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dhr. prof. dr. G.C.W. (Gert) Rijlaarsdam

Faculteit der Maatschappij- en Gedragswetenschappen
Programme group: Domain Specific Learning
Fotograaf: T. van de Kamp

Bezoekadres
  • Nieuwe Achtergracht 127
Postadres
  • Postbus 15776
    1001 NG Amsterdam
Contactgegevens
  • Profile

    Short Biography

    Gert Rijlaarsdam holds a position

    In parallel he

    • had a position (50%) at the University of Antwerp (Multilingual Professional Communication) as member of the Anhub Lab (since October 2013 until October 2018).
    • he was appointed as visiting professor at Umeå University (Sweden), 10%, from February 2015-2018.
    • had an additional position as professor in Language Education at Utrecht University, a position installed by the Dutch Association of Teachers of Living Languages (Dutch: Vereniging voor Leraren in Levende Talen ) (from 1999-2004).

    He started as a non-certified teacher of 20 yrs old, teaching Dutch Language and Literature at a school for secondary education, where he taught for 17 years, mostly parttime, combining teaching, other jobs and studies.

    He studied at Leiden University, while teaching at secondary education:

    • Dutch Language and Literature (MA; 1978), specialization sociolinguistics
    • Educational Studies (MA;1983), specialization curriculum studies

    He did his PhD research at the University of Amsterdam, when still teaching Dutch in secondary education

    • on the effects of peer feedback on writing processes, performance and attitudes (1983-1986).

    Other jobs

    • He combined his teaching appointment with a job (20%) at the National Test Service Institute (CITO, Arnhem),
      • designing and testing innovative listening tests, and
      • introduced functional writing exams in lower secondary education.
    • He combined his jobs with a part-time appointment at the educational research institute at the University of Amsterdam (RITP, later SCO) since 1981. Here he got his on the job training as researcher from Hildo Wesdorp (1935-1987), in a lab group with then young researchers like Henk Blok, Kees de Glopper, Huub van den Bergh, Rob Schoonen and Amos van Gelderen.
    • He was appointed (1988) as an associate professor (Dutch: UHD) at the then newly established Graduate School of Teaching and Learning (GSTL) at the University of Amsterdam, with the special task to create  -- with two colleagues Geert ten Dam and Fred Korthagen --  an integrative post-graduate university institute for teacher training, in-service training and research. This Institute lasted until 2012, when it was merged into the Faculty of Social Sciences. Until then it received very good evaluations of accreditation boards: the GSTL was about the top in the Netherlands. In the GSTL he was involved in teaching, research, and development. He managed for many years the portfolio Development & Services. From 2006-2008 he was responsible for the implementation of a new teacher education curriculum at the GSTL. In 2010-2011 he was responsible for reshaping that 'new' curriculum for efficiency (less costs, more results: students that get the grade within nominal study time.

    Research Lab of Innovative Language, Literature & Arts Education

    Personal data

    Until 2007 you could find Gert on Saturdays on soccer fields in the region: he was a certificated soccer referee (KNVB), and milder than you may expect. In his free time he trains a German shepherd dog, called Beer (Dutch for Bear). On the photo in the intro above, he is preparing the other dog, the Dutch shepherd dog Storm, for a round of ski wandering in Bodmen, Oberwallis (Switzerland). Storm died in July 2007. 

    On the left handed photo; Beer is looking for something, while his friend Anak walks away, giving up. Beer never give up. Click for more Beer below; Beer in Switzerland, October 2007.

    Gert and Hetty owned an old-timer Mercedes Camper bus and travels --slowly slowly -- through Western Europe.

    He likes organizing events. He was co-ordinator of the SIG WRITING of EARLI (1995-1999), organzied with Huub van den Bergh the SIG WRITING 1994 in Utrecht. In August 2009 Gert was programme manager of the EARLI 2009 conference in Amsterdam. See photo's at EARLI conference website, link below. In August 2014, he organized with Amsterdam & Utrecht colleagues the EARLI SIG WRITING conference  and research school: Conference & Research School on Writing Research.  With Monica Koster, Renkse Bouwer, Huub van den Bergh, Saskia Rietdijk & Martine Braaksma.The 25th anniversary of the SIG WRITING. The credo was: Writing is fun! In 2018 he is involved in organizing the SIG WRITING Research School in Ghent as member of the organizing committee. With Luuk van Waes en Denis Alamargot he established the Journal of Writing Research. With Eric Esperet (France) he developped the book series Studies in Writing, now published by Brill (the Netherlands), with more then 30 volumes.

    In 1996, with Ken Watson (Australia) he set up the international Association for the Improvement of Mother tongue Education, now transformed into ARLE. Within that association he organized conferences and established a scientific journal, initially with Mary Kooy (Canada): L1 Educational Studies in Language and Literature.

    EARLI 2009

    Another Beer

    Beer died in July 2011, bone cancer. In August, our dog trainer Monique found a new German Shepperd dog for us. We called him Beer too (sometimes 'Little Beer, compared with 'old' Beer).

    On the photo: Beer II Winter 2012, age 2yrs.10 months.

    On May 4th 2019 Beer II got company when Arya Vida arrived from an asylum in Barcelona. She is from August 2016, was dropped somewehere when she was 18 months (Photo May 5th, in De Elzen
  • Teaching

    Once a teacher, always a teacher

    Contents

    • 1.1 International courses
    • 1.2 Research in Education Practice
    • 1.3 Communication skills
    • 1.4 Educational Course Design & Research
    • 1.5 Research Methodology in Communication

    1.1 International courses

    Gert Rijlaarsdam taught International courses (English)

    • 1995 and 1996 February, Laboratoire du Psychology. Université de Bourgogne, Dyon. (Prof. Dr Michel Fayol): February; Comparing Dutch & French morphology.
    • 1995 November, Athens University, invited by Prof. Dr Elias Matsagouras. Inservice course: Efective teaching of Writing.
    • 1999 September. Umeå University Sweden. Invited by Prof. Dr P.-O. Erixon. Course: Creating a Research Group and Program.
    • 2002 April-May, Hong Kong University, Hong Kong. Invited by Prof. Shek Kam Tse. Course: Effective teaching of writing.
    • 2003 November, Patras University, Greece. Invited by prof. Dr. Papoulia-Tzelepi. Master course in Teaching of Writing.
    • 2006 December, Cantho University, Vietnam. Course provided with prof. Dr Huub van den Bergh & prof. Dr Wilfried Admiraal: Research Methodology in Education
    • 2007 October, Can Tho University, Vietnam. Invited by Dr Nam, Dean of School of Education, Head of Vietnamese Department of Linguistics and Literature. Course: effective teaching of Writing
    • 2007 October, Can Tho University, Vietnam, October Invited by Dr Do Van Xe, vice-rector and Dr H.T. Trang, director Learning Resources Center. Provided with Marcel van Riessen. Currriculum design: Effects of a credit based system.
    • 2009 May.,Edith Cowan University, Perth, Australia, invited by prof Judith Rivelland. Setting up a Writing Research Program.
    • 2015-2018, Visiting Professor in Umeå University, Sweden, invited by dr Eva lindgren
    • 2016 December: Visiting professor Santander University, Spain (invited by Dr Melero Zabal, Maria Angeles & Dr Villalon Molina, Ruth

    Research schools

    • ARLE Research school, Tallinn, 2017: Research Methodology in Language Education
    • SIG WRITING Research schoo, Ghent, 2018: Issues in Research Methodology in Writing Research

    1.2 Research in Educational Practice

    • 2006 (1) Teachers in innovation team Montessori Lyceum Amsterdam (2) Teachers in research team Montessori college Oost; (3) Teacher trainees Ed. MA EHvA; (4) 2007 Teachers' research group Almere (Helen Parkhurst, De Meergronden, Echnaton)
    • 2007 (1) Teachers in research team Montessori Lyceum Amsterdam; (2) Teachers in research team Montessori College Oost; (3) Teachers in research group Almere (Helen Parkhurst, De Meergronden, Echnaton)
    • Since 2007, Gert Rijlaarsdam was involved in various projects to support teachers in doing research, via the Master Academic Mastership, projects with teacher in so called academic schools, training grant applicants for NWO etc.,
    • 2016-2017, Professional Learner Community on learning and teaching synthesis writing, with Wilma Groeneweg

    1.3 Communication Skills

    • 1999, 2000 Students of Economics. MA-level.
    • 2014-2018 Academic Writing (Antwerp)

    1.4 Educational Course Design and Research

    • 1999 Teacher trainees of Dutch Language & Literature, and ofLatin & Greek. / Postgraduate. 
    • 2000 Teacher trainees of Modern Languages and Dutch as mother tongue. Postgraduate. 
    • 2001 Part-time teacher trainees of all school subjects. Postgraduate.
    • 2002 Teacher trainees of Modern Languages and Dutch as mother tongue. Postgraduate. 
    • 2003 Teacher trainees of Modern Languages and Dutch as mother tongue. Postgraduate.
    • 2006-2013: Programme coordinator of second semester programme of post initial teacher training: Design Research and Practice oriented Research
    • 2013-current: Teacher trainees of Modern Languages and Dutch as L1. Post graduate: Design Research

    1.5. Methodology of Communication Research

    • 2013 - 2018 Research  methodology in communication research (Antwerp)
    • 2013 -2018 Master Theses Research methodology in communication research (Antwerp)
  • Research

    The fun is in the process

    Contents

    Here you will find

    1. Links to key publications, presentations, activities of the informal Smikkel/Yummy Yummy Club, and all publication

    2. References to PhD dissertations I was involved in as (co-)supervisor

    3. Scientific activities I am involved in: editorship, editorial board, coordinator, conference organizer.

    4. Our Research Lab Staff and Research Programme.

    1 Relevant links

    All publications as archived in the UvA Repository

    Key publications see ResearchGate

    Presentations

    Smikkelclub (Dutch) or Yummy Yummy Club

    2. PhD dissertations supervised

    Here you will find the dissertations I was involoved in as (co-)supervisor, as associate professor or later as full professor)

    Jannemieke van de Gein

    Jannemieke van de Gein (1991). The sense of sentence. Effects of grammar skills on aspects of writing profiency. F unded by the National Foundation of Educational Research: SVO). Co-supervised by prof. Dr G.J. de Haan (then Utrecht University, moved to Groningen University, now emeritus).

