17, 18 en 19 juni in Leiden

Verleidend onderwijs onderzoek

De sleutel naar succes

Marilyn Cochran-Smith

Boston College, Lynch School of Education, USA

Cawthorne Professor of Teacher Education for Urban Schools

Director, Doctoral Program in Curriculum and Instruction

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Research on Teacher Preparation: Mapping the Territory


In the global knowledge society, there are unprecedented and very high expectations for teacher and student performance, and there is a strong emphasis on ensuring that all students develop 21st skills that will prepare them to take up challenges that are yet to be determined.  These new expectations for teachers are occurring in the context of major demographic changes that have drastically increased the ethnic, linguistic and socioeconomic diversity of the school student population and also increased recognition of the challenges posed by diversity. How has teacher education research responded to these challenges? What lines of research have developed and what new lines are needed? What is the relationship of major research practices in teacher preparation and social, economic and institutional power? This keynote will address these and other key questions regarding the complex field of research on teacher preparation by mapping its major territories and highlighting international exemplars that illustrate trends and issues. The analysis is guided by a theoretical framework that conceptualizes research on teacher preparation as historically-situated social practice, a process wherein differently-positioned researchers with diverse aims and objectives engage in multiple configurations of research practices, which emerge from and are located within complex social, historical and political contexts.


CV Marilyn Cochran-Smith

Marilyn Cochran Smith is the Cawthorne Professor of Teacher Education for Urban Schools and Director of the Doctoral Program in Curriculum and Instruction at the Lynch School of Education, Boston College. A teacher education scholar and practitioner for nearly 30 years, Professor Cochran-Smith is a frequent presenter nationally and internationally and is widely known for her work in teacher education research, practice and policy and for her sustained commitment to teaching and teacher education for social justice with inquiry as the centerpiece. In 2012, she received honorary doctorates from both the University of Alicante in Alicante, Spain, and the University of Glasgow, Scotland,  in recognition of her work related to teaching, teacher education, and social justice. She regularly presents her work in many locations in the United States and internationally, including recent presentations in Canada, New Zealand, Ireland, Israel, Spain, Scotland, Singapore and Norway.


Dr. Cochran-Smith was Vice President of AERA for Division K (Teaching and Teacher Education) from 1998-2000 and President of AERA in 2004-2005. She is an elected member of the National Academy of Education, the Laureate chapter of the international education honorary society, Kappa Delta Pi, and a Fellow of the American Educational Research Association. She is currently the Chair of the National Academy’s Professional Development Committee.


Dr. Cochran-Smith has written nine books, five of which have won national awards and recognitions, and more than 175 articles, chapters, and editorials on teacher education research, practice and policy, social justice, and practitioner research. From 2000-2006, she was the chief editor of the Journal of Teacher Education. She and Susan Lytle are co-editors of the Teachers College Press book series on Practitioner Inquiry, which now includes more than 45 books by practitioners or about practitioner research.


Cochran-Smith began her educational career as a primary school teacher where she worked for 6 years as a third, fifth and sixth grade teacher. In 1975, she won her first professional award-- the “Outstanding Young Educator Award” for her school district.

Jean-François Rouet

Centre de Recherches sur la Cognition et L’Apprentissage (CeRCA)

Center for Research on Cognition and Learning

University of Poitiers – National Center for Scientific Research Poitiers, France

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Learning from rich information environments: What skills do students need?


Web sites, forums and other Internet-based information resources are being increasingly used as part of educational processes. Until recently, educational research has mostly focused on the expected benefits of these new resources for educational outcomes. However, recent research suggests that the productive use of rich information resources requires a set of new skills that many students do not learn from mere exposure to digital technology. Among these new information skills are those related to the search, evaluation, and integration of information from multiple, heterogeneous, and possibly conflicting sources. In this presentation I introduce a comprehensive framework to describe the skills involved in the independent use of complex information, and present results from studies illustrating the challenges that teenage students face when interacting with complex information systems. Some of these challenges may be partly overcome through targeted educational interventions, focusing on (a) students' construction and management of adequate task models; (b) their use of reading strategies based on the task relevance of information, and (c) their ability to combine source and content information in their memory representation of the information they process. I discuss the implications of these findings for a reform of reading instruction curricula.


