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mw. prof. dr. M.L.L. (Monique) Volman

Faculteit der Maatschappij- en Gedragswetenschappen
Programme group: Educational Sciences
Fotograaf: UvA Persvoorlichting, foto Jeroen Oerlemans

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

    Monique Volman is a full professor of education. She is the program leader of the Educational Sciences research program of the Research Institute of Child Development and Education (CDE) at the University of Amsterdam. Main areas in her research are learning environments for meaningful learning, diversity and the use of ICT in education, issues which she approaches from a socio-cultural theoretical perspective. In her work she aims to build bridges between educational theory and practice by applying and further developing methodologies for collaborative design research, in which teachers and researchers collaboratively develop and evaluate theoretically-informed innovations.

  • Inaugural address
  • Publicaties

    2019

    • Abacioglu, C. S., Zee, M., Hanna, F., Soeterik, I. M., Fischer, A. H., & Volman, M. L. L. (2019). Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.102887
    • Baan, J., Gaikhorst, L., & Volman, M. L. L. (2019). Professional development in inquiry-based working; the experiences of graduates of research-intensive teacher education programmes.. Manuscript submitted for publication
    • Baan, J., Gaikhorst, L., & Volman, M. L. L. (2019). The Involvement in inquiry-based working of teachers of research-intensive versus practically oriented teacher education programmes. Teaching and Teacher Education, 84, 74-82.
    • Baan, J., Gaikhorst, L., & Volman, M. L. L. (2019). The involvement of academically educated Dutch teachers in inquiry-based working. Professional Development in Education, 46(1), 21-34. https://doi.org/10.1080/19415257.2018.1550103
    • Baan, J., Gaikhorst, L., & Volman, M. L. L. (Accepted/In press). Stimulating teachers’ inquiring attitude in academic and professional teacher education programmes. European Journal of Teacher Education.
    • Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2019). "Let us discuss math"; Effects of shiftproblem lessons on mathematical discussions and level raising in early algebra. Mathematics Education Research Journal, 1-21. https://doi.org/10.1007/s13394-019-00278-x
    • Leeman, Y. A. M., & Volman, M. L. L. (2019). Citizenship in prevocational education: Professional pride as a source. Education, Citizenship and Social Justice. https://doi.org/10.1177/1746197919883252
    • Sincer, I., Severiens, S., & Volman, M. (2019). Teaching diversity in citizenship education: Context-related teacher understandings and practices. Teaching and Teacher Education, 78, 183-192. https://doi.org/10.1016/j.tate.2018.11.015 [details]
    • Sozeri, S. Y., Kosar-Altinyelken, H., & Volman, M. L. L. (2019). Training imams in the Netherlands: The failure of a post-secular endeavour. British Journal of Religious Education, 41(4), 435-445. https://doi.org/10.1080/01416200.2018.1484697
    • Swennen, A., & Volman, M. (2019). The development of the identity of teacher educators in the changing context of teacher education in the Netherlands. In J. Murray, A. Swennen, & C. Kosnik (Eds.), International research, policy and practice in teacher education: Insider perspectives (pp. 107-121). Cham: Springer. https://doi.org/10.1007/978-3-030-01612-8_8 [details]
    • Sözeri, S., Kosar-Altinyelken, H., & Volman, M. (2019). Mapping discourses on mosque education in the Netherlands: A content analysis of the Dutch press, 2010–2016. Discourse, 40(3), 358-371. https://doi.org/10.1080/01596306.2017.1316705
    • Uiterwijk-Luijk, E., Kruger, M., & Volman, M. L. L. (2019). Promoting inquiry-based working: Exploring the interplay between school boards, school leaders and teachers. Educational Management Administration & Leadership, 47(3), 475-497. https://doi.org/10.1177/1741143217739357
    • Uiterwijk-Luijk, E., Kruger, M., Zijlstra, B. J. H., & Volman, M. L. L. (2019). Teachers' role in stimulating students’ inquiry habit of mind in primary schools. Teaching and Teacher Education, 86, [102894]. https://doi.org/10.1016/j.tate.2019.102894
    • Verhoef, L., Gaikhorst, L., & Volman, M. L. L. (2019). The contribution of teachers of research-intensive teacher education programmes to a culture of inquiry in primary schools. Manuscript submitted for publication.
    • Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2019). The role of school in adolescents’ identity development. A literature review. Educational Psychology Review, 31(1), 35-63. https://doi.org/10.1007/s10648-018-9457-3 [details]
    • Volman, M. L. L. (2019). Pleidooi voor een onderwijskundige visie op gepersonaliseerd leren. Pedagogische Studiën, 96, 64-75.
    • le Mat, M. L. J., Kosar-Altinyelken, H., Bos, H. M. W., & Volman, M. L. L. (2019). Discussing culture and gender-based violence in comprehensive sexuality education in Ethiopia. International Journal of Educational Development, 65, 207-215. https://doi.org/10.1016/j.ijedudev.2018.08.004 [details]
    • le Mat, M. L. J., Kosar-Altinyelken, H., Bos, H. M. W., & Volman, M. L. L. (2019). Mechanisms of adopting and reformulating comprehensive sexuality education policy in Ethiopia. Journal of Education Policy. https://doi.org/10.1080/02680939.2019.1618918
    • van Schaik, P. W., Volman, M. L. L., Admiraal, W., & Schenke, W. (2019). Approaches to co-construction of knowledge in teacher learning groups. Teaching and Teacher Education, 84, 30-43. https://doi.org/10.1016/j.tate.2019.04.019
    • van Velzen, C., Volman, M., & Brekelmans, M. (2019). There is no need to sit on my hands anymore! Modelling and scaffolding as mentoring tools during co-teaching. In J. Murray, A. Swennen, & C. Kosnik (Eds.), International research, policy and practice in teacher education: Insider perspectives (pp. 155-170). Cham: Springer. https://doi.org/10.1007/978-3-030-01612-8_11 [details]