    Rob Schoonen

    Rob Schoonen  (1991). Constructie en validering van gestructureerde stelopdrachten voor zesdeklassers [Construction and validation of structured writing tasks for eight graders.   Funded by the National foundation of Educational Research: SVO). Co-supervised by prof. Dr G.J. Mellenbergh (University of Amsterdam). Current position: Rob is a full professor at Radboud University (Nijmegen, Netherlands) for Applied Linguistics

    All Schoonen publications

    Amos van Gelderen

    Amos van Gelderen (1992). Fonetisch en linguïstische validatie van oordelenover spreekprestaties [Phonetic and linguistic validation of ratingof oral performances ]  Funded by the National Foundation of Scientific Research: NWO). Co-supervised by Prof. Dr L. Pols (University of Amsterdam ).

    All Van Gelderen publications

    Michel Couzijn

    Michel Couzijn (1995). Transfer in het moedertaalonderwijs (VF): directieve en betogende teksten [Transfer in L1-education: directive and argumentative texts] (1991-1995). Funded by the University of Amsterdam). Co-supervised by Prof. Dr B.H.A.M. van Hout-Wolters, University of Amsterdam.

    Publications Couzijn

    Full text dissertation

    Michel Couzijn website

    Marianne Overmaat

    Marianne Overmaat (1996). Empirische studies naar effectieve schrijfdidactiek.[Empirical Studies in Written Composition Methodology] . Funded by the National Foundation of Educational Research. Co-supervised by Prof. Dr K. de Glopper (University of Amsterdam , now Groningen University).

    Current position: retired from UvA

    Overmaat publications

    Tanja Janssen

    Tanja Janssen (1998). Literatuuronderwijs bij benadering [Approaches in Literature Education]. Funded by the University of Amsterdam. Co-supervised by Prof. Dr S. ten Brinke (Utrecht University).

    Current position: Associate professor, UvA

    All Tanja Janssen publications

    Tanja Janssen website

    Martine Braaksma

    Martine A.H. Braaksma (2002). Learning to write by observation of models : 1996-2002. Graduated May 2002.  Funded by the University of Amsterdam and the International Association for the Improvement of Mother Tongue Education (IAIMTE). Co-supervised by Prof. Bernadette A.H.M. Van Hout-Wolters (Amsterdam), & Dr. Huub H.van denBergh (Utrecht).

    Current position: staff member Dutch Advisory Council for Educ Sla op ation (the Hague, the Netherlands)

    All Martine Braaksma publications

    Full text dissertation

    Website Martine Braaksma

    Hein Broekkamp

    Hein Broekkamp (2003). Learning to represent task demands. Thesis work was funded by the University of Amsterdam. Co-supervisors: Bernadette van Hout-Wolters (Amsterdam), Huub van den Bergh (Utrecht).

    Current position: staff member Dutch Council for Education, The Hague.

    All Hein Broekkamp publications

    Isabelle de Ridder (Antwerp, Belgium)

    Isabelle de Ridder (2003). Hyperlinks & Vocabulary Learning from texts in L2 . Funded by the University of Antwerp. Co-supervised by Prof Dr Luuk van Waes (Antwerp).

    Full text dissertation

    Rita Rymenans & Svende Maeyer (Antwerp, Belgium)

    De Maeyer, S.A.J.H. & Rymenans, R.M.C. (2004). Onderzoek naar kenmerken van effectieve scholen. Kritische factoren in een onderzoek naar schooleffectiviteit in het technisch en beroepssecundair onderwijs in Vlaanderen. Diss UU. Co-supervised by Prof dr Frans Daems (Antwerp), Prof. dr Peter van Petegem (Antwerp), Dr. Huub van den Bergh (Utrecht).

    WebsiteSven de Maeyer

    LapQuoc Trinh (Can Tho, Vietnam)

    Trinh, L.Q. (2005). Stimulating learner's autonomy in language education . A curriculum innovation study. Funded by NUFFIC/MHO-projects. Co-supervisedby PeterBimmel (Amsterdam , Netherlands).

    Full text dissertation

    Marleen Kieft (Amsterdam)

    Marleen Kieft (2006). Adapting instruction to students' writing strategies: Effects on writing and learning.  Funded by the University of Amsterdam and the International Association for the Improvement of Mother Tong ue Education (IAIMTE). Co-supervised by Prof. dr Huub van den Bergh (Utrecht).

    All Marleen Kieft publications

    Marleen Kieft website

    Rita Rigo Toth (Singapore)

    Rita Rigo-Toth(2007). Co-supervised by Dr Christine Ure, Uiversity of Merlbourne, Australia.

    Ton Koet (Amsterdam)

    Ton Koet (2007). Polder English in Dutch ears . Co-supervised by Prof Dr Huub van den Bergh, Utrecht/Amsterdam

    Ton Koet website

    Theo Witte (Groningen, Th Netherlands)

    Theo Witte (2008). Het oog van de meester. Funded by the University of Groningen.Co-supervised by prof. dr D. Schram (Amsterdam)& prof. dr A. van Essen (Groningen)

    Theo Witte website

    Mariet Raedts (Antwerp, Belgium)

    Mariet Raedts (2008). De invloed van zelfeffectiviteitsverwachtingen, taakkennis en observerend leren bij een nieuw en complexe schrijftaak. [The effect of self-efficacy expectations, task knowledge and observational learning in a new and complex writing task]. Co-supervised by Frans Daems (Antwerp) and Luuk van Waes (Antwerp).

    Mariet Raedts publications

    Elke van Steendam (Leuven, Belgium)

    Elke van Steendam(2008). Effective instructional strategies in collaborative revision in ESL. The effects of Two empirical studies. Co-supervised Lies Sercu (Leuven), with Huub van den Bergh (Utrecht/Amsterdam) as advisor.

    Publications Elke van Steendam

    Daphne van Weijen (Utrecht,the Netherlands)

    Daphne van Weijen (2009). Writing processes, text quality, and tasks effects Empirical studies in first and second language writing. Co-supervised with Huub van den Bergh (Utrecht/Amsterdam) and Ted Sanders(Utrecht)

    Daphne van Weijen's homepage

    Lieve Verheyden

    Achter de lijn.Vier empirische studies over ontluikende stelvaardigheid. [The story behind the line. Four empirical studies on writing by third and fourth graders of primary school.( 24 April 2010). Co-supervisors: Prof Kris van den Branden (Leuven, Belgium), Prof Huub vanden Bergh (Utrecht, the Netherlands), and Dr. Sven de Maeyer (Antwerp, Belgium)

    Tatiana Berden-Antonenko

    Stinulating intercultural intellectual capabilities in intercultural communication.Testing an innovative course design.Dissertation. Appendices. 23 November 2010. Co-supervisor; Prof. Dr Lies Sercu, Leuven , Belgium.

    Dissertation

    Talita Groenendijk (The Netherlands)

    Observe and Explore. Empirical studies on Learning in creative writing and visual arts. May 15th, 2012. Funded by University of Amsterdam. Co-supervised by Dr Tanja Janssen, GSTL, Prof Dr Huub van den Bergh (advisor).

     

    Dissertation

    Tillema, Marion (The Netherlands).

    Writing in first and second language. Empirical studies on text quality and writing processes

    June 19th, 2012, Utrecht. Funded by Utrecht University. Co-supervised by Prof. Dr Huub van den Bergh (Utrecht) and Prof. Dr Ted Sanders (Utrecht).

    Phuong Nam Thi Nguyen (Vietnam, the Netherlands)

    Second language writing and literary reading in university: Three empirical studies.

    November 28th, 2012, Amsterdam. Funded by Mekong Delta Grant and University of Amsterdam. Co-supervised by Prof.Dr Wilfried Admiraal (Amsterdam, now Leiden) and Dr Tanja Janssen (Amsterdam)(

    Dick van Dijk

    De Taal van oplossingen. Een empirisch begrippenkader voor oplossingsgerichte interactie. Available in Dare

    November 27th, 2013, Amsterdam. No grant, candidate's personal investment. Co-supervised by Dr Resi Damhuis, Marnix Academy (Utrecht)

    Milan Kriz

    Teaching Dutch as a foreign language in Eastern Europe

    February, 2014, Utrecht. No Grant, candidata's own investment. Co-supervisor Prof. Dr Huub van den Bergh (Utrecht)

    Marco Kragten

    Comprehensing process diagrams in biology education

    November 27th, 2016, Amsterdam. Grant by NWO Lerarenbeurs. Co-supervised by Prof. Dr Wilfried Admiraal (Amsterdam, now Leiden).

