Publicaties

Door de jaren heen heeft het team van inductie in het noorden al verschillende presentaties gehouden en gepubliceerd aan de hand van data en ervaringen met het project. Hieronder vindt u per categorie een overzicht.


Informatiefolders


Nieuwsbrieven

Gedurende het project verspreiden wij tweemaal per jaar een nieuwsbrief onder schoolcontactpersonen en deelnemende starters in een poging iedereen op de hoogte te houden van wat er achter de schermen op scholen en in het onderzoek gebeurt. Hieronder vindt u de tot nu toe gepubliceerde nieuwsbrieven.


ORD posters

De afgelopen jaren hebben verschillende onderzoekers van ons team posterpresentaties gehouden op de Onderwijs Research Dagen (ORD) op basis van de in het project verzamelde data. Hieronder vindt u de verschillende posters.



Wetenschappelijke artikelen

Helms-Lorenz, M., Maulana, R., & Jacobse, A. (2017). Beginning teachers’ differentiation practices in secondary education: Perspectives from students. Paper presented at AERA 2017, San Antonio, United States.

Harmsen, R., Maulana, R., Helms-Lorenz, M., & van Veen, K. (2017). Beginning teachers’ perceived stress: Causes, responses, and relationships with teaching behavior and attrition. Paper presented at AERA 2017, San Antonio, United States.

Maulana, R., & Helms-Lorenz, M. (2017). Student engagement and beginning teacher differentiation practices in Dutch secondary education: Are there gender differences?. Poster session presented at AERA 2017, San Antonio, United States.

van de Grift, W., Helms-Lorenz, M., & Maulana, R. (2016). Observing growth of teaching skill of professional practice of beginning teachers during their first two years. Paper presented at 29th ICSEI Congress, Glasgow, United Kingdom.

Maulana, R., Helms-Lorenz, M., Fokkens-Bruinsma, M., & Canrinus, E. T. (2016). Beginning Teachers’ Experienced Enthusiasm: Dimensionality, General Profiles, and Relations with Classroom Management and Student Engagement. Paper presented at AERA 2016, Washington , United States.

Lorenz, M., & Maulana, R. (2016). Mapping differentiation in beginning teachers’ perceived support during the first year on the job. Paper presented at American Educational Research Association (AERA), Washington DC, United States.

Maulana, R., & Lorenz, M. (2016). Perceived beginning teachers’ self-efficacy across the second and third year of professional practice. Paper presented at American Educational Research Association (AERA), Washington DC, United States.

Helms-Lorenz, M., van de Grift, W., & Maulana, R. (2016). Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers. School Effectiveness and School Improvement, 27(2), 178-204. 10.1080/09243453.2015.1035731

Helms-Lorenz, M., & Maulana, R. (2016). Influencing the psychological well-being of beginning teachers across three years of teaching: Self-efficacy, stress causes, job tension and job discontent. Educational Psychology, 36(3), 569-594. 10.1080/01443410.2015.1008403

Maulana, R., Helms-Lorenz, M., & van de Grift, W. (2015). A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students. Teaching and Teacher Education, 51, 225-245. 10.1016/j.tate.2015.07.003

Maulana, R., Helms-Lorenz, M., & van de Grift, W. (2015). Pupils’ perceptions of teaching behaviour: Evaluation of an instrument and importance for academic motivation in Indonesian secondary education. International Journal of Educational Research, 69, 98-112. 10.1016/j.ijer.2014.11.002

Helms-Lorenz, M. van de Grift, W. & Maulana, R. (2015). Longitudinal effects of induction on teaching skills and attrition of beginning teachers. School Effectiveness and School Improvement. 1-27. DOI:10.1080/09243453.2015.1035731.

Helms-Lorenz, M., & Maulana, R. (2015). Influencing the psychological well-being of beginning teachers across three years of teaching: Self-efficacy, stress causes, job tension and job discontent. Educational Psychology. 10.1080/01443410.2015.1008403 Vakblad

Van de Grift, W. & Helms-Lorenz, M. (2013). Waarom verlaten zoveel beginnende leraren de school waar ze hun carrière begonnen? Vantwaalftotachttien, oktober 2013, 12-15.

Helms-Lorenz, M., Slof, B., & van de Grift, W. (2013). First year effects of induction arrangements on beginning teachers’ psychological processes. European Journal of Psychology of Education, 28(4), 1265-1287. 10.1007/s10212-012-0165-y

Helms-Lorenz, M., Slof, B., Vermue, C. E., & Canrinus, E. T. (2012). Beginning teachers’ self-efficacy and stress and the supposed effects of induction arrangements. Educational Studies, 38(2), 189-207. 10.1080/03055698.2011.598679


Overige publicaties

  • Coach elkaar met ICALT, Didactief, september 2017, p. 43-45
  • Zo verminder je stress bij beginnende docenten, Didactief, september 2017, online
  • Begeleiding van startende leraren: dit werkt, Beter Begeleiden Magazine, september 2017, p. 6-11
  • Beter onderwijs door begeleiding startende leraren, PrimaOnderwijs, mei 2014, p.12-15
  • Startersbegeleiding werkt! Minder uitval en betere leraren, Straks voor de klas, mei 2014, p.10-13
  • Uitval beginnende leraren kan fors lager, VO Magazine, nummer 2, november 2013, p. 28-29
  • Waarom verlaten zoveel beginnende leraren de school waar ze hun carrière begonnen? Van 12tot18, oktober 2013, p12-15
  • Acceptatie docent pas na paar jaar, De Limburger, 23 september 2013