    2018

    • 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]
    • Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23. https://doi.org/10.1016/j.tate.2017.11.005 [details]
    • van Rijk, Y., de Mey, L., de Haan, D., van Oers, B., & Volman, M. (2018). Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families. School Effectiveness and School Improvement, 29(2), 285-307. https://doi.org/10.1080/09243453.2018.1433691 [details]
    • van Schaik, P., Volman, M., Admiraal, W., & Schenke, W. (2018). Barriers and conditions for teachers’ utilisation of academic knowledge. International Journal of Educational Research, 90, 50-63. https://doi.org/10.1016/j.ijer.2018.05.003 [details]
    • van der Pol, J., Mercer, N., & Volman, M. L. L. (2018). Scaffolding student understanding in small-group work: Students’ uptake of teacher support in subsequent small-group interaction. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2018.1522258

    2017

    • Andre, L., Durksen, T., & Volman, M. L. (2017). Museums as avenues of learning for children: A decade of research. Learning Environments Research, 20(1), 47-76. https://doi.org/10.1007/s10984-016-9222-9 [details]
    • Gaikhorst, L., Beishuizen, J. J. J., Zijlstra, B. J. H., & Volman, M. L. L. (2017). The sustainability of a teacher professional development programme for beginning urban teachers. Cambridge Journal of Education, 47(1), 135-154. https://doi.org/10.1080/0305764X.2015.1125449 [details]
    • Gaikhorst, L., Beishuizen, J., Roosenboom, B., & Volman, M. (2017). The challenges of beginning teachers in urban primary schools. European Journal of Teacher Education, 40(1), 46-61. https://doi.org/10.1080/02619768.2016.1251900 [details]
    • Karssen, M., van der Veen, I., & Volman, M. (2017). Diversity among Bi-ethnic students and differences in educational outcomes and social functioning. Social Psychology of Education, 20(4), 753-774. https://doi.org/10.1007/s11218-017-9394-x [details]
    • Schenke, W., van Driel, J. H., Geijsel, F. P., & Volman, M. L. L. (2017). Boundary crossing in R&D projects in schools: learning through cross-professional collaboration. Teachers College Record, 119(4), [040307]. [details]
    • Schenke, W., van Driel, J. H., Geijsel, F. P., & Volman, M. L. L. (2017). Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education. Professional Development in Education, 43(5), 860-880. https://doi.org/10.1080/19415257.2016.1258654 [details]
    • Snoek, M., Enthoven, M., Kessels, J., & Volman, M. (2017). Increasing the impact of a Master’s programme on teacher leadership and school development by means of boundary crossing. International Journal of Leadership in Education, 20(1), 26-56. https://doi.org/10.1080/13603124.2015.1025855 [details]
    • Swennen, A., & Volman, M. (2017). Dutch teacher educators’ struggles over monopoly and autonomy (1990– 2010). In T. A. Trippestad, A. Swennen, & T. Werler (Eds.), The struggle for teacher education: International Perspectives on Governance and Reforms (pp. 115-130). (Reinventing teacher education). London: Bloomsbury Academic. [details]
    • Swennen, A., Geerdink, G., & Volman, M. (2017). Developing a researcher identity as teacher educator. In P. Boyd, & A. Szplit (Eds.), Teachers and teacher educators learning through inquiry: International perspectives (pp. 143-157). Kielce-Kraków: Jan Kochanowski University/Wydawnictwo Attyka. [details]
    • Uiterwijk-Luijk, L., Krüger, M., Zijlstra, B., & Volman, M. (2017). Inquiry-based leadership: The influence of affective attitude, experienced social pressure and self-efficacy. Journal of Educational Administration, 55(5), 492-509. https://doi.org/10.1108/JEA-12-2015-0114 [details]
    • Uiterwijk-Luijk, L., Krüger, M., Zijlstra, B., & Volman, M. (2017). The relationship between psychological factors and inquiry-based working by primary school teachers. Educational Studies, 43(2), 147-164. https://doi.org/10.1080/03055698.2016.1248901 [details]
    • de Koster, S., Volman, M., & Kuiper, E. (2017). Concept-guided development of technology in ‘traditional’ and ‘innovative’ schools: quantitative and qualitative differences in technology integration. Educational Technology Research and Development, 65(5), 1325-1344. https://doi.org/10.1007/s11423-017-9527-0 [details]
    • van Lankveld, T., Schoonenboom, J., Croiset, G., Volman, M., & Beishuizen, J. (2017). The role of teaching courses and teacher communities in strengthening the identity and agency of teachers at university medical centres. Teaching and Teacher Education, 67, 399-409. https://doi.org/10.1016/j.tate.2017.07.011 [details]
    • van Lankveld, T., Schoonenboom, J., Kusurkar, R. A., Volman, M., Beishuizen, J., & Croiset, G. (2017). Integrating the teaching role into one’s identity: A qualitative study of beginning undergraduate medical teachers. Advances in Health Sciences Education, 22(3), 601-622. https://doi.org/10.1007/s10459-016-9694-5 [details]
    • van Rijk, Y., Volman, M., de Haan, D., & van Oers, B. (2017). Maximising meaning: Creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective. Learning Environments Research, 20(1), 77-98. https://doi.org/10.1007/s10984-016-9218-5 [details]
    • van Rijk, Y., de Mey, L., de Haan, D., van Oers, B., & Volman, M. (2017). Reading for meaning: The effects of Developmental Education on motivation and achievement in reading informative texts in primary school. Research Papers in Education, 32(3), 333-352. https://doi.org/10.1080/02671522.2016.1225789 [details]

