dr. Janneke van de Pol
J.E.vandePol@uu.nl
Gegenereerd op 2017-11-24 08:23:24


Profile

 

 

Janneke works as an assistant professor at the University of Utrecht. 

 

Her research focuses on teaching and learning in face-to-face interaction. More specifically, she focuses on alignment of individuals’ behaviour within classroom interaction. Both teacher and student are seen as active individuals in such interactions. The processes of the interaction itself and outcomes on the teacher and student level are focus of Janneke's research.

Furthermore, she focuses on teacher judgments of student learning. She focuses on questions such as: "How do teachers judge student learning?", "What cues do teachers use when they judge student learning?", and "How can teacher judgment accuracy be improved?"

Finally, she is conducting a systematic literature study at the moment focused on structuring concepts that relate to alignment in interaction (e.g., differentation, contingency, complementarity, adaptive teaching, entrainment, intersubjectivity, scaffolding, student-centred instruction/learning, joint attention, co-construction, mutual adaptation etc.). 

Her research interests are, amongst others, classroom interaction, scaffolding, teacher judgements of student learning, student judgements of learning, dialogic teaching, student engagement, citizenship education, collaborative learning. 

 

Janneke van de Pol studied developmental Psychology at the University of Amsterdam and graduated in 2006. In 2012, she obtained her doctorate entitled 'Scaffolding in teacher-student interaction' cum laude at the University of Amsterdam.

Furthermore, she worked from October 2010 to April 2013 as a postdoctoral researchers at the University of Cambrdige, UK, where she participated in the CamTalk project (http://www.educ.cam.ac.uk/research/projects/camtalk/) which is aimed at Dialogic teaching in secondary education. 

Involved in the following study programme(s)
Gegenereerd op 2017-11-24 08:23:24
Curriculum vitae Download PDF

Curriculum Vitae

 

Current: Assistant professor at Utrecht University

 

2012 – 2014: Post-doctoral researcher and teacher Utrecht University 

At the University of Utrecht, Janneke continues her work on scaffolding and particularly looks to combine cognitive and affective aspects of teacher-student interaction in secondary classrooms. She teaches BA and MA level courses.

 

2011 – 2013: Post-doctoral researcher University of Cambridge, UK

At the University of Cambridge, Janneke is part of the CamTalk project (http://www.educ.cam.ac.uk/research/projects/camtalk/) which looks at dialogic teaching in secondary education.

 

2010 – Visiting scholar at the University of Cambridge, UK

During one term, Janneke was a visiting scholar at the University of Cambrdige, Faculty of Education where she was supervised by professor Neil Mercer.

 

2009 – Chair of the JURE pre-conference, Amsterdam

The biennial EARLI conference for educational research is preceded by a junior conference for which Janneke chaired both the national and international committee.

 

2007 – 2012:  PhD student: Scaffolding in teacher-student interaction

In September 2012, Janneke obtained her doctorate cum laude. The project focused on: (1) conceptualising scaffolding, (2) measuring scaffolding, (3) promoting teacher scaffolding, and (4) effects of scaffolding on students’ engagement and achievement. During her PhD, Janneke successfully graduated at the ICO (educational) research school.

 

2007 – 2011:  School psychologist at Marcanti Amsterdam

Marcanti is a secondary school for (pre)vocational education in Amsterdam. The main job was to investigate what children needed extra support and to give advice on the support needed.

 

2005 – 2007:  Teacher at the University of Amsterdam

During and after her studies, Janneke worked as a teacher at the University of Amsterdam (Faculty of Psychology and Faculty of Information Sciences) where she taught academic writing, developmental diagnostics, and research methods and statistics.

 

2004 – Freie Universität Berlin – Germany

During my Psychology Bachelor, Janneke spent 6 months at the Freie Universität in Berlin where she studied pedagogies and learning problems.

 

2000 – 2006: BA & MA Psychology – University of Amsterdam

From 2000 to 2006, Janneke studied Developmental Psychology at the University of Amsterdam. Her masterthesis was on dyslectic students’ self-concept. She received her MA with honour.

