Dissertation

Van de Pol, J. (2012). Scaffolding in teacher-student interaction: Exploring, measuring, promoting and evaluating scaffolding. Doctoral dissertation, University of Amsterdam. http://dare.uva.nl/record/426432

Conference papers

1.       Oudman, S., van de Pol, J., & van Gog, T. Effects of Self-Scoring Math Problem Solutions on 4th Grade Students’ Monitoring and Regulation. Paper presented at EARLI 2021

2.       Van Leest, A., van de Pol, J., van Tartwijk, J., & Hornstra, L. (2021). Students’ (in)consistent performance and the relation with SES, gender, and track recommendations. Paper presented at EARLI 2021

3.       Braumann, S., van de Pol, J., Kok, E., Pijeira-Díaz, H. J., de Bruin, A., & van Gog, T. (2021). Does feedback on students’ diagramming affect monitoring accuracy of their text comprehension? Paper presented at EARLI 2021, online. Symposium title: Improving monitoring accuracy in reading and writing: Automated feedback  and emotions

4.       Pijeira-Díaz, H. J., de Bruin, A., van de Pol, J., & Braumann, S. (2021) Evaluating the automatic scoring of students’ short text comprehension answers. Paper presented at EARLI 2021, online. Symposium title: Improving monitoring accuracy in reading and writing: Automated feedback  and emotions

5.       Van de Pol, J., & Oudman, S. Teachers’ Judgment Accuracy of Students’ Monitoring: A Conceptual Framework and Descriptive Study. Invited symposium earli 2021 (as it was scored highest in sig16 meeting). Symposium title: How teachers think about SRL and judge SRL in students

6.       Oudman, S., van de Pol, J., & van Gog, T. (2021). Primary School Students’ Awareness of their Monitoring and Regulation. Paper presented at JURE 2021, online

7.       Ruiz Velasco Leyva, D., Poorthuis, A., Thomaes, S., & van de Pol, J. (2021) Do Daily Peer Experiences Mediate the Link Between Adolescents’ Peer Status and their School Engagement? Paper presented at the SRCD, online.

8.       Van de Pol, J., van Gog, T., & Thiede, K. (2021). The relation between teachers’ cue-use and monitoring accuracy about students’ reading comprehension [De Relatie tussen Cue-Gebruik en Monitoraccuratesse van Docenten over hun Leerlingen bij Begrijpend Lezen]. Paper presented at the Education Research Days 2021, online in the symposium: Monitoring and regulation of students’ learning by students and teachers; What helps? [Monitoring en regulatie van het leren van leerlingen door leerlingen zelf en door docenten: Wat helpt?].

9.       Oudman, S., van de Pol, J., & van Gog, T. (2021). Effects of self-scoring mathematics tasks on students’ monitoring and regulation. [Effect van zelf rekentaken nakijken op het monitoren en reguleren van leerlingen in groep 6]. Paper presented at the Education Research Days 2021, online in the symposium: Monitoring and regulation of students’ learning by students and teachers; What helps? [Monitoring en regulatie van het leren van leerlingen door leerlingen zelf en door docenten: Wat helpt?].

10.   Braumann, S., van de Pol, J., Kok, E., van Gog, T., Pijeira-Diaz, H. J. de Bruin, A. (2021). Does diagramming affect students’ monitoring accuracy of their reading comprehension? [Heeft Feedback op Diagrammen van Studenten Invloed op de Monitor Accuratesse van hun Tekstbegrip?]. Paper presented at the Education Research Days 2021, online in the symposium: Monitoring and regulation of students’ learning by students and teachers; What helps? [Monitoring en regulatie van het leren van leerlingen door leerlingen zelf en door docenten: Wat helpt?].

11.   Van de Pol, J., Janssen, E., & van Gog, T. (2021). How do I know what you know? Promoting teachers’ monitoring accuracy of their students text comprehension. Paper presented at the Metacognition SIG meeting, held online.

12.   Oudman, S., Van de Pol, J., & van Gog, T. (2021) Primary School Teachers’ Monitoring Accuracy of Students’ Math Performance and Awareness of their Accuracy: Effects of Cue Availability. Paper presented at the Metacognition SIG meeting, online.