    2016

    2015

    • Blankman, M., Schee, J., Volman, M., & Boogaard, M. (2015). Primary teacher educators' perception of desired and achieved pedagogical content knowledge in geography education in primary teacher training. International Research in Geographical and Environmental Education, 24(1), 80-94. https://doi.org/10.1080/10382046.2014.967110 [details]
    • Enzerink, S., Volman, M., & Bos, H. (2015). Rainbow warriors: Waarom leerlingen actief zijn in Gay-Straight Alliances. Pedagogiek, 35(2), 208-226. https://doi.org/10.5117/PED2015.2.ENZE [details]
    • Gaikhorst, L., Beishuizen, J. J., Zijlstra, B. J. H., & Volman, M. L. L. (2015). Contribution of a professional development programme to the quality and retention of teachers in an urban environment. European Journal of Teacher Education, 38(1), 41-57. https://doi.org/10.1080/02619768.2014.902439 [details]
    • Hornstra, L., Mansfield, C., van der Veen, I., Peetsma, T., & Volman, M. (2015). Motivational teacher strategies: the role of beliefs and contextual factors. Learning Environments Research, 18(3), 363-392. https://doi.org/10.1007/s10984-015-9189-y [details]
    • Hornstra, L., van der Veen, I., Peetsma, T., & Volman, M. (2015). Does classroom composition make a difference: effects on developments in motivation, sense of classroom belonging, and achievement in upper primary school. School Effectiveness and School Improvement, 26(2), 125-152. https://doi.org/10.1080/09243453.2014.887024 [details]
    • Hornstra, L., van der Veen, I., Peetsma, T., & Volman, M. (2015). Innovative learning and developments in motivation and achievement in upper primary school. Educational Psychology, 35(5), 598-633. https://doi.org/10.1080/01443410.2014.922164 [details]
    • Karssen, M., van der Veen, I., & Volman, M. (2015). Educational outcomes and functioning of bi-ethnic Dutch children in school. Educational Research, 57(4), 354-367. https://doi.org/10.1080/00131881.2015.1076994 [details]
    • Leeman, Y., & Volman, M. (2015). Beroepstrots als bron van burgerschap: burgerschapsvorming in het vmbo. Pedagogiek, 35(1), 85-104. https://doi.org/10.5117/PED2015.1.LEEM [details]
    • Owings, W. A., Kaplan, L. S., & Volman, M. (2015). Education in the U.S. and the Netherlands: An equity comparison and a few big questions. Journal of Education Finance, 41(2), 145-163. [details]
    • Volman, M., & ten Dam, G. (2015). Critical thinking for educated citizenship. In M. Davies, & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp. 593-603). New York: Palgrave Macmillan. https://doi.org/10.1057/9781137378057.0044 [details]
    • Willemse, T. M., ten Dam, G., Geijsel, F., van Wessum, L., & Volman, M. (2015). Fostering teachers' professional development for citizenship education. Teaching and Teacher Education, 49, 118-127. https://doi.org/10.1016/j.tate.2015.03.008 [details]
    • van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43(5), 615-641. https://doi.org/10.1007/s11251-015-9351-z [details]