    Marrit van de Guchte

    Focus on Form in Task-based Language Teaching

    December 17th 2015, Amsterdam. Grant by Gooise Scholen Federatie & University of Amsterdam. Co-supervised by Dr Martine Braaksma & Dr P. Bimmel

    3.Scientific Services

     

     

    3.1 Editor

    • Journal Editor L1-Educational Studies inLanguage and Literature (peer refereed journal since 2000). Co-editor, with Mary Kooy (OISE, Toronto, Canada).
    • Journal Editor and founder with Luuk van Waes, of Journal of Writing Research, since 2007
    • Series Editor Studies in Writing, book series. S ince 1996, a refereed book series published by Amsterdam University Press (volumes 1-6) and Kluwer Academic Press (volumes 7-17), Elsevier (volumes 18-22), Emerald (volumes 23-26) and Brill (volumes 27- xx).
    • Series Editor Studies in Language & Literature. International Perspectives on Mother Tongue Education . Published by AmsterdamUniversity Press (volumes 1, 2).
    • Levende Talen Magazine, 1999-2001: design and implementation of new formula.
    • Learning and Instruction, associate editor, 2014-2018

    L1 Educational Studies in language and Literature

    Journal of Writing Research

    Studies inWriting(vol 1-6)

    Studies in Writing (vol 7-17)

    Studies in Writing 17-21

    More information Studies in Writing

     

    3.2 Conferences

    Organizer

    • SIG Writing conference 1994,Utrecht, with Huub vanden Bergh & DanielJansen
    • IAIMTE conferences 1997 (Amsterdam), 1999 (Amsterdam), 2001 (Amterdam), co-organizer 2003 (Lisbon, Portugal), 2005 (Albi, France), 2007 Exeter (UK)
    • EARLI conference 2009 (programme manager), with Jos Beishuizen, Gerrie Buijze, Ron Oostdam & Thea Peetsma
    • Conference on Writing Research (for SIG WRITING), August 2014, Amsterdam
    • Research School on Writing Research (for SIG WRITING), August 2014, Utrecht

    Scientifice committees

    • Sig Writing conferences:1996 (Bellaterra), 1998 (Poitiers), 2000(Verona), 2002 (Stoke-on-Trent), 2004 (Geneva), 2006 (Antwerp), 2008 (Lund), 2010 (Heidelberg), 2012 (Porto)
    • Member Biannual Earli Committee Oeuvre Award EARLI 1997.
    • Member Biannual Earli Committee 'Outstanding Publication in the field of Learning and Instruction' 1999.

    EARLI2009 Conference

    IAIMTE 2009

    SIG Writing 2009

    3.3 Reviewer (Journals only)

    • British Journal of Educational Psychology, 
    • European Journal of Psychologyof Education, 
    • Language Learning, 
    • Instructional Sciences, 
    • Research in the Teaching of English, 
    • Spanish Journal of Psychology, 
    • Pedagogische Studien.
    • Journal of Second Language Writing
    • Research in the Teaching of English

    3.4 Coordinator

    • International Association for the Improvement of Mother Tongue Education (IAIMTE). Chair (1995-2013) 
    • Special Interest Group Writing (European Association on Research of Learning and Instruction (EARLI ):1993-1997.

    ARLE, fka IAIMTE

    SIG Writing

    3.5 Editorial board

    • Spanish Journal of Psychology (1999-...); 
    • Learning and Instruction (2002-2007) 
    • Educational Research Review (2005- ...)
    • Journal of Educational Psychology (2014- ...)
    • Tijdschrift voor Taalbeheersing (2010-....)

    Spanish Journalof Psychology

    Learning and Instruction

    Educational Research Review

    4. Lab staff

    The Research in Language, Literature & Arts Education Lab Staff (with links to personal websites)

     

    Staff
     Seniors

     Former: Dr Martine Braaksma (2002-2015), Dr Michel Couzijn (2000-2014), dr Marleen Kieft (2006-2007),

    Current: dr Tanja Janssen (1992 - xx), Dr Daphne van Weijen (2014 -- xx), Dr Marrit Van de Guchtt (2016--xx), Dr Suzanne Adema (2014-xx), Dr Elke van Steendam (Leuven/Brussels/Antwerp

     Consultant for Methodology & Statistics  Prof. dr Huub van den Bergh (Utrecht University)
     Co-supervisors  Prof dr Wilfried Admiraal (Leiden), dr Tanja Janssen (Amsterdam), Dr Martine Braaksma (Amsterdam), Dr Elke van Steendam (Leuven), Dr. Suzanne Adema (Amsterdam(
     PhD Candidates (ILO) Marie-Therese van de Kamp (MA), Marloes Schrijvers (MA), Martijn Koek (MA), Saskia Rietdijk (MSc), Suzanne Luger (MA), Chelsea O'Brien (MA, MA), Anouk ten Peze (MA), Liselore van Ockenburg (MA), Nina vandermeulen (MA, Antwerp), Brenda van den Broek (MSc, Antwerp).
     Extra Muros  Madelein van Baalen, MA (TheaterSchool Rotterdam); Bob Wilkinson, MA (Maastricht University); Mujgan Büyükbaş Kara (MA; Turkey),

    Language, Literature & Arts Education Research programme

  • Services

    National

    Vereniging voor Leraren in Levende Talen

    Member of the Didactiek Commissie Nederlands, ca 1974-1980. From 2000-2004 he was appointed as research professor for the Vereninging van Leraren in LevendeTalen, following prof. dr Gerard Westhof, and follwed by prof. dr. Huub van den Bergh.

    In 2017 he set up a continuation of the Didactiek Commissie Nederlands, called Werkgroep Onderzoek en didactiek Nederlands (Working Group Research and Instruction Dutch Language and Literature Education. In May 2018 he was elected as chair of the Association for Teacher of Living Languages, section Dutch, with 1400 members. 

     

    Editor in chief

    Restyling Levende Talen (journal for language teachers) (1999-2001) into two publications, a Magazine and a Scientific Journal, introducing new formats and journal formula's, together with Monique van Hootegem, setting up a new team of editors etc.

    Editor

    DCN-cahiers, publication series of the Didactiek Commissie Nederlands

    International

    Founder

    • with Eric Esperet: Studies in Writing bookseries, publishing since 1996, with 32 volumes in 2018. Published now by Brill, formerly by Emerald, Springer/Kluwer, Elsevier and Amsterdam University Press
    • with Luuk van Waes: Journal of Writing Research, since 2008.
    • with Ken Watson, Australia, International Association for the Improvement of Mother Tongue Education (IAIMTE), now ARLE. International Association for Research in L1 Education. Chair person from 1995-2015.
    • with Mary Kooy, Canada, research journal L1-Educational Studies in Language and Literature. Editor from 1999-2015. 
    • IAIMTE conferences. Organizer, convenor, conference manager. Since 1997
    • SIG WRITING research school, first editon 2014, with Huub van den Bergh, Monica Koster, Renske Bouwer.
    • ARLE Research school, first edition 2017, with Paulo Feytor Pinto & Luisa Alvarez.

    Editor

    • Journal of Writing Research: 2008-current.
    • L1-Educational Studies in language and Literature: 1999-2015.
    • Learning and Instruction, 2014, current
    • Studies in Writing bookseries: 1995-2015.

    Conferences

    • IAIMTE/ARLE conferences since 1997, various editons; roles: convenor, organizer, conference manager, scientific committee.
    • SIG WRITING conference 1994, with Huub van den Bergh, Utrecht. Role: organizer.
    • SIG WRITING conference 2014, with Huub van den Bergh, Monica Koster, Renske Bouwer, Martine Braaksma, Saskia Rietdijk, Amsterdam. Role: organizer.
    • EARLI Conference 2009, with Jos Beishuizen, Amsterdam. Role: conference manager.

    Consulting editor

    Editorial board member

     Reviewer

    • British Journal of Educational Psychology
    • Educational Psychology Review
    • European Journal of Psychology of Education
    • Instructional Sciences
    • International Journal of Qualitative Studies in Education
    • Journal of Argumentation in Context
    • Language and Education
    • Language Learning
    • Learning & Instruction
    • Pedagogische Studiën
    • Research in the Teaching of English
    • Second Language Writing
  • Publicaties

    2019

    • Kaldahl, A-G., Bachinger, A., & Rijlaarsdam, G. C. W. (2019). Assessing Oracy. L1 Educational Studies in Language and Literature, 19.
    • Kaldahl, A-G., Bachinger, A., & Rijlaarsdam, G. C. W. (2019). Oracy matters. Introduction to the special issue on oracy. Editorial to a special issue on Assessing Oracy. L1 Educational Studies in Language and Literature, 19, 1-9. https://doi.org/10.17239/L1ESLL-2019.19.03.06
    • Schrijvers, M., Janssen, T., Fialho, O., & Rijlaarsdam, G. (2019). Gaining insight into human nature: A review of literature classroom intervention studies. Review of Educational Research, 89(1), 3-45. https://doi.org/10.3102/0034654318812914 [details]
    • van Weijen, D., Rijlaarsdam, G., & van den Bergh, H. (2019). Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison. Reading and Writing, 32(6), 1635-1655. https://doi.org/10.1007/s11145-018-9842-9
    • van de Guchte, M., Rijlaarsdam, G., Braaksma, M., & Bimmel, P. (2019). Focus on language versus content in the pre-task: Effects of guided peer-video model observations on task performance. Language Teaching Research, 23(3), 310-329. https://doi.org/10.1177/1362168817735543 [details]

