Faculty of Social and Behavioural Sciences
G.C.W. Rijlaarsdam
prof.dr. G.C.W. (Gert) Rijlaarsdam
University of Amsterdam


Spinozastraat 55
1018 HJ Amsterdam
Room: 104

Telephone
0205251284
0205251288

http://home.medewerker.uva.nl/g.c.w.rijlaarsdam/
Email



Publications

refereed academic publications (60)


2012

  • G. Rijlaarsdam, H. van den Bergh, M. Couzijn, T. Janssen, M. Braaksma, M. Tillema, E. van Steendam & M. Raedts (2012). Writing. In K.R. Harris, S. Graham & T. Urdan (Eds.), APA educational psychology handbook. - Vol. 3: Application to learning and teaching (APA handbooks in psychology) (pp. 189-228). Washington, DC: American Psychological Association.

2011

  • V. Berninger, G.C.W. Rijlaarsdam & M. Fayol (2011). Mapping research questions about translation to methods, measures, and models. In M. Fayol, D. Alamargot & V. Berninger (Eds.), Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. London: PsychologyPress/Taylor Francis Group/Routledge.
  • M. Tillema, H. van den Bergh, G.C.W. Rijlaarsdam & T. Sanders (2011). Relating self reports of writing behaviour and online task execution using a temporal model. Metacognition and Learning.
  • L. Verheyden, K. van den Branden, G.C.W. Rijlaarsdam, H. van den Bergh & S. De Maeyer (2011). Translation skills and trade-off in young L2-learners’ written narrations. In M. Fayol, D. Alamargot & V. Berninger (Eds.), Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. London: PsychologyPress/Taylor Francis Group/Routledge.
  • T. Groenendijk, T.M. Janssen, G.C.W. Rijlaarsdam & H. van den Bergh (2011, August 30). The effect of observational learning on artistic production. Exeter (UK), EARLI.
  • M.A.H. Braaksma, G.C.W. Rijlaarsdam & H. van den Bergh (2011, June 9). Hypertext writing: Effects on writing processes and writing products. Maastricht (NL), ORD (Onderwijs Research Dagen) 2011: Passie voor Leren.
  • G.C.W. Rijlaarsdam, L. (Vol ed) L'Abate & L.G. (Vol ed) Sweeney (Eds.). (2011). Research on writing approaches in mental health. (Series editor) (Studies in writing, 23). Bingley (UK): Emerald Group Publishing Ltd.
  • G.C.W. Rijlaarsdam, P.L. (Vol ed) Ha & B. (Vol ed) Baurain (Eds.). (2011). Voices, Identities, Negotiation, and conflicts: Writing Academic English across cultures. (Series editor) (Studies in writing, 22). Bingley (UK): Emerald Group Publishing Ltd.

2010

  • L. Verheyden, K. van den Branden, G. Rijlaarsdam, H. van den Bergh & S. De Maeyer (2010). Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: a follow-up of seven text features. Journal of Research in Reading, 33(1), 20-38.
  • G.C.W. Rijlaarsdam, M.A.H. Braaksma, M.H. Kieft, M.J. Couzijn, T.M. Janssen, M. Raedts, E. van Steendam, T. Groenendijk, J.M. Toorenaar & H. van den Bergh (2010, January 20). Når koden er knækket. Cracking the code. Inquiry activities to learn how text works: How classes create data and learn from these data. Copenhagen (DK), Keynote at Danish Writing conference.
  • G.C.W. Rijlaarsdam, D. van Weijen, M. Tillema, M.A.H. Braaksma & H. van den Bergh (2010, May 20). L1-L2 Writing processes, text quality and learner characteristics: empirical studies. Keynote address. Murcia (E), Symposium on second Language Writing 2010: Crossing Disciplinary boundaries.
  • G.C.W. Rijlaarsdam, M.A.H. Braaksma, M.J. Couzijn, J.M. Toorenaar & T. Groenendijk (). Designing and testing effective writing instruction (Workshop). Copenhagen (DK), Inservice Training Institute.
  • G.C.W. Rijlaarsdam (Ed.). (2010). L1 Educational Studies in Language and Literature, 1.
  • G.C.W. Rijlaarsdam (Ed.). (2010). Journal of Writing Research.
  • E. van Steendam, G. Rijlaarsdam, L. Sercu & H. van den Bergh (2010). The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL. Learning and Instruction, 20(4), 316-327.
  • T.C.H. Witte, G.C.W. Rijlaarsdam & D.H. Schram (2010). Empirisch gefundeerde theorie voor literaire ontwikkeling en didactische differentiatie in de Tweede Fase. Pedagogische Studiën, 87(6), 375-393.
  • M.A.H. Braaksma, G.C.W. Rijlaarsdam & H. van den Bergh (2010, September 8). Hypertext writing versus linear writing: Effects on pause locations and production activities and its relation with text quality. Heidelberg (D), 12th International Conference of the EARLI Special Interest Group on Writing.
  • M. Tillema, H. van den Bergh, G.C.W. Rijlaarsdam & T. Sanders (2010, September 8). The effect of vocabulary knowledge on formulating activitities during the execution of L1 writing tasks. Heidelberg (D), 12th International Conference of the EARLI Special Interest Group on Writing.
  • T. Groenendijk, T.M. Janssen, H. van den Bergh & G.C.W. Rijlaarsdam (2010, June 28). The effect of observational learning on students’ performance, processes, and motivation in two creative domains. Nijmegen, Vierde Conferentie Onderzoek in Cultuureducatie.
  • T. Groenendijk, T.M. Janssen, H. van den Bergh & G.C.W. Rijlaarsdam (2010, September 8). The effect of peer observation in arts education: An experimental study on learning ot write poetry and making a collage by observing peers at work. Heidelberg (D), 12th International Conference of the EARLI Special Interest Group on Writing.
  • T. Janssen, M. Braaksma & G. Rijlaarsdam (2010). Reading and teaching short stories, based on process studies and experimental research. In D. Wyse, R. Andrews & J. Hoffman (Eds.), The Routledge international handbook of English, language and literacy teaching (Routledge international handbooks of education) (pp. 45-57). London: Routledge.
  • E. van Steendam, G.C.W. Rijlaarsdam, L. Sercu & H. van den Bergh (2010). The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL. Learning and Instruction, 20(4), 316-327.
  • S. De Maeyer, H. van den Bergh, R. Rymenans, P. Van Petegem & G. Rijlaarsdam (2010). Effectiveness criteria in school effectiveness studies: Further research on the choice of a multivariate model. Educational Research Review, 5(1), 81-96.
  • G.C.W. Rijlaarsdam (Ed.). (2010). Studies in writing.
  • M. Tillema, H. van den Bergh, G.C.W. Rijlaarsdam & T. Sanders (2010, May 26). Online metacognitive activity during writing tasks related to self-reports and learning outcomes. The importance of modelling online metacognitive activity across the process of task execution. Münster (D), 4th Biennial Meeting of the EARLI Special Interest Group on Metacognition.
  • I. Leki, A. Cumming, I. Lee, P.K. Matsuda, L. Ortega, C. Polio, G.C.W. Rijlaarsdam, J. Roca de Larios & M. Sasaki (2010). Cross-Pollinations in L2 Writing Research across Continents. Symposium on second Language Writing 2010: Crossing Disciplinary boundaries: Murcia (E) (2010, May 20 - 2010, May 22).