    2014

    • Admiraal, W., Huizenga, J., Heemskerk, I., Kuiper, E., Volman, M., & ten Dam, G. (2014). Gender-inclusive game-based learning in secondary education. International Journal of Inclusive Education, 18(11), 1208-1218. https://doi.org/10.1080/13603116.2014.885592 [details]
    • Gaikhorst, L., Beishuizen, J. J., Korstjens, I. M., & Volman, M. L. L. (2014). Induction of beginning teachers in urban environments: An exploration of the support structure and culture for beginning teachers at primary schools needed to improve retention of primary school teachers. Teaching and Teacher Education, 42, 23-33. https://doi.org/10.1016/j.tate.2014.04.006 [details]
    • Hooghuis, F., van der Schee, J., van der Velde, M., Imants, J., & Volman, M. (2014). The adoption of Thinking Through Geography strategies and their impact on teaching geographical reasoning in Dutch secondary schools. International Research in Geographical and Environmental Education, 23(3), 242-258. https://doi.org/10.1080/10382046.2014.927168 [details]
    • Snoek, M., & Volman, M. (2014). The impact of the organizational transfer climate on the use of teacher leadership competences developed in a post-initial Master's program. Teaching and Teacher Education, 37, 91-100. https://doi.org/10.1016/j.tate.2013.10.005 [details]
    • Wardekker, W., Volman, M., & Terwel, J. (2014). Curriculum research in the Netherlands. In W. F. Pinar (Ed.), International handbook of curriculum research. - 2nd edition (pp. 340-350). (Studies in curriculum theory series). New York [etc.]: Routledge. [details]
    • van Velzen, C., Volman, M., & Brekelmans, M. (2014). Modelling en scaffolding als begeleidingsinstrumenten tijdens het samen lesgeven door vakbegeleiders en leraren in opleiding. Pedagogische Studiën, 91(3), 169-185. [details]
    • van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2014). Teacher scaffolding in small-group work: an intervention study. Journal of the Learning Sciences, 23(4), 600-650. https://doi.org/10.1080/10508406.2013.805300 [details]

    2013

    • Boersma, A., Krol, K., ten Dam, G., Wardekker, W., & Volman, M. (2013). A design research study on fostering communities of learners for students in pre-vocational secondary education. In T. Plomp, & N. Nieveen (Eds.), Educational design research. Part B: illustrative cases (pp. 449-467). Enschede: SLO. [details]
    • Hornstra, L., van der Veen, I., Peetsma, T., & Volman, M. (2013). Developments in motivation and achievement during primary school: A longitudinal study on group-specific differences. Learning and Individual Differences, 23, 195-204. https://doi.org/10.1016/j.lindif.2012.09.004 [details]
    • Prinsen, F. R., Terwel, J., Zijlstra, B. J. H., & Volman, M. L. L. (2013). The effects of guided elaboration in a CSCL programme on the learning outcomes of primary school students from Dutch and immigrant families. Educational Research and Evaluation, 19(1), 39-57. https://doi.org/10.1080/13803611.2012.744694 [details]
    • Volman, M. (2013). Meisjes hebben hun onderwijs gevonden; nu de jongens nog. Pedagogische Studiën, 90(6), 50-53. [details]
    • de Koster, S., Volman, M., & Kuiper, E. (2013). Interactivity with the interactive whiteboard in traditional and innovative primary schools: an exploratory study. Australasian Journal of Educational Technology, 29(4), 480-495. [details]
    • van de Pol, J., Volman, M., & Beishuizen, J. (2013). Scaffolding in Teacher-Student Interaction: A Decade of Research. In D. Scott (Ed.), Theories of Learning: Learning, Curriculum, Pedagogy and Assessment (Vol. 3, pp. 305-336). (SAGE library of educational thought and practice). London: Sage Publications. [details]