    2018

    • Braaksma, M. A. H., Rijlaarsdam, G., & van den Bergh, H. (2018). Effects of hypertext writing and observational learning on content knowledge acquisition, self-efficacy, and text quality: Two experimental studies exploring aptitude treatment interactions. Journal of Writing Research, 9(3), 259-300. https://doi.org/10.17239/jowr-2018.09.03.02 [details]
    • López, P., Rijlaarsdam, G., Torrance, M., & Fidalgo, R. (2018). How to report writing interventions? A case study on the analytic description of two effective revision interventions. Journal of Writing Research, 10(2), 279-329. https://doi.org/10.17239/jowr-2018.10.02.05 [details]
    • Nguyen, P. N. T., Admiraal, W., Janssen, T., & Rijlaarsdam, G. (2018). Learning to write: Effects of prewriting tasks on English writings of Vietnamese students. Asian EFL Journal, 20(9.1), 57-74. [details]
    • Rietdijk, S., van Weijen, D., Janssen, T., van den Bergh, H., & Rijlaarsdam, G. (2018). Teaching writing in primary education: Classroom practice, time, teachers' beliefs and skills. Journal of Educational Psychology, 110(5), 640-663. https://doi.org/10.1037/edu0000237 [details]
    • Rijlaarsdam, G., Janssen, T., Rietdijk, S., & van Weijen, D. (2018). Reporting design principles for effective Instruction of writing: Interventions as constructs. In R. Fidalgo, K. R. Harris, & M. Braaksma (Eds.), Design principles for teaching effective writing: Theoretical and empirical grounded principles (pp. 280-313). (Studies in Writing; Vol. 34). Leiden: Brill. https://doi.org/10.1163/9789004270480_013 [details]
    • Zelime, J., Deutschmann, M., & Rijlaarsdam, G. (2018). The effect of the language of testing on second language learners’ academic performance in Social Studies: The case of Kreol Seselwa and English in the Seychelles classrooms. L1 Educational Studies in Language and Literature, 18. https://doi.org/10.17239/L1ESLL-2018.18.01.10 [details]

    2017

    • López, P., Torrance, M., Rijlaarsdam, G., & Fidalgo, R. (2017). Effects of direct instruction and strategy modeling on upper-primary students' writing development. Frontiers in Psychology, 8, [1054]. https://doi.org/10.3389/fpsyg.2017.01054 [details]
    • Rietdijk, S., Janssen, T., van Weijen, D., van den Bergh, H., & Rijlaarsdam, G. (2017). Improving Writing in Primary Schools through a Comprehensive Writing Program. Journal of Writing Research, 9(2), 173-225. https://doi.org/10.17239/jowr-2017.09.02.04 [details]
    • van de Guchte, M., Rijlaarsdam, G., Braaksma, M., & Bimmel, P. (2017). Leren door peer-modelvideo’s binnen taakgericht taalonderwijs: Aandacht voor inhoud versus grammatica tijdens het observeren van peer-model video’s. Levende Talen Tijdschrift, 18(1), 3-13. [details]

    2016

    2015

    • Braaksma, M., & Rijlaarsdam, G. (2015). Intervention studies in writing-to-learn: Effects on comprehension, domain-specific learning outcomes and meaning making processes. Journal of Writing Research, 7(1), 1-226. [details]
    • Fidalgo, R., Torrance, M., Rijlaarsdam, G., van den Bergh, H., & Álvarez, M. L. (2015). Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students. Contemporary Educational Psychology, 41, 37-50. https://doi.org/10.1016/j.cedpsych.2014.11.004 [details]
    • Kragten, M., Admiraal, W., & Rijlaarsdam, G. (2015). Students’ ability to solve process-diagram problems in secondary biology education. Journal of Biology Education, 49(1), 91-103. https://doi.org/10.1080/00219266.2014.888363 [details]
    • Kragten, M., Admiraal, W., & Rijlaarsdam, G. (2015). Students’ learning activities while studying biological process diagrams. International Journal of Science Education, 37(12), 1915-1937. https://doi.org/10.1080/09500693.2015.1057775 [details]
    • Martínez, I., Mateos, M., Martín, E., & Rijlaarsdam, G. (2015). Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality. Journal of Writing Research, 7(2), 275-302. https://doi.org/10.17239/jowr-2015.07.02.03 [details]
    • Rijlaarsdam, G., & Braaksma, M. (2015). Introduction to the special issue on Writing-to-learn studies. Journal of Writing Research, 7(1), 1-4. https://doi.org/10.17239/jowr-2015.07.01.01 [details]
    • van de Guchte, M., Braaksma, M., Rijlaarsdam, G., & Bimmel, P. (2015). Learning new grammatical structures in Task-Based Language Learning: The effects of recasts and prompts. The Modern Language Journal, 99(2), 246-262. https://doi.org/10.1111/modl.12211 [details]
    • van de Kamp, M-T., Admiraal, W., van Drie, J., & Rijlaarsdam, G. (2015). Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognition. British Journal of Educational Psychology, 85(1), 47-58. https://doi.org/10.1111/bjep.12061 [details]
    • van den Bergh, H., Rijlaarsdam, G., & van Steendam, E. (2015). Writing process theory: A functional dynamic approach. In C. A. Macarthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research. - 2nd edition (pp. 57-71). New York/London: The Guilford Press. [details]

    2014

    2013

    • Groenendijk, T., Janssen, T., Rijlaarsdam, G., & van den Bergh, H. (2013). Learning to be creative. The effects of observational learning on students' design products and processes. Learning and Instruction, 28, 35-47. https://doi.org/10.1016/j.learninstruc.2013.05.001 [details]
    • Kragten, M., Admiraal, W., & Rijlaarsdam, G. (2013). Geletterdheid in diagrammen in de bètavakken. Tijdschrift voor Taalbeheersing, 35(1), 63-81. https://doi.org/10.5117/TVT2013.1.KRAG [details]
    • Rijlaarsdam, G., Janssen, T., Braaksma, M., van Steendam, E., van den Branden, K., Couzijn, M., & Verheyden, L. (2013). Learning and instruction in writing. In C. A. Stone, E. R. Silliman, B. J. Ehren, & G. P. Wallach (Eds.), Handbook of language and literacy: development and disorders. - 2nd ed. (pp. 545-566). New York: Guilford Press. [details]
    • Tillema, M., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2013). Quantifying the quality difference between L1 and L2 essays: a rating procedure with bilingual raters and L1 and L2 benchmark essays. Language Testing, 30(1), 71-97. https://doi.org/10.1177/0265532212442647 [details]

    2012

    • Berninger, V. W., & Rijlaarsdam, G. (2012). Introduction. In V. W. Berninger (Ed.), Past, present and future contributions of cognitive writing research to cognitive psychology (pp. xix-xxvi). New York [etc.]: Psychology Press. https://doi.org/10.4324/9780203805312 [details]
    • Berninger, V., Rijlaarsdam, G., & Fayol, M. L. (2012). Mapping research questions about translation to methods, measures, and models. In M. Fayol, D. Alamargot, & V. W. Berninger (Eds.), Translation of thought to written text while composing: advancing theory, knowledge, methods, and applications (pp. 27-70). New York: PsychologyPress. [details]
    • Braaksma, M., Rijlaarsdam, G., & van den Bergh, H. (2012). Hypertext writing: learning and transfer effects. In M. Torrance, D. Alamargot, M. Castelló, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, ... L. van Waes (Eds.), Learning to write effectively: current trends in European research (pp. 127-130). (Studies in writing; Vol. 25). Bingley: Emerald. [details]
    • Braaksma, M., Rijlaarsdam, G., & van den Bergh, H. (2012). Observational learning in argumentative writing. In M. Torrance, D. Alamargot, M. Castelló, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, ... L. van Waes (Eds.), Learning to write effectively: current trends in European research (pp. 123-126). (Studies in writing; Vol. 25). Bingley: Emerald. [details]
    • Janssen, T., Braaksma, M., Rijlaarsdam, G., & van den Bergh, H. (2012). Flexibility in reading literature. Differences between good and poor adolescent readers. Scientific Study of Literature, 2(1), 83-107. https://doi.org/10.1075/ssol.2.1.05jan [details]
    • Kragten, M., Admiraal, W. F., & Rijlaarsdam, G. C. W. (2012). Diagrammatic literacy in secondary science education. Research in Science Education, 43(5), 1785-1800. https://doi.org/10.1007/s11165-012-9331-0 [details]
    • Rijlaarsdam, G. C. W., Klein, P., Boscolo, P., Kirkpatrick, L., & Gelati, C. (2012). Studies in Writing. Writing as a learning activity, Series editor. (Studies in writing). Leiden: Brill.
    • Rijlaarsdam, G., & van den Bergh, H. (2012). Writing research: where to go to? In V. W. Berninger (Ed.), Past, present and future contributions of cognitive writing research to cognitive psychology (pp. 579-584). New York [etc.]: Psychology Press. [details]
    • Rijlaarsdam, G., Janssen, T., Romein, P., Kappé, J., & Koffeman, A. (2012). Onderzoek op Academische Opleidingsscholen: een nieuw soort onderzoek. Pedagogische Studiën, 89(6), 381-384. [details]
    • Rijlaarsdam, G., van den Bergh, H., Couzijn, M., Janssen, T., Braaksma, M., Tillema, M., ... Raedts, M. (2012). Writing. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook. - Vol. 3: Application to learning and teaching (pp. 189-228). (APA handbooks in psychology). Washington, DC: American Psychological Association. https://doi.org/10.1037/13275-000 [details]
    • Verheyden, L., van den Branden, K., Rijlaarsdam, G., van den Bergh, H., & de Maeijer, S. (2012). Translation skills and trade-off in young L2-learners' written narrations. In M. Fayol, D. Alamargot, & V. W. Berninger (Eds.), Translation of thought to written text while composing: advancing theory, knowledge, methods, and applications (pp. 181-212). New York: PsychologyPress. [details]
    • van Steendam, E., Rijlaarsdam, G., Sercu, L., & van den Bergh, H. (2012). Effective instructional strategies in collaborative revision in EFL: two empirical studies. In M. Torrance, D. Alamargot, M. Castelló, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, ... L. van Waes (Eds.), Learning to write effectively: current trends in European research (pp. 131-134). (Studies in writing; Vol. 25). Bingley: Emerald. [details]