Gegenereerd op 2017-11-24 08:23:24
All publications
  2016 - Scholarly publications
Crisan, Daniela, van de Pol, J.E. & van der Ark, A. (2016). Scalability coefficients for two-level polytomous item scores: An introduction and an application. In L.A. van der Ark, D.M. Bolt, W.C. Wang, J.A. Douglas & M. Wiberg (Eds.), Quantitative psychology research - The 80th Annual Meeting of the Psychometric Society (pp. 139-153) (14 p.). New York.
  2015 - Scholarly publications
van de Pol, Janneke, Volman, Monique, Oort, Frans & Beishuizen, Jos (05.06.2015). 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), (pp. 615-641) (27 p.).
  2014 - Scholarly publications
Higham, R.J.E., Brindley, S. & van de Pol, J.E. (2014). Shifting the primary focus: Assessing the case for dialogic education in secondary classrooms. Language and Education, 28 (1), (pp. 86-99) (14 p.).
van de Pol, Janneke, Volman, Monique, Oort, Frans & Beishuizen, Jos (02.10.2014). Teacher Scaffolding in Small-Group Work - An Intervention Study. Journal of the Learning Sciences, 23 (4), (pp. 600-650) (51 p.).
  2014 - Other output
J.E. van de Pol (07.10.2014) Alignment in dyadic face-to-face interaction structuring a myriad of concepts
  2013 - Scholarly publications
Elbers, E.P.J.M., Rojas-Drummond, S & van de Pol, J.E. (2013). Conceptualising and grounding scaffolding in complex educational contexts. Learning, Culture and Social Interaction, 2 (1), (pp. 1-2) (2 p.).
van de Pol, Janneke, Volman, M.L.L. & Beishuizen, Jos (2013). Scaffolding in teacher-student interaction: a decade of research. In D. Scott (Eds.), Theories of Learning (pp. 305-336). London: SAGE.
van de Pol, J.E. & Elbers, E.P.J.M. (2013). Scaffolding student learning: A microanalysis of teacher-student interaction. Learning, Culture and Social Interaction, 2 (1), (pp. 32-41) (10 p.).
  2013 - Professional publications
Boer, P, & van de Pol, J.E. (2013). Hoe houd je 30 leerlingen aan het werk?. De Cascade, 10, (pp. 28-29) (2 p.).
van de Pol, Janneke & Passier, M. (2013). Hulp op maat voor de VMBO-leerling:Cognitieve en affectieve scaffolding. In M. van Schaik & J. van der Waals (Eds.), Het vmbo dichterbij. Bewegen tussen theorie en praktijk Amsterdam: SWP, in press.
Buchner, D. & van de Pol, J.E. (2013). Scaffolding werkt alleen als je er echt achter staat. Didactief, 43 (10), (pp. 27-27) (1 p.).
  2013 - Other output
J.E. van de Pol (30.05.2013) Dissertation Award
J.E. van de Pol (24.06.2013) Scaffolding
  2012 - Scholarly publications
van de Pol, Janneke, Volman, M.L.L., Elbers, E. & Beishuizen, Jos (2012). Measuring scaffolding in teacher - small- group interactions. In R.M. Gillies (Eds.), Pedagogy: New Developments in the Learning Sciences (pp. 151-188) (38 p.). Hauppage: Nova Science.
van de Pol, Janneke, Volman, M.L.L. & Beishuizen, Jos (2012). Promoting teacher scaffolding in small-group work: A contingency perspective. Teaching and Teacher Education, 28, (pp. 193) (205 p.).
  2012 - Professional publications
van de Pol, J.E. (2012). Stem hulp af op kennis leerling. Didactief, 42 (7), (pp. 28-29) (2 p.).
  2011 - Scholarly publications
van de Pol, Janneke (2011). Effecten van scaffolding. (1 p.).
van de Pol, Janneke, Volman, M.L.L. & Beishuizen, Jos (2011). Patterns of contingent teaching in teacher-student interaction. Learning and Instruction, (pp. 46-57).
  2011 - Professional publications
van de Pol, Janneke, Volman, M.L.L. & Beishuizen, Jos (2011). Vmbo-leerlingen hebben baat bij ‘scaffolding’. Van twaalf tot achttien, 10, (pp. 16-17).
  2010 - Scholarly publications
van de Pol, Janneke, Volman, M.L.L. & Beishuizen, Jos (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22 (3), (pp. 271-297).
  0 - Other output
J.E. van de Pol () VOR dissertatie prijs - beste dissertatie 2012