    2012

    • Heemskerk, I., Volman, M., Admiraal, W., & ten Dam, G. (2012). Inclusiveness of ICT in secondary education: students' appreciation of ICT tools. International Journal of Inclusive Education, 16(2), 155-170. https://doi.org/10.1080/13603111003674560 [details]
    • Schenke, W., Volman, M. L. L., van Driel, J. H., Geijsel, F. P., & Sligte, H. W. (2012). Cross-professionele samenwerking in de context van ontwikkel- en onderzoeksprojecten in het voortgezet onderwijs. Pedagogische Studiën, 89(6), 350-363. [details]
    • Wardekker, W., Boersma, A., ten Dam, G., & Volman, M. (2012). Motivation for school learning: enhancing the meaningfulness of learning in communities of learners. In M. Hedegaard, A. Edwards, & M. Fleer (Eds.), Motives in children’s development: cultural-historical approaches (pp. 153-170). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139049474.012 [details]
    • de Koster, S., Kuiper, E., & Volman, M. (2012). Concept-guided development of ICT use in ‘traditional’ and ‘innovative’ primary schools: what types of ICT use do schools develop? Journal of Computer Assisted Learning, 28(5), 454-464. https://doi.org/10.1111/j.1365-2729.2011.00452.x [details]
    • van Velzen, C., Volman, M., Brekelmans, M., & White, S. (2012). Guided work-based learning: sharing practical teaching knowledge with student teachers. Teaching and Teacher Education, 28(2), 229-239. https://doi.org/10.1016/j.tate.2011.09.011 [details]
    • van de Pol, J., Volman, M., & Beishuizen, J. (2012). Promoting teacher scaffolding in small-group work: A contingency perspective. Teaching and Teacher Education, 28(2), 193-205. https://doi.org/10.1016/j.tate.2011.09.009 [details]
    • van de Pol, J., Volman, M., Elbers, E., & Beishuizen, J. (2012). Measuring scaffolding in teacher - small-group interactions. In R. M. Gillies (Ed.), Pedagogy: new developments in the learning sciences (pp. 151-188). (Education in a competitive and globalizing world). New York: Nova Science Publishers. [details]

    2011

    • Admiraal, W., Huizenga, J., Reitenbach, M., Rosenthal, S., Volman, M., & ten Dam, G. (2011). Gender differences and game-based learning in secondary education. In G. Vanthournout, L. Coertjens, V. Donche, D. Gijbels, C. Evans, E. Cools, & H. Pedrosa de Jesus (Eds.), ELSIN XVI. Proceedings of the 16th annual conference of Education, Learning, Styles, Individual differences Network. Developing learning within and across disciplines: evidence from research and practice. University of Antwerp (pp. 90-96). Brno: Tribun EU. [details]
    • Heemskerk, I. M. C. C., Volman, M., ten Dam, G. T. M., & Admiraal, W. F. (2011). Social scripts in educational technology and inclusiveness in classroom practice. Teachers and Teaching: theory and practice, 17(1), 35-50. https://doi.org/10.1080/13540602.2011.538495 [details]
    • van Lankveld, T., & Volman, M. (2011). Ondersteuning van docenten bij onderwijsvernieuwing: de rol van communities of practice. Tijdschrift voor Hoger Onderwijs, 29(1), 41-53. [details]
    • van de Pol, J. E., Volman, M., & Beishuizen, J. J. (2011). Patterns of contingent teaching in teacher-student interaction learning and instruction. Learning and Instruction, 21(1), 46-57. https://doi.org/10.1016/j.learninstruc.2009.10.004

    2010

    • Boersma, A., ten Dam, G., Volman, M., & Wardekker, W. (2010). "This baby ... it isn’t alive." Towards a community of learners for vocational orientation. British Educational Research Journal, 36(1), 3-25. https://doi.org/10.1080/01411920802642355 [details]
    • Swennen, A., Jones, K., & Volman, M. (2010). Teacher educators: their identities, sub-identities and implications for professional development. Professional Development in Education, 36(1-2), 131-148. https://doi.org/10.1080/19415250903457893 [details]
    • Zwart, R., Lunenberg, M., & Volman, M. (2010). Inleiding op het themanummer: onderzoekende leraren en lerarenopleiders. Pedagogische Studiën, 87(4), 227-231. [details]
    • van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: a decade of research. Educational Psychology Review, 22(3), 271-297. https://doi.org/10.1007/s10648-010-9127-6 [details]

    2009

    • Boersma, A., ten Dam, G., & Volman, M. (2009). Identiteitsvorming in een leergemeenschap voor beroepsvoorbereiding in het vmbo. In B. van Oers, Y. Leeman, & M. Volman (Eds.), Burgerschapsvorming en identiteitsontwikkeling: een bijdrage aan pedagogische kwaliteit in het onderwijs (pp. 79-89). Assen: Van Gorcum. [details]
    • Heemskerk, I., ten Dam, G., Volman, M., & Admiraal, W. (2009). Gender inclusiveness in educational technology and learning experiences of girls and boys. Journal of Research on Technology in Education, 41(3), 253-276. [details]
    • Kuiper, E., & Volman, M. (2009). Mediawijsheid: leren participeren in de informatiesamenleving. In B. van Oers, Y. Leeman, & M. Volman (Eds.), Burgerschapsvorming en identiteitsontwikkeling: een bijdrage aan pedagogische kwaliteit in het onderwijs (pp. 49-57). Assen: Van Gorcum.

