Dr. J.A. (Jaap) Schuitema
Faculteit der Maatschappij- en Gedragswetenschappen
Programme group: Educational Sciences
Bezoekadres
- Nieuwe Achtergracht 129
Postadres
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Postbus 15776
1001 NG Amsterdam
Contactgegevens
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Publicaties
- refereed (34)
- wetenschappelijk (11)
- vakpublicatie (6)
- erkenning (7)
- supervised theses (3)
- proefschrift (1)
2025
- Spaan, W., Oostdam, R., Schuitema, J., & Pijls, M. (2025). Teaching thinking-back-and-forth in practical work: results of an educational design study in secondary education. Research in Science and Technological Education. Advance online publication. https://doi.org/10.1080/02635143.2024.2446795
- Spaan, W., Oostdam, R., Schuitema, J., & Pijls, M. (2025). Thinking-back-and-forth in practical work experienced by students: Identifying evidence-informed characteristics of good practices in secondary education. Research in Science and Technological Education, 43(1), 294-311. https://doi.org/10.1080/02635143.2023.2268005
- van Alphen, T., Jansen in de Wal, J., Schuitema, J., & Peetsma, T. (2025). Teachers' Stress and Professional Learning: A Day-to-Day and Teacher-to-Teacher Investigation. Pedagogische Studien, 102(1), 89-118. https://doi.org/10.59302/9dc98k29
2024
Ebbes, R., Schuitema, J. A., Koomen, H. M. Y., Jansen, B. R. J., & Zee, M. (2024). Self-regulated learning: Validating a task-specific questionnaire for children in elementary school. Studies in Educational Evaluation, 81, Article 101339. https://doi.org/10.1016/j.stueduc.2024.101339 [details]- Jansen in de Wal, J., van Alphen, T., Schuitema, J., Andre, L., Jongerling, J., & Peetsma, T. (2024). The relationship between teachers’ stress and buoyancy from day to day: Two daily diary studies. Contemporary Educational Psychology, 77, Article 102276. https://doi.org/10.1016/j.cedpsych.2024.102276 [details]
- Rombout, F., Schuitema, J., & Volman, M. (2024). Effects of a philosophy classroom dialogue intervention on students’ value-loaded critical thinking. Thinking Skills and Creativity, 53, Article 101617. https://doi.org/10.1016/j.tsc.2024.101617
- Spaan, W., Oostdam, R., Schuitema, J., & Pijls, M. (2024). Analysing teacher behaviour in synthesizing hands-on and minds-on during practical work. Research in Science and Technological Education, 42(2), 219-236. https://doi.org/10.1080/02635143.2022.2098265 [details]
2023
- Mahoney, B. B., Oostdam, R. R., Nieuwelink, H. H., & Schuitema, J. J. (2023). Learning to think critically through Socratic dialogue: Evaluating a series of lessons designed for secondary vocational education. Thinking Skills and Creativity, 50, Article 101422. https://doi.org/10.1016/j.tsc.2023.101422 [details]
- Wesarg-Menzel, C., Ebbes, R., Hensums, M., Wagemaker, E., Zaharieva, M. S., Staaks, J. P. C., van den Akker, A. L., Visser, I., Hoeve, M., Brummelman, E., Dekkers, T. J., Schuitema, J. A., Larsen, H., Colonnesi, C., Jansen, B. R. J., Overbeek, G., Huizenga, H. M., & Wiers, R. W. (2023). Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation. Developmental Review, 69, Article 101090. https://doi.org/10.1016/j.dr.2023.101090 [details]
- Zuidema, P. M., Hornstra, L., Schuitema, J., & Poorthuis, A. M. G. (2023). Attributional profiles: Considering multiple causal attributions for success and failure at the beginning of secondary school. Contemporary Educational Psychology, 73, Article 102164. https://doi.org/10.1016/j.cedpsych.2023.102164 [details]
2022
- Andre, L., Koene, S., Jansen in de Wal, J., Schuitema, J. A., & Peetsma, T. T. D. (2022). Learning under stress: The moderating role of future time perspective. Psychology in the Schools, 59(4), 800-816. https://doi.org/10.1002/pits.22645 [details]
- Rombout, F., Schuitema, J. A., & Volman, M. L. L. (2022). Teaching strategies for value-loaded critical thinking in philosophy classroom dialogues. Thinking Skills and Creativity, 43, Article 100991. https://doi.org/10.1016/j.tsc.2021.100991 [details]