13.   Braumann, S., van de Pol, J., Kok, E., de Bruin, A., & van Gog, T. (2021). Diagnosticity of Diagram Cues for Text Comprehension: Differences for High/Low Monitoring Accuracy. Paper presented at the Metacognition SIG meeting, online.

14.   Pijeira-Díaz, H. J., Braumann, S., van de Pol, J., van Gog, T., de Bruin, A. (2021). Towards nudging students’ attention to diagnostic cues in the diagramming paradigm for metacomprehension accuracy. Paper presented at the Metacognition SIG meeting, online.

15.   Van de Pol, J., & Oudman, S. (2020). Teachers’ judgment accuracy of students’ monitoring: A conceptual framework and descriptive study. Accepted as part of a symposium that I organized together with Charlotte Dignath at the EARLI SIG metacognition conference to be held in September 2020, Dresden, Germany (Conference cancelled due to COVID-19)

16.   Van de Pol, J. (2020). Elementary students’ cue-utilization, monitoring accuracy, and regulation decisions. Submitted as part of an invited symposium at the EARLI SIG metacognition conference to be held in September 2020, Dresden, Germany. (Cancelled due to COVID-19)

17.   Oudman, S., van de Pol, J., & van Gog, T. How self-scoring their responses affects fourth grade students’ monitoring and regulation skills, and awareness. Accepted as paper presentation at the EARLI SIG metacognition conference that was planned for September 2020, Dresden, Germany (Conference cancelled due to COVID-19)

18.   Braumann, S., van de Pol, J., de Bruin, A., & van Gog, T. How diagrams for text comprehension differ between children with high and low monitoring accuracy. Accepted as paper presentation at the EARLI SIG metacognition conference that was planned for September 2020, Dresden, Germany (Conference cancelled due to COVID-19)

19.   Van de Pol, J., van Gog, T., & Thiede, K. (2019). Teachers’ cue-utilization affects their monitoring accuracy of students’ reading comprehension. Paper presented at the EARLI conference, Aachen, Germany.

20.   Van de Pol, J., Muilenburg, E., & van Gog, T. (2018). Do I know what you know? Teachers’ cue-utilization when monitoring students’ text comprehension. Paper presented at the EARLI SIG Meeting Metacognition, Zürich.

21.   Van de Pol, J. (2017). Effects of cue availability on students’ and teachers’ monitoring and regulation accuracy. Paper presented at the EARLI Advanced Study Colloquium, Utrecht

22.   De Bruin, A., Van de Pol, J., Van Loon, M., & Van Gog, T. (2017). Students’ and teachers’ monitoring of causal relations texts: Do diagrams help? Paper session presented at the Psychonomics Society Meeting, Vancouver, US.

23.   Engelen, J., Camp, G., Van de Pol, J., & De Bruin, A. (2017). Teachers’ judgments of students’ text comprehension: Can keywords and summaries improve accuracy? Paper session presented at the EARLI conference, Tampere, Finland.

24.   Van de Pol, J., De Bruin, A., Van Loon, M., & Van Gog, T. (2017). The effect of cue-availability on teachers’ and students’ judgment accuracy. Paper session presented at the EARLI conference, Tampere, Finland.

25.   Van de Pol, J., & Brekelmans, M. (2015). Alignment in dyadic face-to-face interaction: Structuring a myriad of concepts. Paper presented at the symposium entitled “Capturing Instructional Quality from Different Perspectives: Four Analyses of the Same Math Lessons” held at the at the conference of the European Association of Research on Learning and Instruction (EARLI), Limassol, Cyprus.

26.   Van de Pol, J., Poorthuis, A., Mainhard, T. & Brekelmans, M. (2015). Smart students receive more adaptive support. Paper presented at the symposium entitled “Cognitive Aspects of Teaching II: Effects of Teacher Expertise on Teacher-Student Discourse” held at the conference of the European Association of Research on Learning and Instruction (EARLI), Limassol, Cyprus.