    2008

    2015

    • Volman, M. (2015). Leeridentiteit en loopbaan. In M. Kuijpers, & R. Lengelle (Eds.), Een loopbaan van betekenis (pp. 89-104). Antwerpen/Apeldoorn: Garant. [details]

    2014

    • Admiraal, W., Beishuizen, J., ten Dam, G., & Volman, M. (2014). Wetenschappelijk praktijkonderzoek naar onderwijs: Zaak van docenten en onderzoekers. In J. van Tartwijk, M. Brekelmans, P. den Brok, & T. Mainhard (Eds.), Theorie en praktijk van leren en de leraar: liber amicorum Theo Wubbels (pp. 175-188). Amsterdam: SWP. [details]

    2012

    • Heemskerk, I., van Eck, E., Kuiper, E., & Volman, M. (2012). Succesvolle onderwijsaanpakken voor jongens in het vo. (Kohnstamm Instituut rapport; No. 878). Amsterdam: Kohnstamm Instituut, Universiteit van Amsterdam. [details]

    2011

    • Heemskerk, I., Meijer, J., van Eck, E., Volman, M., Karssen, M., & Kuiper, E. (2011). EXPO II: experimenteren met ict in het PO tweede tranche: onderzoeksrapportage. Amsterdam: Kohnstamm Instituut. [details]

    2010

    • de Koster, S., Kuiper, E., & Volman, M. (2010). Technische en pedagogische interactiviteit rond het digibord: een analyse van leerarrangementen in het Cumulus-project. Amsterdam: Vrije Universiteit/Universiteit van Amsterdam. [details]

    2019

    • 't Gilde, J., & Volman, M. L. L. (2019). Buitenschoolse kennis maakt je les rijker. Didactief, 49(9), 32-33.
    • Gaikhorst, L., Kroon, S., Schaveling, J., de Ruig, N., Soeterik, I., Edzes, H., ... Volman, M. L. L. (2019). De bijdrage van de Werkplaats aan de professionalisering van leraren t.a.v. diversiteit en praktijkonderzoek. In Drie jaar Werkplaats Diversiteit (pp. 30-35). Universiteit van Amsterdam.
    • Karssen, M., Heemskerk, I. M. C. C., & Volman, M. L. L. (2019). Wat levert toekomstgericht onderwijs op? Didactief, juni.
    • Ledoux, G., & Volman, M. L. L. (2019). Veel innovatieve scholen zijn succesvol en bewust bezig. Didactief.

    2018

    • Baan, J., Volman, M., & Gaikhorst, L. (2018). Geef academische leerkracht de ruimte. Didactief, 48(8), 46-47. [details]
    • Verhoeven, M., Poorthuis, A., & Volman, M. (2018). Exploratieve leerervaringen: De rol van onderwijs in de identiteitsontwikkeling van leerlingen. Amsterdam: Universiteit van Amsterdam. [details]

    2017

    2016

    • Gaikhorst, L., & Volman, M. (2016). Ondersteuning van beginnende basisschoolleraren in een grootstedelijke omgeving. In R. Fukkink, & R. Oostdam (Eds.), Onderwijs en opvoeding in een stedelijke context: Van startbekwaam naar stadsbekwaam (pp. 121-132). Bussum: Coutinho. [details]
    • Volman, M. (2016). Sekseverschillen in het onderwijs: meisjessucces en jongensprobleem? In B. Eidhof, M. Van Houtte, & M. V. (Eds.), Sociologen over onderwijs: Inzichten, praktijken en kritieken (pp. 237-255). Apeldoorn: Garant. [details]
    • Volman, M. L. L. (2016). Voorwoord. In L. Voerman, & F. Faber (Eds.), Didactisch coachen: Hoge verwachtingen concreet maken met behulp van feedback, vragen en aanwijzingen (2 ed.). Rijnsburg: V&F Onderwijs Consult/De Weijer Uitgeverij.
    • Volman, M., & Stikkelman, R. (2016). Startnotitie: de leerling centraal: Literatuurstudie naar effecten van pedagogische en didactische argumenten voor leerling- en studentgericht onderwijs. Amsterdam: Universiteit van Amsterdam. [details]
    • van Eck, E., & Volman, M. (2016). Samenwerking tussen onderzoekers en docenten: wat valt ervan te leren? Tijdschrift voor Orthopedagogiek, 55(11/12), 576-586. [details]