CV Jean-François Rouet

Jean-François Rouet is a Senior research scientist with the French Centre National de la Recherche Scientifique (National Center for Scientific Research). He was trained as a developmental and language psychologist and he has published extensively on the cognitive underpinnings of reading literacy and skilled uses of information technology (e.g., "Reading: From words to multiple documents", coedited with Britt and Goldman, Routledge, 2013). Since 2006, Jean-François Rouet has been involved as an expert in the OECD's PISA and PIAAC surveys of teenage and adult literacy, respectively. He is currently chairing the PISA 2018 reading expert group and has chaired the PIAAC expert group on "Problem solving in technology-rich environments".  He was the director of the Center for Research on Cognition and Learning at the University of Poitiers, France, from 2004 to 2011. After his PhD (1991), Jean-François Rouet spent several years as a post-doctoral fellow at the Learning Research and Development Center (University of Pittsburgh, USA). He has developed numerous collaborations with scholars from various countries including Argentina, Germany, Japan, Norway, Spain and the USA. He is a board member of several major academic journals and a former associate editor of Learning and Instruction.


Bas Haring

Universiteit Leiden, bijzonder hoogleraar Publiek begrip van wetenschap en oprichter van het masterprogramma Media Technology voor creatieve wetenschap.

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De toekomst van de onderwijswetenschappen: School aan Zet?

In discussies over de onderwijswetenschappen komt telkens de moeizame relatie met de onderwijspraktijk naar voren.  Hoe kan onderwijsresearch beter aansluiten bij de vragen die in de praktijk leven en hoe kunnen wetenschappelijke inzichten beter hun weg vinden naar scholen en docenten? In het recente Sectorplan Onderwijswetenschappen wordt, geïnspireerd door de academische werkplaatsen van ZonMW, gepleit voor de invoering van academische of kenniswerkplaatsen, waarin universiteiten, hogescholen en onderwijsinstellingen, van PO tot WO, samenwerken “bij de opzet en uitvoering van door de praktijk geïnspireerd onderzoek, de opleiding en professionele ontwikkeling van docenten en onderwijsontwikkeling”.  

In deze keynote wordt ingegaan op de relatie tussen onderwijswetenschap en –praktijk. Daarbij gaat het om vragen als ‘hoe kunnen vragen uit de praktijk de basis vormen voor wetenschappelijk onderzoek?’, ‘hoe kunnen  onderwijswetenschappers beter begrijpen aan welke kennis men in de praktijk behoefte heeft?’, ‘hoe kunnen docenten  betrokken worden bij wetenschappelijk onderwijsonderzoek?’. Bas Haring zal deze vragen vanuit zijn expertise benaderen om vervolgens hierover in gesprek te gaan met representanten uit de werelden van onderwijswetenschap, -praktijk en –beleid.


CV Bas Haring
Universiteit Leiden, bijzonder hoogleraar Publiek begrip van wetenschap en oprichter van het masterprogramma Media Technology voor creatieve wetenschap.

Janke Cohen-Schotanus

Rijksuniversiteit Groningen, UMCG

Institute for Medical Education

Head of Center for Innovation and Research Medical Education

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Maatregelen ter verbetering van het rendement in het hoger onderwijs: waar is de evidentie?