27.   Poorthuis, A., van de Pol, J., Mainhard, T., & van Aken, M. (2015). Emotional reactions to grades: Effects on students’ daily behavioral engagement. Paper presented at the symposium entitled “Emotional, attributional, and physiological reactions to grades” held at the conference of the European Association of Research on Learning and Instruction (EARLI), Limassol, Cyprus.

28.   Higham, R., Brindley, S. & van de Pol, J. (2014). What are the distinctive characteristics of dialogue in secondary Religious Education? Paper presented at the BERA conference, London, United Kingdom.

29.   Higham, R., van de Pol, J., & Brindley, S. (2014). Secondary teachers' developing understanding and classroom practice of dialogic teaching. Paper presented at the BERA conference, London, United Kingdom.

30.   Bijlsma, N., Schaap, H., van de Pol., J., de Bruijn., E. (2014). Wie de bal kaatst moet hem terug verwachten; in hoeverre stemmen CIOS-docenten hun handelen af op de beroepskennis van hun studenten? Paper presented at the Educational Research Days (ORD), Groningen, The Netherlands.

31.   Van de Pol, J., Poorthuis, A., Mainhard, T., & Brekelmans, M. (2014). Slimme leerlingen krijgen meer passende hulp [Smart students receive more contingent support]. Paper presented at the Dutch Research Days, Groningen, The Netherlands.

32.   Poorthuis, A.M.G, van de Pol, J., Mainhard, T., & van Aken, M.A.G. (July, 2014). A good grade makes my day: Grades, adolescents’ daily levels of school engagement, and the role of peer context. Paper presented at the Biennial meeting of the Society for the Study of Behavioural Development. Shanghai, China.

33.   Poorthuis, A.M.G, van de Pol, J., Mainhard, T., & van Aken (May, 2014). A good grade makes my day: Grades, adolescents’ daily levels of school engagement, and the role of peer context. Paper presented at the biennial meeting of the Vereniging Nederlandse Ontwikkelingspsychologie. Wageningen, The Netherlands.

34.   Jansen, E., Soeters, N., Duijzer, C., Francot, R., Klaasen, F., Kroonenberg, M., van der Laan, N., van de Pol, J., & Leseman, P. (2014). Using online measures to examine the effects of scaffolding and feedback on learning. Paper presented at the SIG 6/7 meeting of the European Association of Research on Learning and Instruction (EARLI), Rotterdam, The Netherlands.

35.   Van de Pol, J., Poorthuis, A., Mainhard, T., & Brekelmans, M. (2014). Slimme leerlingen krijgen meer passende hulp [Smart students receive more contingent support]. Paper presented at the Dutch Research Days, Groningen, The Netherlands. 

36.   Van de Pol, J., Mercer, N., & Volman, M. (2013). Scaffolding Small-Group Work: Students’ Uptake of Support. Paper presented at the symposium entitled “Interactive instruction: Why it is effective and how it may be improved” held at the conference of the European Association of Research on Learning and Instruction (EARLI), Munich, Germany

37.   Van de Pol, J., Brindley, S., & Higham, R. (2013). Two secondary teachers’ developing understanding and classroom practice of dialogic teaching – A case study. Paper presented at the symposium entitled “Teachers as versatile communicators”, held at the conference of the European Association of Research on Learning and Instruction (EARLI), Munich, Germany

38.   Van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2013). Effects of teacher scaffolding on students’ on-task behavior, appreciation of support and task, and achievement. In F. de Jong (chair), Teaching for improved learning in vocational education. Invited symposium of the Association of Educational Research (VOR) at the conference of the American Educational Research Association, San Francisco, USA

39.   Van de Pol, J., & Brekelmans, M. (2013). The paradox of scaffolding in the classroom: Support quality versus support efficiency in relation to student engagement in small-group work. Paper presented at the conference of the American Educational Research Association (AERA), San Francisco, US. 

40.   Van de Pol, J., & Passier, M. (2013). Hulp op maat: cognitieve en affectieve scaffolding [Cognitive and affective scaffolding in pre-vocational education]. Workhop presented at the Dutch vocational education conference for researchers and practitioners (Het VMBO dichterbij).