    2015

    • de Vries, N., & Volman, M. (2015). Project: duurzame leercultuur. Van Twaalf tot Achttien, 25(2), 22-23. [details]

    2014

    • Geijsel, F., van Eck, E., & Volman, M. (2014). Leidinggeven aan onderzoek in de school. De Nieuwe Meso, 1(2), 12-19. [details]
    • Pater, C., Volman, M., van Driel, J., Geijsel, F., & Sligte, H. (2014). Talenten ontwikkelen voor de toekomst: opbrengsten en inzichten uit praktijkgerichte onderzoeksprojecten van de VO-raad. Utrecht: VO-raad. [details]
    • Pater, C., van Driel, J., Geijsel, F., Volman, M., & Schenke, W. (2014). Professionele leraren: opbrengsten en inzichten uit praktijkgerichte onderzoeksprojecten van de VO-raad. Utrecht: VO-raad. [details]
    • Schenke, W., Geijsel, F., van Eck, E., Volman, M., van Driel, J., & Sligte, H. (2014). Werken op dezelfde golflengte: scholen en onderzoekers werken samen aan onderzoek. Utrecht: VO-raad. [details]

    2013

    • Heemskerk, I., van Eck, E., Volman, M., & ten Dam, G. (2013). Ict inzetten met aandacht voor verschillen tussen leerlingen. 4W: Weten Wat Werld en Waarom, 2(2), 30-37. [details]

    2012

    • Volman, M. (2012). Betrokkenheid als leeropbrengst. Mensenkinderen, 28(1), 6-8. [details]
    • Volman, M. (2012). De pedagogische opdracht van het onderwijs: individueel presteren of betrokken participeren? In H. Jumelet, & J. Wenink (Eds.), Zorg voor onszelf? Eigen kracht van jeugdigen, opvoeders en omgeving, grenzen en mogelijkheden voor beleid en praktijk (pp. 148-157). Amsterdam: SWP. [details]
    • Volman, M. (2012). Gebruikmaken van verborgen kennis van leerlingen. Zone, 11(4), 6-9. [details]
    • van Velzen, C., Volman, M., & Brekelmans, M. (2012). Mentoren delen hun praktijkkennis met leraren in opleiding. Tijdschrift voor Lerarenopleiders, 33(1), 35-42. [details]

    2011

    • Schenke, W., Sligte, H. W., Volman, M., van Driel, J., & Geijsel, F. P. (2011). Rapportage Voormeting Metaonderzoek SLOA-VO 2010. Amsterdam: Kohnstamm Instituut, Universiteit van Amsterdam.
    • Sligte, H., Bulterman-Bos, J., Volman, M., Derriks, M., Heurter, A., & Peetsma, T. (2011). Cultuurgebaseerd onderwijs biedt ruimte aan talent. In G. Ledoux, & M. Volman (Eds.), Op zoek naar talent. Talentontwikkeling op Expeditiescholen (pp. 61-69). (Durven, delen, doen). Utrecht: VO-raad. [details]
    • Sligte, H., Goei, S. L., Roerdink, D., Kleijnen, R., Volman, M., Heurter, A., & Peetsma, T. (2011). Leerlingen met speciale leerbehoeften op weg naar een diploma. In G. Ledoux, & M. Volman (Eds.), Op zoek naar talent. Talentontwikkeling op Expeditiescholen (pp. 35-42). (Durven, delen, doen). Utrecht: VO-raad. [details]
    • Sligte, H., Volman, M., Goei, S. L., Kleijnen, R., Roerdink, D., Heurter, A., & Peetsma, T. (2011). SG St. Ursula: Docenten als gebruikers van onderzoeksgegevens en onderzoeksliteratuur. In D. Lockhorst, I. van den Berg, & M. Boogaard (Eds.), 'En, heb je vandaag nog een goede vraag gesteld?' Wat onderzoek kan doen voor de professionalisering van docenten (pp. 49-55). (Durven, delen, doen). Utrecht: VO-raad. [details]
    • Volman, M. (2011). Kennis van betekenis: betrokkenheid als kwaliteit van leerprocessen en leerresultaten. Amsterdam: Universiteit van Amsterdam. [details]
    • van de Pol, J. E., Volman, M., & Beishuizen, J. (2011). Vmbo-leerlingen hebben baat bij 'scaffolding'. Van Twaalf tot Achttien, 2011(10), 16-17. [details]