    2011

    • Groenendijk, T., Janssen, T. M., van den Bergh, H., & Rijlaarsdam, G. C. W. (2011). The effect of observational learning on students’ performance, processes and motivation in two creative domains. British Journal of Educational Psychology, 83(1), 3-28. https://doi.org/10.1111/j.2044-8279.2011.02052.x
    • Tillema, M., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2011). Relating self reports of writing behaviour and online task execution using a temporal model. Metacognition and Learning, 6(3), 229-253. https://doi.org/10.1007/s11409-011-9072-x [details]
    • Toorenaar, A., & Rijlaarsdam, G. (2011). Instructional theory for language lessons: a design study to validate the Communities of Learners concept in the language curriculum. L1 Educational Studies in Language and Literature, 11(1), 57-89. https://doi.org/10.17239/L1ESLL-2011.01.04 [details]

    2010

    • De Maeyer, S., van den Bergh, H., Rymenans, R., Van Petegem, P., & Rijlaarsdam, G. (2010). Effectiveness criteria in school effectiveness studies: Further research on the choice of a multivariate model. Educational Research Review, 5(1), 81-96. https://doi.org/10.1016/j.edurev.2009.09.001 [details]
    • Janssen, T., Braaksma, M., & Rijlaarsdam, G. (2010). Reading and teaching short stories, based on process studies and experimental research. In D. Wyse, R. Andrews, & J. Hoffman (Eds.), The Routledge international handbook of English, language and literacy teaching (pp. 45-57). (Routledge international handbooks of education). London: Routledge. [details]
    • Verheyden, L., van den Branden, K., Rijlaarsdam, G., van den Bergh, H., & De Maeyer, S. (2010). Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: a follow-up of seven text features. Journal of Research in Reading, 33(1), 20-38. https://doi.org/10.1111/j.1467-9817.2009.01430.x [details]
    • Witte, T. C. H., Rijlaarsdam, G. C. W., & Schram, D. H. (2010). Empirisch gefundeerde theorie voor literaire ontwikkeling en didactische differentiatie in de Tweede Fase. Pedagogische Studiën, 87(6), 375-393. [details]
    • van Steendam, E., Rijlaarsdam, G., Sercu, L., & van den Bergh, H. (2010). The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL. Learning and Instruction, 20(4), 316-327. https://doi.org/10.1016/j.learninstruc.2009.08.009 [details]

    2009

    • Raedts, M., Daems, F., van Waes, L., & Rijlaarsdam, G. (2009). Observerend leren van peer models bij een complexe schrijftaak. Tijdschrift voor Taalbeheersing, 31(2), 142-165. https://doi.org/10.5117/TVT2009.2.OBSE357 [details]
    • Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Kieft, M., Raedts, M., ... van den Bergh, H. (2009). The role of readers in writing development: writing students bringing their texts to the test. In R. Beard, D. Myhill, J. Riley, & M. Nystrand (Eds.), The Sage handbook of writing development (pp. 436-452). London: Sage. [details]
    • Schuitema, J., Veugelers, W., Rijlaarsdam, G., & ten Dam, G. (2009). Two instructional designs for dialogic citizenship education: an effect study. British Journal of Educational Psychology, 79(3), 439-461. https://doi.org/10.1348/978185408X393852 [details]
    • van Weijen, D., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2009). L1 use during L2 writing: an empirical study of a complex phenomenon. Journal of Second Language Writing, 18(4), 235-250. https://doi.org/10.1016/j.jslw.2009.06.003 [details]
    • van den Bergh, H., Rijlaarsdam, G., Janssen, T., Braaksma, M., van Weijen, D., & Tillema, M. (2009). Process execution of writing and reading: considering text quality, learner and task characteristics. In M. C. Shelley, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: international perspectives and gold standards (pp. 399-427). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-8427-0_20 [details]

    2008

    • Frijters, S., ten Dam, G., & Rijlaarsdam, G. (2008). Effects of dialogic learning on value-loaded critical thinking. Learning and Instruction, 18(1), 66-82. https://doi.org/10.1016/j.learninstruc.2006.11.001 [details]
    • Groenendijk, T., Janssen, T., Rijlaarsdam, G., & van den Bergh, H. (2008). How do secondary school students write poetry? How creative writing processes relate to final products. L1 Educational Studies in Language and Literature, 8(3), 57-80. [details]
    • Kieft, M., & Rijlaarsdam, G. (2008). Effecten van het aanpassen van instructie aan de schrijfstrategieën op literaire interpretatievaardigheid en op schrijfvaardigheid: een empirische studie. Tijdschrift voor Taalbeheersing, 30(1), 29-43. [details]
    • Kieft, M., Rijlaarsdam, G., & van den Bergh, H. (2008). An aptitude-treatment interaction approach to writing-to-learn. Learning and Instruction, 18(4), 379-390. https://doi.org/10.1016/j.learninstruc.2007.07.004 [details]
    • Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Raedts, M., van Steendam, E., ... van den Bergh, H. (2008). Observation of peers in learning to write: practice and research. Journal of Writing Research, 1(1), 53-83. https://doi.org/10.17239/jowr-2008.01.01.3 [details]
    • van Weijen, D., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2008). Differences in process and process-product relations in L2 writing. ITL : International Journal of Applied Linguistics, 156, 203-226. https://doi.org/10.2143/ITL.156.0.2034433 [details]

    2008

    • Meijerink, H. P., Letschert, J. F. M., van Asselt, R., van den Bergh, H. H., van de Craats, J., van de Haterd, L. A. G. J., ... Veringa, F. H. J. (2008). Over de drempels met taal en rekenen: hoofdrapport van de expertgroep Doorlopende Leerlijnen Taal en Rekenen. Enschede: Expertgroep doorlopende leerlijnen. [details]
    • van Beek, F., van den Bergh, H., Leenders, E., Rijlaarsdam, G., Bonset, H., Oosterloo, A., ... Witte, T. (2008). Over de drempels met taal: de niveaus voor de taalvaardigheid: onderdeel van de eindrapportage van de Expertgroep Doorlopende Leerlijnen Taal en Rekenen. Enschede: Expertgroep doorlopende leerlijnen. [details]
    • van Weijen, D. (Guest ed.), van Steendam, E. (Guest ed.), & Rijlaarsdam, G. (Guest ed.) (2008). Special Issue on Learning and Teaching L2 Writing. ITL : International Journal of Applied Linguistics, 156. [details]
    • van Weijen, D., van Steendam, E., & Rijlaarsdam, G. (2008). Editorial: Special issue on learning and teaching L2 writing. ITL-Review of Applied Linguistics, 156, 1-12. https://doi.org/10.2143/ITL.156.0.2034416 [details]

    2019

    • Rijlaarsdam, G. C. W., Gerits, H., & Janssen, T. (2019). Nederlands anders in het Cultuur- en Maatschappijprofiel. Levende Talen Magazine, 106(4), 40-41.

    2018

    • Elving, K., Rijlaarsdam, G., & van den Bergh, H. (2018). Effectieve revisie tijdens het schrijfproces van havisten. Levende Talen Tijdschrift, 19(1), 14-25. [details]
    • Rijlaarsdam, G., & Janssen, T. (2018). Curriculum.nu Nederlands: Een afslag te vroeg. Levende Talen Magazine, 105(5), 46-48. [details]
    • Rijlaarsdam, G., & Janssen, T. (2018). Vakdidactisch onderzoek: Over nut, noodzaak en mogelijkheden. Levende Talen Magazine, 105, 64-65. [details]
    • ten Peze, A. A., Janssen, T. M., & Rijlaarsdam, G. C. W. (2018). Het schrijflab – Een lessenserie creatief schrijven voor leerlingen in de bovenbouw havo/vwo. In A. Mottart, & S. Vanhooren (Eds.), 32ste Conferentie onderwijs Nederlands (pp. 277-280). Skribis.
    • van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2018). Syntheseteksten leren schrijven in het voortgezet onderwijs: Het verband tussen schrijfaanpak en voorkeur voor leeractiviteiten. Levende Talen Tijdschrift, 19(2), 3-14. [details]
    • van de Guchte, M., & Rijlaarsdam, G. (2018). Chatten in taakgericht MVT onderwijs: Effect op doeltaalgebruik en ervaringen van leerlingen . Levende Talen Tijdschrift, 19(4), 3-14. [details]

    2017

    • Aben, J., van den Broek, B., Vandermeulen, N., van Steendam, E., & Rijlaarsdam, G. (2017). Feedback op de schrijfaanpak: de ontwikkeling van een schrijfprocesgericht feedbackrapport voor vwo-leerlingen. Levende Talen Tijdschrift, 18(4), 3-14. [details]
    • Schrijvers, M., Janssen, T., & Rijlaarsdam, G. (2017). Literatuur leert je het leven? Over het stimuleren van persoonlijke en sociale inzichten via literatuuronderwijs. In R. van Steensel, & E. Segers (Eds.), Succesvol lezen in het onderwijs (pp. 183-199). (Stichting Lezen reeks; Vol. 28). Delft: Eburon. [details]

    2016

    • Schrijvers, M., Janssen, T., & Rijlaarsdam, G. (2016). ‘Dat een boek kan veranderen hoe je naar de wereld kijkt’: De impact van literatuuronderwijs op zelfinzicht en sociaal inzicht van bovenbouwleerlingen in havo en vwo. Levende Talen Tijdschrift, 17(1), 3-13. [details]
    • Van Steendam, E., Rijlaarsdam, G., van den Bergh, H., & Sercu, L. (2016). Samenwerkend schrijven en reviseren: Met wie en hoe? Een experimentele studie naar de interactie tussen groepssamenstelling en instructiemethode bij samenwerkend reviseren in een vreemde taal in het hoger onderwijs. Levende Talen Tijdschrift, 17(3), 3-13. [details]

