan, M. (2007). The New Meaning of Educational Change. New York: Teac…
Victims of bullying
The objective is to analyze the perception of bullying victims in Physical Education. This research will help detect own characteristics of physical education to which professionals must pay special attention, to identify and avoid cases of bullying. The sample consists of three people victims of bullying in High School, who were interviewed following a semistructured interview. The analysis of these interviews was carried out using the content a…
Por la seguridad en la escuela.
La intimidación, el acoso sexual y la violencia, son tipos de conducta que no pueden ser ni desmentidos ni desatendidos. Consejos escolares, directores, docentes, alumnos y padres, han de estar implicados en el planteamiento de las diversas actividades de prevención y fomento y en compartir su responsabilidad. Es una de las tareas centrales de una escuela. Con una reforma educativa y organizativa radical sería posible mantener la tensión de los p…
Psychology (13 obras) · Developmental psychology (9 obras) · Mathematics education (9 obras) · Social Psychology (8 obras) · Bullying, Victimization, and Aggression (7 obras) · Pedagogy (7 obras) · Child and Adolescent Psychosocial and Emotional Development (6 obras) · Pupil (5 obras) · Prosocial behavior (4 obras) · Social Psychology (4 obras)