    2010

    • Volman, M. (2010). De leerkracht op onderzoek. Zone, 9(2), 4-7. [details]
    • Volman, M. (2010). Samenwerking tussen school en onderzoekers: wat werkt? Didaktief, 40(1), 12-13. [details]
    • Volman, M., & ten Dam, G. (2010). Communities of learners: waarom het concept een plek verdient in de praktijk van het (hoger) onderwijs. In H. Radstake, & H. Kuijs (Eds.), Verder met onderwijs: de onderwijsvisie VU in theorie en praktijk (pp. 21-32). Amsterdam: Vrije Universiteit. [details]

    2016

    • Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2016). Comparison of mathematics discussion and conventional lessons in a collaborative setting. Paper presented at 13th International Congress on Mathematical Education (ICME), Hamburg, Germany.
    • Verhoeven, M., Poorthuis, A. M. G., & Volman, M. L. L. (2016). Exploreren kun je leren: De rol van het voortgezet onderwijs in de identiteitsontwikkeling van adolescenten. Paper presented at Onderwijs Research Dagen (ORD) 2016, Rotterdam, Netherlands.

    2015

    • Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2015). Teacher support during lessons that invoke mathematical discussions in a collaborative setting. Paper presented at JURE 2015 (Junior researchers' pre-conference of EARLI), Limassol, Cyprus.
    • Gaikhorst, L., Zijlstra, B. J. H., & Volman, M. L. L. (2015). Sustainability of teacher professional development. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
    • Karssen, A. M., van der Veen, H., & Volman, M. L. L. (2015). Effect of school ethnic diversity on educational outcomes and functioning for bi-ethnic Dutch children. The influence of family composition and socio-economic status. Paper presented at Dag van de Sociologie 2015, Amsterdam, Netherlands.

    Mediaoptreden

    • Volman, M. L. L. & Nieveen, N. (05-12-2017). Zet het leerplan naar je hand [Web] website Didactief. Zet het leerplan naar je hand.

    Tijdschriftredactie

    • Volman, M. L. L. (editor) (2011). Pedagogische Studiën (Journal).
    • Volman, M. (editor) (2010). Pedagogische Studiën (Journal).

    Spreker

    • Verhoeven, M. (speaker), Poorthuis, A. M. G. (speaker) & Volman, M. L. L. (speaker) (11-11-2016). Who am I? The role of school in adolescents’ identity development, VNOP-ISED-CAS Research Days.
    • Boersma, A. M. E. (speaker), Krol, K. (speaker), ten Dam, G. T. M. (speaker), Volman, M. L. L. (speaker) & Wardekker, W. L. (speaker) (14-4-2009). Motivation through activity in a community of learners for vocational orientation, 2009 Annual Meeting of the American Educational Research Association (AERA), San Diego (USA).
    • Boersma, A. M. E. (speaker), ten Dam, G. T. M. (speaker), Volman, M. L. L. (speaker) & Wardekker, W. L. (speaker) (9-9-2008). Motivation through activity in a community of learners for vocational orientation, 2nd congress International Society for Cultural and Activity Research ( ISCAR ), San Diego (USA).
    • Heemskerk, I. M. C. C. (speaker), Volman, M. L. L. (speaker), ten Dam, G. T. M. (speaker) & Admiraal, W. F. (speaker) (8-7-2008). Social scripts in educational technology and inclusiveness in classroom practice, Jure 2008, Junior Researchers of EARLI, Leuven.
    • Boersma, A. M. E. (speaker), Krol, K. (speaker), ten Dam, G. T. M. (speaker), Toorenaar, J. M. (speaker), Volman, M. L. L. (speaker) & Wardekker, W. L. (speaker) (29-6-2008). Towards communities of learners for vocational orientation. Teachers and researchers designing innovative learning environments in pre-vocational secondary education, 4th conference of the International Society for Design and Development in Education (ISDDE), Egmond aan Zee.
    • Boersma, A. M. E. (speaker), ten Dam, G. T. M. (speaker), Volman, M. L. L. (speaker) & Wardekker, W. L. (speaker) (28-1-2008). Motivation through activity in a community of learners for vocational orientation, 8th International School on Educational Research, Jyvalskyla (Fin).
    • Heemskerk, I. M. C. C. (speaker), Volman, M. L. L. (speaker), Admiraal, W. F. (speaker) & ten Dam, G. T. M. (speaker) (2008). Gender-inclusiveness of technology in education, OECD, Parijs.

    Andere

    • Baan, J. (organiser), Gaikhorst, L. (organiser) & Volman, M. L. L. (organiser) (25-5-2016). Symposium - Academische pabo’s als brug tussen wetenschap en praktijk at ORD 2016, Rotterdam, Netherlands (organising a conference, workshop, ...).

    2017

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  • Nevenwerkzaamheden
    • SLO, nationaal expertisecentrum leerplan
      lid Raad van Toezicht
    • Onderwijsraad
      Lid
    • Open Schoolgemeenschap Bijlmer
      Lid Raad van Toezicht