    2015

    • Neijt, A., Coppen, P-A., de Glopper, K., Aalberse, S., van der Eerden, I., Evers-Vermeul, J., ... Verhagen, A. (2015). Bewuste taalvaardigheid als eindterm voor het schoolvak Nederlands in havo en vwo: visie en voorbeelden. In A. Mottart, & S. Vanhooren (Eds.), 29ste Conferentie Onderwijs Nederlands: Fontys Hogeschool Tilburg 13 & 14 november 2015 (pp. 198-202). Gent: Academia Press. [details]

    2012

    • Braaksma, M., & Rijlaarsdam, G. (2012). Hypertekst schrijven en observerend leren als aanvullende didactiek. In A. Mottart, & S. Vanhooren (Eds.), Zesentwintigste conferentie 'Het Schoolvak Nederlands': Katholieke Hogeschool Brugge-Oostende, 16 & 17 november 2012 (pp. 303-307). Gent: Academia Press. [details]
    • van de Kamp, M-T., Admiraal, W., & Rijlaarsdam, G. (2012). Creativiteit bevorderen bij de kunstvakken. Waarom is creativiteit zo belangrijk? Kunstzone : Tijdschrift voor Kunst en Cultuur in het Onderwijs, 11(2/3), 6-9. [details]
    • van de Kamp, M-T., van Drie, J., Rijlaarsdam, G., & Admiraal, W. (2012). Beoordelen van praktijkwerk bij de kunstvakken: voorwaarden voor een betrouwbare en valide beoordeling. Kunstzone : Tijdschrift voor Kunst en Cultuur in het Onderwijs, 11(12), 6-8. [details]

    2011

    • Braaksma, M., Rijlaarsdam, G., & van den Bergh, H. (2011). Hypertekst schrijven en observerend leren als didactiek: effecten op schrijfvaardigheid en kennisverwerving. Vonk, 40(3), 3-23. [details]
    • Rijlaarsdam, G., Braaksma, M., Janssen, T., Groenendijk, T., & Toorenaar, A. (2011). Learning to write and writing to learn. Better : evidence-based education, 3(2), 14-15. [details]
    • van Weijen, D., van den Bergh, H., & Rijlaarsdam, G. (2011). Het gebruik van T1 tijdens schrijven in T2. Levende Talen Tijdschrift, 12(2), 3-13. [details]

    2009

    • Meijerink, H. P., Rijlaarsdam, G. C. W., van den Bergh, H. H., van Streun, A., Letschert, J. F., van de Vorle, R. B. M., & Bron, J. E. (2009). Een nadere beschouwing: over de drempels met taal en rekenen. Enschede: Expertgroep doorlopende leerlijnen. [details]
    • Witte, T., Rijlaarsdam, G., & Schram, D. (2009). Naar een gestructureerd curriculum voor het literatuuronderwijs. Levende Talen Tijdschrift, 10(2), 24-34. [details]

    2008

    • Bimmel, P., & Rijlaarsdam, G. (2008). Het kan altijd beter: van probleemdiagnose naar onderwijs van eigen makelij. In P. Bimmel, J. Canton, D. Fasoglio, & G. Rijlaarsdam (Eds.), Handboek ontwerpen talen (pp. 13-39, 197). (Kohnstamm kennisreeks; No. 3). Amsterdam: Vossiuspers UvA. [details]
    • Bimmel, P., Canton, J., Fasoglio, D., & Rijlaarsdam, G. (2008). Handboek ontwerpen talen. (Kohnstamm kennisreeks; No. 3). Amsterdam: Vossiuspers UvA (Kohnstamm kennisreeks). [details]
    • Groenendijk, T., Janssen, T., & Rijlaarsdam, G. (2008). Hoe schrijven middelbare scholieren gedichten? Over de relatie tussen schrijfproces en de kwaliteit van het eindproduct. Levende Talen Tijdschrift, 9(1), 3-11. [details]
    • Rijlaarsdam, G. (2008). Observerend leren: een kernactiviteit in in taalvaardigheidsonderwijs. In P. Bimmel, J. Canton, D. Fasoglio, & G. Rijlaarsdam (Eds.), Handboek ontwerpen talen (pp. 76-94, 197-198). (Kohnstamm kennisreeks). Amsterdam: Vossiuspers UvA. [details]
    • Rijlaarsdam, G., & Bimmel, P. (2008). Terugblik op het HOT-project. In P. Bimmel, J. Canton, D. Fasoglio, & G. Rijlaarsdam (Eds.), Handboek ontwerpen talen (pp. 54-67, 197). (Kohnstamm kennisreeks; No. 3). Amsterdam: Vossiuspers UvA. [details]
    • Rijlaarsdam, G., & Braaksma, M. (2008). Die Sache mit den "Schlemmy"-Riegeln: beobachtendes Lernen: ein Beispiel aus der Unterrichtspraxis. Fremdsprache Deutsch, 39, 23-27. [details]
    • Witte, T., Rijlaarsdam, G., & Schram, D. (2008). Literatuuronderwijs en de ontwikkeling van leesmotivatie in de Tweede Fase. Levende Talen Tijdschrift, 9(2), 19-30. [details]

    2018

    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2018). National survey on writing instruction in public secondary schools in Chile. Paper presented at AERA 2018: Annual Meeting the American Educational Research Association, New York City, United States.
    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2018). National survey on writing instruction in public secondary schools in Chile. Paper presented at SIG Writing Research school, Ghent, Belgium.
    • Rietdijk, S., van Weijen, D., Janssen, T. M., & Rijlaarsdam, G. C. W. (2018). Current status and the improvement of the teaching of writing in Dutch primary schools: Two large-scale studies. Paper presented at AERA 2018: Annual Meeting the American Educational Research Association, New York City, United States.
    • Rietdijk, S., van Weijen, D., Janssen, T. M., & Rijlaarsdam, G. C. W. (2018). Does teaching matter? Practices and learning outcomes. Paper presented at SIG Writing 2018, Antwerp, Belgium.
    • van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (2018). Learning to write synthesis texts: A review of intervention studies. Paper presented at SIG Writing 2018, Antwerp, Belgium.
    • van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (2018). Preferred learning activities for teaching synthesis writing in secondary education. Paper presented at SIG Writing 2018, Antwerp, Belgium.
    • van Weijen, D., Rijlaarsdam, G. C. W., & van den Bergh, H. (2018). Comparing source use and argumentation behaviour within and between writers in L1 and L2 writing. Paper presented at SIG Writing 2018, Antwerp, Belgium.

    2017

    • Elving, K., van den Bergh, H., & Rijlaarsdam, G. C. W. (2017). Learning to write: a recursive process.. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Encuesta nacional sobre escritura en aulas secundarias de lenguaje de establecimientos municipales de Chile. Paper presented at Tercer Simposio Internacional de la Cátedra UNESCO para la Lectura y la Escritura, Chillan, Chile.
    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). National survey on writing instruction in public secondary schools in Chile. Paper presented at JURE 2017 JURE (Junior researchers' pre-conference of EARLI), Tampere, Finland.
    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). National survey on writing instruction in public secondary schools in Chile. Poster session presented at Pre conference of the International Association for Research in L1 Education (ARLE), Tallin, Estonia.
    • Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Text quality, writing processes and students’ beliefs about writing at Secondary education in Chile. Poster session presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Jochem, A., Vandermeulen, N., Van den Broek, B., van Steendam, E., & Rijlaarsdam, G. C. W. (2017). The design of a feedback report on students' writing processes. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • Koek, M., Janssen, T. M., Hakemulder, F., & Rijlaarsdam, G. C. W. (2017). Critical thinking in the literature classroom. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • Koek, M., Janssen, T. M., Hakemulder, F., & Rijlaarsdam, G. C. W. (2017). Literature education as a school for thinking: Activities and text qualities that foster critical thinking. Paper presented at IGEL 15th Biennial Meeting 2016, Chicago, Ill, United States.
    • Kragten, M., Admiraal, W. A., & Rijlaarsdam, G. C. W. (2017). Learning from diagrams: Effects of strategy training. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • López, P., Fidalgo, R., Rijlaarsdam, G. C. W., Torrance, M., & Gonzalez-Moreira, M. (2017). Effective writing interventions via revision instruction: The role of explicit process strategies. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Mateos, M., Martin, E., Solari, M., Rijlaarsdam, G. C. W., & Villalon, R. (2017). Effects of different learning activities on different synthesis writing outcomes. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Sala-Bubare, A., Castello, M., & Rijlaarsdam, G. C. W. (2017). Doctoral students' writing regulation processes. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Schrijvers, M. S. T., Janssen, T. M., Fialho, O., & Rijlaarsdam, G. C. W. (2017). Fostering personal and social Insights in the literature classroom: Review of intervention studies.. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Schrijvers, M. S. T., Janssen, T. M., Fialho, O., & Rijlaarsdam, G. C. W. (2017). Gaining personal and social insights in the literature classroom: Effects of dialogic learning. Paper presented at JURE 2017 JURE (Junior researchers' pre-conference of EARLI), Tampere, Finland.
    • Schrijvers, M. S. T., Janssen, T. M., Fialho, O., & Rijlaarsdam, G. C. W. (2017). Talking about literature and life: Effects of dialogic literary instruction on students’ personal and social insights.. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • Van den Broek, B., Vandermeulen, N., Jochem, A., van Steendam, E., & Rijlaarsdam, G. C. W. (2017). How to provide feedback on students’ writing processes?. Paper presented at JURE 2017 JURE (Junior researchers' pre-conference of EARLI), Tampere, Finland.
    • Van den Broek, B., van Steendam, E., Rijlaarsdam, G. C. W., & Vandermeulen, N. (2017). The design and the effects of a course in writing on research and synthesis texts: the power of observation and analysis.. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • Van den Broek, B., van Steendam, E., Rijlaarsdam, G. C. W., & Vandermeulen, N. (2017). The relation between source use during the writing process and text quality in synthesis writing of (pre-)university students. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • Vandermeulen, N., Van den Broek, B., van Steendam, E., Bernolet, S., & Rijlaarsdam, G. C. W. (2017). Synthesis writing: relations between writing processes and text quality, moderated by writing style.. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • ten Peze, A. A., Janssen, T. M., & Rijlaarsdam, G. C. W. (2017). The effect of creative writing on students’ writing processes and text quality. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Designing an evidence-based online module for synthesis writing in secondary education. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
    • van Steendam, E., Buyuktas Kara, M., & Rijlaarsdam, G. C. W. (2017). Effects of peer observation in strategy instruction on synthesizing skills in teaching EFL writing.. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Source use in argumentative writing in L1 and L2. Paper presented at ARLE Conference 2017, Tallinn, Estonia.
    • van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Variation in source use in argumentative writing in L1 and L2.. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • van de Guchte, M., Rijlaarsdam, G. C. W., & Braaksma, M. A. H. (2017). Effects of focus on meaning versus form in pre-task video model observations. Paper presented at 7th International Conference on Task-Based Language Teaching (TBLT) 2017, Barcelona, Spain.