- Sins, P. H. M., van der Zee, S., & Schuitema, J. A. (2022). The effectiveness of alternative education: a comparison between primary Dalton schools and traditional schools on outcomes of schooling. School Effectiveness and School Improvement, 33(2), 169-197. https://doi.org/10.1080/09243453.2021.1987278 [details]
- Veugelers, W., & Schuitema, J. (2022). Teaching controversial issues as part of education for democratic intercultural Citizenship. In D. Yitzhaki, T. Gallagher, N. Aloni, & Z. Gross (Eds.), Activist Pedagogy and Shared Education in Divided Societies: International Perspectives and Next Practices (pp. 32–48 ). (Moral Development and Citizenship Education; Vol. 17). Brill. https://doi.org/10.1163/9789004512740_003 [details]
- van Alphen, T., Jak, S., Jansen in de Wal, J., Schuitema, J., & Peetsma, T. (2022). Determining reliability of daily measures: An illustration with data on teacher stress. Applied Measurement in Education, 35(1), 63-79. https://doi.org/10.1080/08957347.2022.2034822 [details]
2021
- Rombout, F., Schuitema, J. A., & Volman, M. L. L. (2021). Teachers' implementation and evaluation of design principles for value-loaded critical thinking. International Journal of Educational Research, 106, Article 101731. https://doi.org/10.1016/j.ijer.2021.101731 [details]
2020
- Kruit, P., Oostdam, R., van den Berg, E., & Schuitema, J. (2020). Performance assessment as a diagnostic tool for science teachers. Research in Science Education, 50(3), 1093–1117. https://doi.org/10.1007/s11165-018-9724-9 [details]
2019
- Schuitema, J., Palha, S., van Boxtel, C., & Peetsma, T. (2019). Effects of task structure and group composition on elaboration and metacognitive activities of high-ability students during collaborative learning. Pedagogische Studiën, 96(2), 136-151. http://pedagogischestudien.nl/search?identifier=691194 [details]
- Wijsman, L. A., Saab, N., Schuitema, J., van Driel, J. H., & Westenberg, P. M. (2019). Promoting performance and motivation through a combination of intrinsic motivation stimulation and an extrinsic incentive. Learning Environments Research, 22(1), 65-81. https://doi.org/10.1007/s10984-018-9267-z [details]
2018
- Kruit, P. M., Oostdam, R. J., Van den Berg, E., & Schuitema, J. A. (2018). Assessing students’ ability in performing scientific inquiry: Instruments for measuring complex science skills in primary education. Research in Science and Technological Education, 36(4), 413-439. https://doi.org/10.1080/02635143.2017.1421530 [details]
- Kruit, P. M., Oostdam, R. J., van den Berg, E., & Schuitema, J. A. (2018). Effects of explicit instruction on the acquisition of students’ science inquiry skills in grades 5 and 6 of primary education. International Journal of Science Education, 40(4), 421-441. https://doi.org/10.1080/09500693.2018.1428777 [details]
- Rombout, F., Schuitema, J., & Volman, M. (2018). Hoe kan waardegeladen kritisch denken worden onderwezen in filosofische gesprekken? Algemeen Nederlands Tijdschrift voor Wijsbegeerte, 110(1), 45-66. https://doi.org/10.5117/ANTW2018.1.ROMB [details]
- Schuitema, J., Radstake, H., van de Pol, J., & Veugelers, W. (2018). Guiding classroom discussions for democratic citizenship education. Educational Studies, 44(4), 377-407. https://doi.org/10.1080/03055698.2017.1373629 [details]
2017
- Peetsma, T., Van der Veen, I., & Schuitema, J. (2017). Use of TIME: Time perspective intervention of motivation enhancement. In A. Kostić, & D. Chadee (Eds.), Time perspective: Theory and practice (pp. 217-237). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-60191-9_10 [details]
2016
- Schuitema, J., Peetsma, T., & van der Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement. Learning and Individual Differences, 49, 32-45. https://doi.org/10.1016/j.lindif.2016.05.006 [details]
2014