41.   Van de Pol, J., & Elbers, E. (2012). Challenging students’ learning during scaffolding interactions. Paper presented at the symposium ‘Conceptualising and grounding scaffolding in complex educational contexts’ held at the SIG 10 & 21 meeting of the European Association of Research on Learning and Instruction (EARLI), Belgrade, Serbia.

42.   Van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2012). Teacher scaffolding in small-group work – An intervention study. Paper presented at the SIG 10 & 21 meeting of the European Association of Research on Learning and Instruction (EARLI), Belgrade, Serbia.

43.   Schuitema, J., Radstake, H., van de Pol, J., & Veugelers, W. (2012). Klassikale discussies in het kader van burgerschapsvorming [Whole-class discussions in the context of citizenship education]. Paper presented at the Educational Research Days (ORD), Wageningen, Nederland.

44.   Van de Pol, J., Volman, M., & Beishuizen, J. (2012). Effecten van scaffolding op de prestaties en betrokkenheid van leerlingen [Effects of scaffolding on students’ achievement and engagement]. Paper presented at the Educational Research Days (ORD), Wageningen, Nederland.

45.   Van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2011). Effects of teacher scaffolding on students’ engagement. Paper presented at the conference of The International Society for Cultural and Activity Research (ISCAR), Rome, Italy.

46.   Van de Pol, J., Elbers, E., Volman, M., & Beishuizen, J. (2011). Measuring teacher scaffolding in classroom situations: A contingency perspective. Paper presented at the symposium entitled “Classroom scaffolding - Conceptualisations and applications” at the conference of the European Association of Research on Learning and Instruction (EARLI), Exeter, United Kingdom.

47.   Van de Pol, J., Volman, M., & Beishuizen, J. (2011). Het meten van scaffolding in de klas: Een contingentie perspectief [Measuring scaffolding in the classroom: A contingency perspective]. Paper presented at the Educational Resarch Days), Maastricht, Nederland.

48.   Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding for engagement. Paper presented at the Junior Researchers of the European Association of Research on Learning and Instruction (EARLI), Frankfurt, Germany.

49.   Van de Pol, J., Volman, M., & Beishuizen, J. (2009). Scaffolding in teacher student interactions. Paper presented at the symposium entitled “Scaffolding in the classroom” at the conference of the European Association of Research on Learning and Instruction (EARLI), Amsterdam, The Netherlands.

50.   Van de Pol, J., Volman, M., & Beishuizen, J. (2008). Scaffolding in de klas - Een review [Scaffolding in the classroom: A literature review]. Paper presented at the Educational Research Days), Eindhoven, Nederland.

51.   Van de Pol, J., Volman, M., & Beishuizen, J. (2008). Scaffolding in 1-to-1 and small group student-teacher interaction: A descriptive study. Paper presented at the ICO toogdag, Utrecht, The Netherlands.