    2016

    • Rietdijk, S., Janssen, T. M., & Rijlaarsdam, G. C. W. (2016). Writing education in Dutch primary schools and factors influencing students’ writing performance. Paper presented at AERA 2016, United States.
    • Rietdijk, S., Janssen, T. M., van Weijen, D., Rijlaarsdam, G. C. W., & van den Bergh, H. (2016). Beter Schrijven: een interventiestudie in het basisonderwijs. Poster session presented at Onderwijs Research Dagen (ORD) 2016, Rotterdam, Netherlands.
    • Rietdijk, S., van Weijen, D., Rijlaarsdam, G. C. W., van den Bergh, H., & Janssen, T. M. (2016). About fidelity and implementation in writing intervention studies. Evaluation of measures used in a study in upper primary education. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.
    • Rijlaarsdam, G. C. W., Janssen, T. M., de Maat, P., Rietdijk, S., & van Weijen, D. (2016). Designing a strategy oriented writing program in upper primary education in a Dutch educational context: [Paper presentation in symposium]. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.
    • Schrijvers, M. S. T., Janssen, T. M., Fialho, O., & Rijlaarsdam, G. C. W. (2016). Leert literatuur je het leven? Over het stimuleren van persoonlijke en sociale inzichten via literatuuronderwijs. Paper presented at Succesvol lezen in het onderwijs - Stichting Lezen, Amersfoort, Netherlands.
    • Schrijvers, M. S. T., Janssen, T. M., Fialho, O., & Rijlaarsdam, G. C. W. (2016). The impact of literature education on students’ perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach. Paper presented at IGEL 15th Biennial Meeting 2016, Chicago, Ill, United States.
    • Van den Broek, B., Vandermeulen, N., & Rijlaarsdam, G. C. W. (2016). Improving pre-university students’ performance in academic synthesis tasks with level up instructions and feedback tool.. Paper presented at Studies in Writing Education with Steve Graham, Amsterdam, Netherlands.
    • ten Peze, A. A., Janssen, T. M., & Rijlaarsdam, G. C. W. (2016). The effect of creative writing on students’ writing processes and text quality. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.
    • van Weijen, D., Rietdijk, S., Rijlaarsdam, G. C. W., Janssen, T. M., & van den Bergh, H. (2016). Fidelity and implementation in writing intervention studies; Evaluation of measures used in a study in upper primary education. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.

    2015

    • Braaksma, M. A. H., Rijlaarsdam, G. C. W., & van den Bergh, H. (2015). Innovative learning in writing: Observational learning & hypertext writing. Paper presented at 10th IAIMTE Conference 2015: Languages, Literatures, and Literacies, Odense, Denmark.
    • Buyuktas Kara, M., & Rijlaarsdam, G. C. W. (2015). Effects of video based peer observation on summarizing from multiple sources. Paper presented at 10th IAIMTE Conference 2015: Languages, Literatures, and Literacies, Odense, Denmark.
    • Koek, M., Rijlaarsdam, G. C. W., Janssen, T. M., & Hakemulder, F. (2015). Literature as school for thinking. Exploring the relationship between critical thinking and literature education. Paper presented at JURE 2015 (Junior researchers' pre-conference of EARLI), Limassol, Cyprus.
    • Rietdijk, S., Janssen, T. M., Rijlaarsdam, G. C. W., & de Jong, P. F. (2015). Writing education in the Netherlands: Teachers’ beliefs, classroom practice and student achievements. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
    • Rijlaarsdam, G. C. W., & Braaksma, M. A. H. (2015). Small changes in the instructional setting do work: differentiation in the writing curriculum. Paper presented at 10th IAIMTE Conference 2015: Languages, Literatures, and Literacies, Odense, Denmark.
    • Schrijvers, M. S. T., Rijlaarsdam, G. C. W., Janssen, T. M., & Fialho, O. (2015). Literature education: Changing students’ perceptions of self and others?. Paper presented at JURE 2015 (Junior researchers' pre-conference of EARLI), Limassol, Cyprus.
    • van de Guchte, M., Braaksma, M. A. H., Rijlaarsdam, G. C. W., & Bimmel, P. E. (2015). The effects of focusing on meaning and form in pre-task video model observations. Paper presented at 6th Biennial International Conference on Task-Based Language Teaching (TLBT) 2015 , Leuven, Belgium.

    2012

    • Berninger, V., Fayol, M., Hayes, J., Rijlaarsdam, G. C. W., & Alves, R. (2012). Contribution of silent orthography to the cognitive and linguistic translation process. 166. Paper presented at SIG Writing Porto 2012, .
    • Martínez, I., Mateos, M., Rijlaarsdam, G. C. W., & Martín, E. (2012). Reading and writing during synthesis tasks: Quality of on-line reading and writing processes for sixth grade students. Effects of an intervention programme on processes. 74. Paper presented at SIG Writing Porto 2012, .
    • Nguyen, N. T., Rijlaarsdam, G. C. W., & Admiraal, W. F. (2012). Improving L2 writing quality: A series of two intervention studies. 178. Paper presented at SIG Writing Porto 2012, .
    • Raedts, M., & Rijlaarsdam, G. C. W. (2012). Influence of writing instruction and cognitive skills on undergraduate students’ academic writing. 89. Paper presented at SIG Writing Porto 2012, .
    • Viallón, R., Rijlaarsdam, G. C. W., Mateos, M., & van den Bergh, H. (2012). Testing a model of learning through writing: The relationship between students’ conceptions, written products and learning outcomes. 111. Paper presented at SIG Writing Porto 2012, .
    • van Steendam, E., Rijlaarsdam, G. C. W., & van den Bergh, H. (2012). Collaborative revision of other students' writing in a foreign language. 112. Paper presented at SIG Writing Porto 2012, .

    Prijs

    • Flores Ferres, M. M., van Weijen, D. & Rijlaarsdam, G. C. W. (2018). Best poster award for poster presented at the SIG Writing Research School 2018.
    • Rijlaarsdam, G. (2010). Best article 2010 in Pedagogische Studiën (Dutch research journal, ISI).
    • Rijlaarsdam, G. (2008). Nomination John Hayes Award Best article in Journal of Writing Research 2008.

    Tijdschriftredactie

    • Rijlaarsdam, G. C. W. (editor) (2015). Journal of Writing Research (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2015). Learning and Instruction (Journal).
    • Rijlaarsdam, G. (member of editorial board) (2014-). Journal of Educational Psychology (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2012). Studies in Writing (Journal).
    • Rijlaarsdam, G. (member of editorial board) (2012-). C&E, Cultura y Educación (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2012). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2012). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2012). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2011). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2011). Studies in Writing (Journal).
    • Rijlaarsdam, G. (member of editorial board) (2011-). Written Communication (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2010). L1 Educational Studies in Language and Literature (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2010). Studies in Writing (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2010). Journal of Writing Research (Journal).
    • Rijlaarsdam, G. C. W. (editor) (2000-2015). L1 Educational Studies in Language and Literature (Journal).