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

  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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. 
  • 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
  • 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
  • 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
  • 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. 
  • 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).
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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 Resarch Days), Eindhoven, Nederland.
  • 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

  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Van de Pol, J., Volman, M., & Beishuizen, J. (2008). Scaffolding in the classroom: A decade of research. Poster presented at JURE 2008, Leuven, Belgium.
  • Van de Pol, J., Volman, M., & Beishuizen, J. (2008). Analysing scaffolding. Round table presented at JURE 2008, Leuven, Belgium.

 

 

Invited lectures

  • 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
  • Van de Pol, J. (2011). Exploring, promoting and evaluating scaffolding. Invited keynote Summer School, Faculty of Education, Hamburg University, Hamburg, Germany.
  • Van de Pol, J. (2011). Analysing scaffolding. Invited workshop  at Summer School, Faculty of Education, Hamburg university, Hamburg, Germany.
  • Van de Pol, J., Volman, M., & Beishuizen, J. (2011). Scaffolding in teacher-student interaction. Keynote at scaffolding workshop, University of Cambridge, Cambridge, United Kingdom.
  • Van de Pol, J. (2013). Scaffolding in teacher-student interaction. Invited lecture, Erasmus University Rotterdam 2013
  • 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.
  • Van de Pol, J. (2013). Scaffolding in teacher-student interaction. Invited lecture scaffolding during professional development course at Unic (secondary school), Utrecht, The Netherlands.
  • 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.
  • Van de Pol, J., & Passier, M. (2013). Cognitive and affective scaffodling. Invited workshop, pre-vocational practitioner’s conference, Wageningen, The Netherlands.
  • Van de Pol, J. (2012). Scaffolding in pre-vocational education. Invited lecture, pre-vocational practitioner’s conference, Wageningen, The Netherlands.
  • Van de Pol, J. (2012). Invited lecture master professional mastership University of Amsterdam.
  • Van de Pol, J. (2012). Scaffolding in teacher-student interaction. Invited keynote lecture at teacher research symposium, VU University Amsterdam
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Research interests

  • classroom interaction
  • scaffolding/contingency
  • teacher judgements of student learning
  • student judgements of learning
  • dialogic teaching
  • student engagement
  • citizenship education
  • collaborative learning. 

 

 

Post doctoral research Utrecht University 

Investigating the effects of cognitive and affective scaffolding on students' engagement in secondary education in the context of individual seatwork.

 

Post doctoral research project University of Cambridge

CamTalk (http://www.educ.cam.ac.uk/research/projects/camtalk/) looking at Dialogic Teaching in secondary education. In this study, we developed a blended online CPD course for secondary teachers of all subjects.

 

PhD project

Scaffolding in teacher-student interaction: Conceptualising, measuring, promoting and evaluating scaffolding. For this dissertation, Janneke received the Dissertation Award (best dissertation in education in the Netherlands and Belgium) in May 2013.

 

Grants & prizes

- Erasmus grant

- Kohnstamm grant

- Amsterdam University fund

- Shortlisted for EARLI outstanding publication award (Scaffolding review 2010, Educational Psychology Review) in 2011

- Dissertation Award VOR/VFO 2013

Gegenereerd op 2017-11-24 08:23:24
Full name
dr. J.E. van de Pol Contact details
Martinus J. Langeveldgebouw

Heidelberglaan 1
Room E338
3584 CS  UTRECHT
The Netherlands


Phone number (direct) +31 30 253 1796
Gegenereerd op 2017-11-24 08:23:24
Last updated 25.04.2017