- Schuitema, J., Peetsma, T., & van der Veen, I. (2014). Enhancing student motivation: a longitudinal intervention study based on future time perspective theory. The Journal of Educational Research, 107(6), 467-481. Advance online publication. https://doi.org/10.1080/00220671.2013.836467 [details]
2012
- Peetsma, T., Schuitema, J., & van der Veen, I. (2012). A longitudinal study on time perspectives: relations with academic delay of gratification and learning environment. Japanese Psychological Research, 54(3), 241-252. https://doi.org/10.1111/j.1468-5884.2012.00526.x [details]
- Schuitema, J., Peetsma, T., & van der Veen, I. (2012). Self-regulated learning and students' perceptions of innovative and traditional learning environments: a longitudinal study in secondary education. Educational Studies, 38(4), 397-413. https://doi.org/10.1080/03055698.2011.643105 [details]
2011
- Schuitema, J. A., & Veugelers, W. M. M. H. (2011). Multicultural contacts in education: a case study of an exchange project between different ethnic groups. Educational Studies, 37(1), 101-114. https://doi.org/10.1080/03055691003729252
- Schuitema, J., van Boxtel, C., Veugelers, W., & ten Dam, G. (2011). The quality of student dialogue in citizenship education. European Journal of Psychology of Education, 26(1), 85-107. https://doi.org/10.1007/s10212-010-0038-1 [details]
2009
- 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]
2008
- Schuitema, J., ten Dam, G., & Veugelers, W. (2008). Teaching strategies for moral education: A review. Journal of Curriculum Studies, 40(1), 69-89. https://doi.org/10.1080/00220270701294210 [details]
2007
- Schuitema, J. A., Veugelers, W. M. M. H., Rijlaarsdam, G. C. W., & ten Dam, G. T. M. (2007). Twee ontwerpen voor waardevormend geschiedenisonderwijs: een effectstudie. Pedagogische Studiën, 84(2), 100-116. [details]
- Veugelers, W. M. M. H., ten Dam, G. T. M., de Kat, E., Klaassen, C., Leeman, Y. A. M., Leenders, H. H. M., Maas, S., Meijnen, W., Miedema, S., Radstake, H., Schuitema, J. A., & Zwaans, A. M. T. (2007). De Pedagogische functie van het onderwijs op klas- en schoolniveau. Inleiding op het themanummer. Pedagogische Studiën, 84(2), 75-83. [details]
2015
- Palha, S., Schuitema, J., van Boxtel, C., & Peetsma, T. (2015). The effect of high versus low guidance structured tasks on mathematical creativity. In K. Krainer, & N. Vondrová (Eds.), CERME9: proceedings of the Ninth Congress of the European Society for Research in Mathematics Education : 4-8 February 2015 (pp. 1039-1045). Charles University. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME9_Proceedings_2015.pdf [details]
- Poorthuis, A., Schuitema, J., & van Zwieten, J. (2015). Van faalervaring naar leerervaring: zijn reacties van leerlingen op lage cijfers te beïnvloeden? Nationaal Regieorgaan Onderwijsonderzoek. https://www.nro.nl/onderzoeksprojecten-vinden/?projectid=405-15-515-van-faalervaring-naar-leerervaring-zijn-reacties-van-leerlingen-op-lage-cijfers-te-beinvloeden [details]
2012
- Veugelers, W., & Schuitema, J. (2012). Actieve participatie van leerlingen in les, school en samenleving. (Vormgeving van leerprocessen; No. 93). Department of Child Development and Education, Universiteit van Amsterdam. [details]
2011
- Schuitema, J., Radstake, H., & Veugelers, W. (2011). Docenten en de actieve participatie van leerlingen in klassikale discussies. (Pedagogische kwaliteit; No. 85). Department of Child Development and Education, Universiteit van Amsterdam. http://www.kortlopendonderzoek.nl/onderwijs_pdf/PK85_Docenten%20en%20de%20actieve%20participatie%20van%20leerlingen%20in%20klassikale%20discussies.pdf [details]
2010
- Schellings, G. L. M., Blom, S. V., Braaksma, M. A. H., Schuitema, J. A., Kitslaar, F. G. M., & Geijsel, F. P. (2010). Eindrapportage onderzoek Expeditie Durven, Delen, Doen: Talentontwikkeling op een transparante school Da Vinci College, vestiging Kagerstraat. Child Development and Education, UvA.