Het hoger onderwijs staat de laatste jaren in de (politieke) belangstelling: de kwaliteit moet omhoog. Waar hebben we het dan over? Op de eerste plaats wordt van de instellingen verwacht dat hun afgestudeerden bekwaam  zijn op hun vakgebied. Een bekwame professional past op de juiste manier en op het juiste moment de verworven competenties toe. Daarnaast wordt ook van de instellingen verwacht dat er weinig uitval is bij de toegelaten studenten.  Verder moeten de studenten de eindstreep halen zonder te veel studievertraging. Dus, de criteria die de kwaliteit van de opleiding bepalen zijn: kwaliteit van de afgestudeerden, numeriek rendement en doorstroomsnelheid. Diverse maatregelen zijn bedacht ter bevordering van rendement, zoals bijvoorbeeld selectie, het bindend studieadvies voor de student en de prestatieafspraken voor de instellingen. Echter, wat is eigenlijk het effect van zulke maatregelen? En kun je nog andere dingen doen?


In deze presentatie staan twee onderwerpen centraal: 1) de invloed van toetsing op numeriek (propedeuse)rendement en doorstroomsnelheid en 2) de selectie van studenten.


CV Janke Cohen-Schotanus

Dr. J. Cohen-Schotanus is per 15 september 2009 benoemd tot hoogleraar in het Onderzoek van onderwijs in de medische wetenschap bij de Rijksuniversiteit Groningen/Universitair Medisch Centrum Groningen. Zij werkt op dit moment als hoofd van het Centrum voor Innovatie en Onderzoek van Medisch Onderwijs in het UMCG.

Janke Cohen-Schotanus (Leeuwarden, 1948) studeerde psychologie aan de Rijksuniversiteit Groningen. Daarna werkte zij in meerdere functies bij de opleiding Geneeskunde in Groningen. Zij promoveerde in 1994 tot doctor in de Medische Wetenschappen op het proefschrift ‘Effecten van curriculumveranderingen, studiewaardering, studeergedrag, kennis en studiedoorstroom en een veranderd medisch curriculum’. Daarna was zij als hoofd van de afdeling Onderwijsontwikkeling en Kwaliteitszorg Onderwijsinstituut betrokken bij de ontwikkeling en introductie van de Geneeskunde curricula C2000 en G2010. Zij richt zich in haar onderzoek met name op nieuw ontwikkelde onderwijsactiviteiten in de initiële en de vervolgopleidingen. Aandachtspunten hierin zijn de invloed van toetsing op studeergedrag, doorstroom en rendement, en de effectiviteit van het leren op de klinische werkplek.

Pierre Dillenbourg

EPFL Center for Digital Education

Swiss Federal Institute of Technology, Lausanne, Switzerland


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Naturally Digital


The MOOC hype generated fears among students and teachers as well has skepticism among learning scientists. EPFL nonetheless decided to be an actor of this evolution. Twenty MOOCs later, our students consider them neither as a threat or as a revolution, but simply as something useful for learning. Some teachers face difficulties with the flipped classroom, while other ones report positive results and even proposed to do a second MOOC. In this talk, I will present the lessons we learned from running MOOCs. The specific format of MOOCs will very probably change over the years, but we observed some deeper changes that probably are irreversible: MOOCs are just a salient symptom of the invisible digitalization of all layers of education, from kindergarten till continuing education. For instance, MOOCs provide great opportunities for learning analytics, but analytics also apply to capturing what is happening in a physical classroom in elementary school. The scale of MOOCs is often presented as a pedagogical filter: rich learning methods that can be conducted with 20 kids cannot anymore be applied if you have 20'000 participants. Instead, I will propose a modeling language by which how rich pedagogical scenario can be scaled up. Scale allows learning scientists to invent pedagogical approaches that they could not imagine 10 years ago.


CV Piere Dillenbourg

A former teacher in elementary school, Pierre Dillenbourg graduated in educational science (University of Mons, Belgium). He started his research on learning technologies in 1984. He obtained a PhD in computer science from the University of Lancaster (UK), in the domain of artificial intelligence applications for educational software. He has been professor assistant at TECFA, University of Geneva. He joined EPFL in November 2002. He has been the director of CRAFT, the pedagogical unit for 10 years and is now the academic director of the EPFL Center for Digital Education and head of the CHILI Lab: "Computer-Human Interaction for Learning & Instruction".

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