Ron Oostdam

Professor in Learning and Instruction

University of Amsterdam

Netherlands

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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.

Ron Oostdam

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Articles (17)

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

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 (8)

Rick de Graaff

Ruben Fukkink

Wouter Smets

Bonne J.H. Zijlstra

Jaap Schuitema

Monique Pijls

Louise Taylor

Joke Voogt

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