For a direct link to my most recent publication on interest experience in adolescents, see: https://link.springer.com/article/10.1007%2Fs10212-018-0372-2
Publicaties
2022
Wetenschappelijke publicaties
ten Berge, H., & Slot, E. (2022, Jun). Teaching presence: how to facilitate online collaborative learning in higher education? A systematic literature review .
Vakpublicaties
ten Berge, H., Slot, E., Bijlsma, L., & Engels, F. (2022). Teaching presence: hoe faciliteer je online samenwerkend leren in het hoger onderwijs? Een systematisch literatuuronderzoek . Universiteit Utrecht. https://www.uu.nl/onderwijs/onderwijsadvies-training/kennisdossiers/kennisdossier-hoger-onderwijs/samenwerkend-leren-vormgeven-in-online-onderwijs
Slot, E. (Author), & van der Tuin, I. (Author). (2022). Interdisciplinarity. Web publication/site, .
ten Berge, H. (Author), & Slot, E. (Author). (2022). Samenwerkend leren vormgeven in online onderwijs. Web publication/site https://www.uu.nl/onderwijs/onderwijsadvies-training/kennisdossiers/kennisdossier-hoger-onderwijs/samenwerkend-leren-vormgeven-in-online-onderwijs
2021
Wetenschappelijke publicaties
Slot, E. M., Bronkhorst, L. H., Akkerman, S. F., & Wubbels, T. (2021). Vocational Interest Profiles in Secondary School: Accounting for Multiplicity and Exploring Associations With Future-Oriented Choices. Journal of Educational Psychology, 113(5), 1059–1071. https://doi.org/10.1037/edu0000475
2020
Wetenschappelijke publicaties
Draijer, J. M., Bakker, A., Slot, E., & Akkerman, S. (2020). The multidimensional structure of interest. Frontline Learning Research, 8(4), 18-36. https://doi.org/10.14786/flr.v8i4.577
Slot, E. M., Bronkhorst, L. H., Wubbels, T., & Akkerman, S. F. (2020). The role of school in adolescents’ interest in daily life. International Journal of Educational Research, 104, 1-12. [101643]. https://doi.org/10.1016/j.ijer.2020.101643
Slot, E. M. (2020). Characterizing adolescents' interest in and out of school: Understanding multiplicity and dynamics in persons, objects and contexts. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/114
Slot, E. M., Vulperhorst, J. P., Bronkhorst, L. H., van der Rijst, R. M., Wubbels, T., & Akkerman, S. F. (2020). Mechanisms of interest sustainment. Learning, Culture and Social Interaction, 24, 1-16. [100356]. https://doi.org/10.1016/j.lcsi.2019.100356
2019
Wetenschappelijke publicaties
Schoevers, E. M., Leseman, P. P. M., Slot, E. M., Bakker, A., Keijzer, R., & Kroesbergen, E. H. (2019). Promoting pupils’ creative thinking in primary school mathematics: A case study. Thinking Skills and Creativity, 31, 323-334. https://doi.org/10.1016/j.tsc.2019.02.003
Slot, E., Akkerman, S., & Wubbels, T. (2019). Adolescents’ interest experience in daily life in and across family and peer contexts. European Journal of Psychology of Education, 34(1), 25-43. https://doi.org/10.1007/s10212-018-0372-2
2017
Vakpublicaties
ten Berge, H. (Author), Wijers, M. (Author), Schellekens, L. (Author), Slot, E. (Author), & Oomen, C. (Author). (2017). Themadossier Differentieren. Web publication/site https://www.uu.nl/onderwijs/onderwijsadvies-training/differentiatie
2016
Wetenschappelijke publicaties
Slot, E. M., Viersen, S. V., de Bree, E. H., & Kroesbergen, E. H. (2016). Shared and unique risk factors underlying mathematical disability and reading and spelling disability. Frontiers in Psychology, 7(JUN), [803]. https://doi.org/10.3389/fpsyg.2016.00803
Donker, M., Kroesbergen, E., Slot, E., Van Viersen, S., & De Bree, E. (2016). Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties. Learning and Individual Differences, 47, 80-87. https://doi.org/10.1016/j.lindif.2015.12.011
van Viersen, S., Kroesbergen, E., Slot, E., & de Bree, E. (2016). High reading skills mask dyslexia in gifted children. Journal of Learning Disabilities, 49(2), 189-199. https://doi.org/10.1177/0022219414538517
Overige resultaten
Jonker, V. H., Schot, W. D., Wijers, M. M., Bastings, M. A. S., Reichwein, M., van de Grint, E. J. M., & Slot, E. M. (2016, Oct 6). Thuis op de wereld: Boekje Grote Wetenschapsdag. Universiteit Utrecht. http://http;//www.fi.uu.nl/toepassingen/28662
2015
Wetenschappelijke publicaties
van Viersen, S., de Bree, E. H., Kroesbergen, E. H., Slot, E. M., & de Jong, P. F. (2015). Risk and protective factors in gifted children with dyslexia. Annals of Dyslexia, 65(3), 178-198. https://doi.org/10.1007/s11881-015-0106-y
Schot, W. D., Van Viersen, S., Van't Noordende, J. E., Slot, E. M., & Kroesbergen, E. H. (2015). Strategiegebruik op de getallenlijntaak geanalyseerd met behulp van eye-tracking. Pedagogische Studiën, 92(1), 55-69.
2014
Overige resultaten
Slot, E. (2014). The influence of visual stimulus properties on test performance in a nonsymbolic comparison task. Poster session presented at SIG 15 of the European Association for Research and Instruction (EARLI), Zurich, Switzerland.
2013
Wetenschappelijke publicaties
van Viersen, S., Slot, E. M., Kroesbergen, E. H., van 't Noordende, J. E., & Leseman, P. P. M. (2013). The added value of eye-tracking in diagnosing dyscalculia: A case study. Frontiers in Psychology, 4(679), 1-11. https://doi.org/10.3389/fpsyg.2013.00679
Kroesbergen, E. H., de Bree, E. H., Slot, E. M., & van Viersen, S. (2013). Rekenproblemen bij kinderen met dyslexie. Orthopedagogiek: Onderzoek en Praktijk, 52, 363-377.