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Ron Oostdam

Professor in Learning and Instruction

University of Amsterdam

Netherlands

Research Interests

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About

Ron Oostdam is a Professor in Learning and Instruction at the University of Amsterdam. His research primarily focuses on effective teaching practices, self-regulation strategies, and democratic education, as reflected in his recent articles. He has explored various educational methods, including the impact of COVID-19 on student performance and the use of Socratic dialogue to foster critical thinking. Professor Oostdam is dedicated to enhancing teacher preparation and addressing inequalities in educational outcomes.

Articles (21)

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professor dr

University of Amsterdam

NETHERLANDS

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Ron Oostdam

Research Interests

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Articles (21)

Making a difference: insights from in-service teachers’ professional development for implementing differentiated instruction in the secondary school classroom

Teaching Democracy Through Instruction or Experience: A Qualitative Evaluation of Two Sets of Lessons

Complexity of concept diagrams for scientific reasoning in primary education

How to teach for democracy? Identifying the classroom practices used by expert teachers of democracy

Teaching thinking-back-and-forth in practical work: results of an educational design study in secondary education

Retention effects of instruction in self-regulation strategies in blended learning environments

The Use of Self-regulation Strategies and Interactional Methods in Blended Learning Environments: A Survey Among Teachers and Students in Higher Education

Diamonds are not just a scientist’s best friend

Differentiating instruction: Understanding the key elements for successful teacher preparation and development

School-based teaching for democracy: A systematic review of teaching methods in quantitative intervention studies

Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality

Thinking-back-and-forth in practical work experienced by students: identifying evidence-informed characteristics of good practices in secondary education

Learning to think critically through Socratic dialogue: Evaluating a series of lessons designed for secondary vocational education

The development of the relationship between professional identity tensions and teacher identity: A quantitative longitudinal study among Dutch primary student teachers

Standardising coaching of preservice teachers in the classroom: Development and trial of the synchronous online feedback tool (SOFT)

Analysing teacher behaviour in synthesizing hands-on and minds-on during practical work

Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)

From speck to story: relating history of mathematics to the cognitive demand level of tasks

Self-regulation strategies in blended learning environments in higher education: A systematic review

Reflective movements in the professional development of teacher educators as supervisors of student research in higher education

Effects of Implementing Multiple Components in a School‐Wide Antibullying Program: A Randomized Controlled Trial in Elementary Schools

Collaborators (10)

Rick de Graaff

Ruben Fukkink

Wouter Smets

Bonne J.H. Zijlstra

Hessel Nieuwelink

Izaak Dekker

Jaap Schuitema

Monique Pijls

Louise Taylor

Joke Voogt

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