    Spreker

    • Rijlaarsdam, G. C. W. (invited speaker) (2015). Innovative methods on Writing Research: What counts when trying to understand writing processes?, Invited lecture at the staff seminar Interfaculty Masters of Educational Psychology, Barcelona, Spain.
    • Rijlaarsdam, G. C. W. (invited speaker) (3-12-2014). Teaching Writing from 6-14: Genre Awareness and Strategy Instruction: Workshop, Invited workshop, Zurich.
    • Rijlaarsdam, G. C. W. (invited speaker) (3-12-2014). Teaching Writing from 6-14: Genre Awareness and Strategy Instruction, Invited Lecture. Fachhochschule Nordwestschweiz Pädagogische Hochschule and PH Zurich., Zurich, Switzerland.
    • Rijlaarsdam, G. C. W. (invited speaker) (11-10-2014). Designing academic writing courses: How writing process research can guide course design, Keynote Maryland Conference on Academic and Professional Writing. October 10-11, 2014, The University of Maryland., Maryland.
    • Rijlaarsdam, G. C. W. (invited speaker) (12-6-2014). Writing to read: Learning to write supports comprehending, Invited lecture at the Conference 'When teaching and learning of reading and writing in the multilingual and multicultural context', Hong Kong.
    • van de Guchte, M. (invited speaker) & Rijlaarsdam, G. C. W. (invited speaker) (28-1-2012). Increasing Speaking and Writing Abililty, Lecture Academy Gooise Scholenfederatie, Hilversum.
    • Berden-Antonenko, T. A. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sercu, L. (speaker) (25-8-2009). The effects of hands-on and minds-on dialogic learning in teaching intercultural communication, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Verheyden, L. (speaker), van den Branden, K. (speaker), Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker) & De Maeyer, S. (speaker) (25-8-2009). Teacher beliefs meet learner variables in written narratives of young second language learners, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Verheyden, L. (speaker), van den Branden, K. (speaker), Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker), Tillema, M. (speaker) & De Maeyer, S. (speaker) (25-8-2009). Do Turkish girls outperform Flemish boys? What do their teachers expect? What do their texts tell?, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • van Steendam, E. (speaker), Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker) & De Maeyer, S. (speaker) (25-8-2009). The effects of performance level and homogeneity in dyad composition in two learning conditions on learning to revise in L2, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Witte, T. (speaker), Rijlaarsdam, G. C. W. (speaker) & Schram, D. (speaker) (25-8-2009). Teachers’ developmental model of reading and interpretation, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (25-8-2009). Hypertext writing: Effects on writing processes and writing products, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Toorenaar, J. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (25-8-2009). Fostering a community of learners in pre-vocational Dutch secondary education for language learning in the L1 classroom, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Couzijn, M. J. (speaker), Kieft, M. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (25-8-2009). Inquiry learning in the language and literature classroom. Learning to write about research in secondary education, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Groenendijk, T. (speaker), Janssen, T. M. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (25-8-2009). Observational learning in Cultural and Arts Education; Supporting students’ processes in two artistic domains: poetry and visual arts, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Schuitema, J. A. (speaker), Rijlaarsdam, G. C. W. (speaker), Veugelers, W. M. M. H. (speaker) & ten Dam, G. T. M. (speaker) (25-8-2009). Discussing moral values in history class: A dialogic approach to citizenship education, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker), van Weijen, D. (speaker), Janssen, T. M. (speaker), Braaksma, M. A. H. (speaker) & Tillema, M. (speaker) (25-8-2009). Cognitive processes during writing processes and their relation with text quality, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
    • Rijlaarsdam, G. C. W. (speaker) (3-7-2009). Readers’ feedback in Writing Education, School of Education, London University, London (UK).
    • Groenendijk, T. (speaker), Janssen, T. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (23-6-2009). Observational learning in Cultural and Arts Education; Supporting students’ processes in two artistic domains: poetry and visual arts, 7th IAIMTE-conference, June 23-26, 2009, Toronto (Can).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Couzijn, M. J. (speaker) (23-6-2009). Hypertext writing, observational learning and inquiry learning as supplementary teaching methods (Workshop), 7th IAIMTE-conference, June 23-26, 2009, Toronto (Can).
    • Rijlaarsdam, G. C. W. (speaker) (16-5-2009). Learning to write without writing (Workshop), National Teachers Association Australia at Edith Cowan University, Perth (AUS).
    • Rijlaarsdam, G. C. W. (speaker) (14-5-2009). Readers feedback in writing education: an overview, Edith Cowan University, Perth (AUS).
    • Rijlaarsdam, G. C. W. (speaker) (12-5-2009). Design Research in writing education research: theory and practice, Edith Cowan University, Perth (AUS).
    • Rijlaarsdam, G. C. W. (speaker) (8-5-2009). Observational learning in writing education: an overview, Edith Cowan University, Perth (AUS).
    • Rijlaarsdam, G. C. W. (speaker) (6-5-2009). Writing process research: an overview, Edith Cowan University, Perth (AUS).
    • Rijlaarsdam, G. C. W. (speaker) (28-4-2009). Inquiry learning in writing education (Invited Keynote), University of Cyprus, Nicosia (CY).
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (13-4-2009). Inquiry and observation of peers in learning to write: The Yummy Yummy case, 2009 Annual Meeting of the American Educational Research Association (AERA), San Diego (USA).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker), Couzijn, M. J. (speaker), Raedts, M. (speaker), van Steendam, E. (speaker), Janssen, T. M. (speaker), … van den Bergh, H. (speaker) (17-11-2008). Inquiry as key activity in learning to write and writing to learn (Keynote), Norwegian Conference on Writing as fundamental skill in language education and other school subjects, Trondheim (NO).
    • van den Bergh, H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (7-11-2008). Doorlopende leerlijnen, Studiedag Levende Talen, Zwolle.
    • Rijlaarsdam, G. C. W. (speaker) (7-11-2008). Niveaubeschrijvingen Taalonderwijs zijn geen doorlopende leerlijnen, Studiedag Levende Talen, Zwolle.
    • Rijlaarsdam, G. C. W. (speaker) (6-11-2008). Niveaubeschrijvingen Taalonderwijs basisonderwijs, Conferentie Taal en Rekenen SLO, Zwolle.
    • Rijlaarsdam, G. C. W. (speaker) (30-10-2008). Niveaubeschrijvingen Taalonderwijs basisonderwijs en eerste fase van voortgezet onderwijs, Conferentie Doorlopende Leerlijnen KPC, Wageningen.
    • Groenendijk, T. (speaker), Janssen, T. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (19-6-2008). Creative processes in motion: Students’ different approaches to creating a computer animation, 2e conferentie Onderzoek in Cultuureducatie van Cultuurnetwerk, Groningen (NL).
    • van Steendam, E. (speaker), Rijlaarsdam, G. C. W. (speaker), Sercu, L. (speaker) & van den Bergh, H. (speaker) (11-6-2008). Modeling: An effective instructional strategy in collaborative revisions and its transfer effect to writing, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • Tillema, M. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sanders, T. (speaker) (11-6-2008). Intentional adaptation as a key feature of skilled writing, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • Verheijden, L. (speaker), Rijlaarsdam, G. C. W. (speaker) & VandenBranden, K. (speaker) (11-6-2008). Teacher cognitions, and L2-writing classroom practices in primary schools in Flanders, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • Braaksma, M. A. H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (11-6-2008). Learning and writing processes during inquiry learning and hypertext and linear writing, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker) & van den Bergh, H. (speaker) (11-6-2008). Writing process during hypertext and linear writing, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • Toorenaar, J. M. (speaker) & Rijlaarsdam, G. C. W. (speaker) (11-6-2008). Fostering a writing community, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • van Weijen, D. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sanders, T. (speaker) (11-6-2008). Comparing the relationship between cognitive activities and text quality in L1 and L2 writing, EARLI, Special Interest Group (SIG) Writing, Lund (Sw).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker), Kieft, M. H. (speaker), Couzijn, M. J. (speaker), Janssen, T. M. (speaker), Raedts, M. (speaker), … van den Bergh, H. (speaker) (26-2-2008). What works in writing: writing processes and learning to write interventions, Presentation at University of Toronto, Toronto (Can).
    • Braaksma, M. A. H. (speaker), Rijlaarsdam, G. C. W. (speaker), Janssen, T. M. (speaker) & van den Bergh, H. (speaker) (22-2-2008). Writing hypertexts: Effects on writing and knowing, Writing Research Across the Borders, 3rd International Santa Barbara Conference on Writing Research, Santa Barbara (Ca, USA).
    • Rijlaarsdam, G. C. W. (speaker), Braaksma, M. A. H. (speaker), Kieft, M. H. (speaker), Couzijn, M. J. (speaker), Janssen, T. M. (speaker), Raedts, M. (speaker), … van den Bergh, H. (speaker) (22-2-2008). The yummy yummy case: Learning to write--Observing readers and writers (Keynote), Writing Research Across the Borders, 3rd International Santa Barbara Conference on Writing Research, Santa Barbara (Ca, USA).
    • Rijlaarsdam, G. C. W. (speaker) (8-2-2008). Doorlopende leerlijnen Taal, Dag voor Kunst, Taal & Literatuur, Groningen.
    • Rijlaarsdam, G. C. W. (speaker) (30-1-2008). Meer leerlingen op niveau, Conferentie Taalbeleid Amsterdam, De Meervaart.

    Andere

    • Rijlaarsdam, G. C. W. (organiser) (3-6-2015 - 5-6-2015). 10th IAIMTE Conference 2015: Languages, Literatures, and Literacies, Odense, Denmark. Member of the Scientific committee (organising a conference, workshop, ...).
    • Rijlaarsdam, G. C. W. (organiser) (27-8-2014 - 29-8-2014). Conference on Writing Research for EARLI SIG Writing, Amsterdam. Conference on Writing Research (organising a conference, workshop, ...).
    • Rijlaarsdam, G. C. W. (organiser), Bouwer, R. (organiser), Koster, M. (organiser), Rietdijk, S. (organiser) & van den Bergh, H. H. (organiser) (25-8-2014 - 27-8-2014). Research School, Utrecht. Research School on Writing (organising a conference, workshop, ...).
    • Braaksma, M. A. H. (participant) & Rijlaarsdam, G. C. W. (participant) (27-8-2013 - 31-8-2013). Organizers Symposium EARLI Conference, Munich, Germany. Intervention studies in writing-to-learn (part I): Effects on comprehension (participating in a conference, workshop, ...).
    • Braaksma, M. A. H. (participant) & Rijlaarsdam, G. C. W. (participant) (27-8-2013 - 31-8-2013). Organizers Symposium EARLI Conference, Munich, Germany. Intervention studies in writing-to-learn (part II): Effects on domain-specific learning outcomes (participating in a conference, workshop, ...).

    2017

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