- Veugelers, W., & Schuitema, J. (2010). Grenzen aan de pedagogische taak van de docent: een verdeling van taken binnen de school en tussen school, ouders, jeugdzorg en politie. (De Pedagogische Kwaliteit; No. 80). Dep. of Child Development and Education, UvA. http://www.kortlopendonderzoek.nl/onderwijs_pdf/PK80_Grenzen%20aan%20de%20pedagogische%20taak%20van%20de%20docent.pdf [details]
2009
- Veugelers, W., & Schuitema, J. (2009). Leerlingen over burgerschapsvorming. (Kortlopend onderwijsonderzoek. pedagogische kwaliteit; No. 75). Onderzoeksalliantie Pedag. Dimensie vh Onderw/ILO, UvA/ UvH. http://www.kortlopendonderzoek.nl/onderwijs/2009_Leerlingen_over_burgerschapsvorming.html [details]
2008
- Blom, S., Geijsel, F., Schuitema, J., & Kitslaar, F. (2008). Eindrapportage onderzoek Expeditie durven, delen doen 1/9/2007 tot 1/10/2008: IJburg College. VO Raad. [details]
- Schuitema, J., & Veugelers, W. (2008). Multiculturele contacten in het onderwijs: leerlingen ontmoeten elkaar. (Pedagogische kwaliteit; No. 72). Onderzoeksalliantie Pedag. Dimensie vh Onderw/ILO, UvA/ UvH. http://www.kortlopendonderzoek.nl/onderwijs_pdf/PK72_Multiculturele%20contacten%20in%20het%20onderwijs.pdf [details]
2003
- Schuitema, J. A. (2003). Teaching strategies for moral education: a review. In De Strijd om het Curriculum. 15e Onderwijssociologische Conferentie SISWO/Inst vd Maatschappijwetenschappen. [details]
- Schuitema, J. A., ten Dam, G. T. M., & Veugelers, W. M. M. H. (2003). Teaching strategies for moral education: a review. In L. Mason, S. Andreuzza, B. Arfè, & L. Del Favero (Eds.), Abstracts of the 10th Biennial Meeting of the European Association for Research on Learning and Instruction (pp. 713). Cooperativa Libraria Editrice Università di Padova. [details]
2016
- Poorthuis, A., Schuitema, J., & van Zwieten, J. (2016). Reflecteren op presteren in de brugklas. Tijdschrift voor Remedial Teaching, 24(5), 12-15. [details]
2013
- Veugelers, W., & Schuitema, J. (2013). Docenten en controversiële issues: Levensbeschouwelijke en politieke thema’s in de schoolvakken biologie en geschiedenis. (Onderwijs en Samenleving; No. 104). Universiteit van Amsterdam. http://www.kortlopendonderzoek.nl/onderwijs/2013_Docenten_en_controversi%C3%ABle_issues.html [details]
- Veugelers, W., & Schuitema, J. (2013). Docenten en het beoordelen van waarden. (Onderwijs en Samenleving; No. 101). Department of Child Development and Education, Universiteit van Amsterdam. http://www.kortlopendonderzoek.nl/onderwijs_pdf/OS101_Docenten_en_het_beoordelen_van_waarden.pdf [details]
2009
- Schuitema, J. A., Schenke, W., van der Voort, M., & Baardman, E. (2009). Onderzoek naar de TOP-trajecten: Talenten ontdekken op het Da Vinci College. Instituut voor de Lerarenopleiding (oud).
- Schuitema, J. A., Schenke, W., van der Voort, M., & Baardman, E. (2009). Talenten ontdekken op verschillende gebieden: onderzoek naar de TOP-trajecten op het Da Vinci College. Instituut voor de Lerarenopleiding (oud).
2008
- Schuitema, J. (2008). Over waarden gesproken: Burgerschap en morele vorming bij Geschiedenis. Maatschappij & Politiek, 39(8), 18-19. [details]
Prijs / subsidie
- van Boxtel, C., Schuitema, J., van Schijndel, T. & Savenije, G. (2021). Teaching critical thinking about controversial issues: the potential of an integrative approach.
Spreker
- Schuitema, J. A. (speaker) & Veugelers, W. M. M. H. (speaker) (25-8-2009). Multicultural contacts in education: a case study of an exchange project between different ethnic groups, 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).
- Schuitema, J. A. (speaker), Veugelers, W. M. M. H. (speaker) & ten Dam, G. T. M. (speaker) (2-7-2009). Teaching moral values and multiple perspectives in history class: Two dialogic approaches to citizenship education, 35th Conference of the Association for Moral Education (AME), Utrecht (NL).
- Schuitema, J. A. (speaker), Emmelot, Y. W. (speaker), Ledoux, G. (speaker) & Oostdam, R. (speaker) (27-5-2009). Talenten Ontwikkelen door Prestaties: de positie, inrichting en functie van TOP-trajecten in het curriculum, Onderwijs Research Dagen (ORD) 2009, Leuven (B).
- Schuitema, J. A. (speaker), van Boxtel, C. A. M. (speaker), Veugelers, W. M. M. H. (speaker) & ten Dam, G. T. M. (speaker) (13-4-2009). Characteristics of student dialogue in citizenship education, 2009 Annual Meeting of the American Educational Research Association (AERA), San Diego (USA).
Andere
- Abrantes Garcêz Palha, S. (participant), Schuitema, J. A. (participant), van Boxtel, C. A. M. (participant) & Peetsma, T. (participant) (28-6-2014 - 30-6-2017). Onderwijs Research Dagen (ORD) 2017, Antwerpen. Bevordering van excellentie: effecten van een geïntegreerd verrijkingsprogramma voor wiskunde en geschiedenis (organising a conference, workshop, ...).
2024
2022
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Nevenwerkzaamheden
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Erasmus Universiteit
Docent
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Erasmus Universiteit
Ebbes, R., Schuitema, J. A., Koomen, H. M. Y., Jansen, B. R. J., & Zee, M. (2024). Self-regulated learning: Validating a task-specific questionnaire for children in elementary school. Studies in Educational Evaluation, 81, Article 101339.