Conference round table, poster and other presentations

1. Van Leest, A., Hornstra, L., van de Pol, J., & van Tartwijk, J. (2021). The relation between students’ performance development in primary and secondary education. Poster presented at the JURE conference, online
2. Van de Pol, J., & Van Loon, M. (2017). Interventions to improve judgment accuracy. Workshop organized at the EARLI Advanced Study Colloquium, Utrecht, The Netherlands.
3. Poorthuis, A.M.G, Van de Pol, J., Mainhard, T., & van Aken (June, 2014). Beoordeeld worden in de brugklas: cijfers, dagelijkse schoolbetrokkenheid en de rol van klasgenoten [Being evaluated in 7th grade: Grades, daily school engagement, and the role of classroom context]. Poster presented at the Onderwijs Research Dagen [Educational Research Days]. Groningen, The Netherlands.
4. Van de Pol, J., Brindley, S., & Higham, R. (2012). Wat zijn indicatoren voor dialogisch onderwijs bij verschillende vakken op de middelbare school – In dialoog met onderzoekers en docenten [What are indicators for dialogic teaching in different school subjects – Talking to researchers and teachers]. Round table presented at the Educational Research Days), Wageningen, Nederland.
5. Van de Pol, J. (2012). Scaffolding. Elke leerling heeft een leidraad nodig [Scaffolding, Each student needs guidance]. Presentation at conference ‘Practical Vocational Education’, Ede, The Netherlands.
6. Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding students’ engagement in small-group work. Data session at the SIG 10 & 21 meeting of the European Association of Research on Learning and Instruction (EARLI), Utrecht, The Netherlands.
7. Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Het stimuleren van scaffolding bij docenten [Stimulating teacher scaffolding]. Poster presented at the Educational Resarch Days), Enschede, Nederland.
8. Van de Pol, J., Volman, M., & Beishuizen, J. (2009). Analysing scaffolding: Distinguishing between diagnosis and intervention. Round table presented at the conference of the European Association of Research on Learning and Instruction (EARLI), Amsterdam, The Netherlands.
9. Van de Pol, J., Volman, M., & Beishuizen, J. (2009). Scaffolding in docent-leerling interacties: Een beschrijvende studie [Scaffolding in teacher-student interaction: A descriptive study]. Poster presented at the Educational Research Days), Leuven, België.
10. Van de Pol, J., Volman, M., & Beishuizen, J. (2008). Scaffolding in the classroom: A decade of research. Poster presented at JURE 2008, Leuven, Belgium.
11. Van de Pol, J., Volman, M., & Beishuizen, J. (2008). Analysing scaffolding. Round table presented at JURE 2008, Leuven, Belgium.

Invited lectures

1. Van de Pol, J. (2021). Adaptive support: what works? [Adaptieve hulp: Wat helpt?]. Invited seminar for Didactief.
2. Van de Pol, J. (2021). Scaffolding students’ learning. Invited workshop at the Eindhoven School of Education, The Netherlands.
3. Van de Pol, J. (2017). Hulp op maat voor élke leerling. Invited workshop at the conference of the Dutch institute for Biology (NIBI), Lunteren, The Netherlands.
4. Van de Pol, J. (2014). Invited keynote lecture at conference “Multimethod access to videobased analyses of the quality and effects of education – A Dialogue”, Zürich, Switzerland, 2014
5. Van de Pol, J. (2011). Exploring, promoting and evaluating scaffolding. Invited keynote Summer School, Faculty of Education, Hamburg University, Hamburg, Germany.
6. Van de Pol, J. (2011). Analysing scaffolding. Invited workshop at Summer School, Faculty of Education, Hamburg university, Hamburg, Germany.
7. Van de Pol, J., Volman, M., & Beishuizen, J. (2011). Scaffolding in teacher-student interaction. Keynote at scaffolding workshop, University of Cambridge, Cambridge, United Kingdom.
8. Van de Pol, J. (2013). Scaffolding in teacher-student interaction. Invited lecture, Erasmus University Rotterdam 2013
9. Van de Pol, J. (2013). Scaffolding in small-group work. Invited workshop at the Master ‘Learning and innovating’, University of applied sciences Inholland, Amsterdam, The Netherlands.
10. Van de Pol, J. (2013). Scaffolding in teacher-student interaction. Invited lecture scaffolding during professional development course at Unic (secondary school), Utrecht, The Netherlands.
11. Van de Pol, J., & Schuitema, J. (2013). Coding texts. Invited guest lecture at the Dutch interuniversity research school for educational sciences, Utrecht University, The Netherlands.
12. Van de Pol, J., & Passier, M. (2013). Cognitive and affective scaffodling. Invited workshop, pre-vocational practitioner’s conference, Wageningen, The Netherlands.
13. Van de Pol, J. (2012). Scaffolding in pre-vocational education. Invited lecture, pre-vocational practitioner’s conference, Wageningen, The Netherlands.
14. Van de Pol, J. (2012). Invited lecture master professional mastership University of Amsterdam.
15. Van de Pol, J. (2012). Scaffolding in teacher-student interaction. Invited keynote lecture at teacher research symposium, VU University Amsterdam