2009

  • M.J. Couzijn, M.H. Kieft, G.C.W. Rijlaarsdam & H. van den Bergh (2009, August 25). Inquiry learning in the language and literature classroom. Learning to write about research in secondary education. Amsterdam (NL), 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners.
  • T. Groenendijk, T.M. Janssen, G.C.W. Rijlaarsdam & H. van den Bergh (2009, August 25). Observational learning in Cultural and Arts Education; Supporting students’ processes in two artistic domains: poetry and visual arts. Amsterdam (NL), 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners.
  • L. Verheyden, K. van den Branden, G.C.W. Rijlaarsdam, H. van den Bergh & S. De Maeyer (2009, August 25). Teacher beliefs meet learner variables in written narratives of young second language learners. Amsterdam (NL), 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners.
  • E. van Steendam, G.C.W. Rijlaarsdam, H. van den Bergh & S. De Maeyer (2009, August 25). The effects of performance level and homogeneity in dyad composition in two learning conditions on learning to revise in L2. Amsterdam (NL), 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners.
  • L. Verheyden, K. van den Branden, G.C.W. Rijlaarsdam, H. van den Bergh, M. Tillema & S. De Maeyer (2009, August 25). Do Turkish girls outperform Flemish boys? What do their teachers expect? What do their texts tell? Amsterdam (NL), 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners.
  • G.C.W. Rijlaarsdam, H. van den Bergh, D. van Weijen, T.M. Janssen, M.A.H. Braaksma & M. Tillema (2009, August 25). Cognitive processes during writing processes and their relation with text quality. Amsterdam (NL), 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners.
  • J.A. Schuitema, G.C.W. Rijlaarsdam, W.M.M.H. Veugelers & G.T.M. ten Dam (2009, August 25). Discussing moral values in history class: A dialogic approach to citizenship education. Amsterdam (NL), 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners.
  • J.M. Toorenaar & G.C.W. Rijlaarsdam (2009, August 25). Fostering a community of learners in pre-vocational Dutch secondary education for language learning in the L1 classroom. Amsterdam (NL), 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners.
  • M.A.H. Braaksma, G.C.W. Rijlaarsdam & H. van den Bergh (2009, August 25). Hypertext writing: Effects on writing processes and writing products. Amsterdam (NL), 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners.
  • T.A. Berden-Antonenko, G.C.W. Rijlaarsdam & L. Sercu (2009, August 25). The effects of hands-on and minds-on dialogic learning in teaching intercultural communication. Amsterdam (NL), 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners.
  • J. Schuitema, W. Veugelers, G. Rijlaarsdam & G. ten Dam (2009). Two instructional designs for dialogic citizenship education: an effect study. British Journal of Educational Psychology, 79(3), 439-461.
  • G.C.W. Rijlaarsdam (2009, July 3). Readers’ feedback in Writing Education. London (UK), School of Education, London University.
  • M. Raedts, F. Daems, L. van Waes & G. Rijlaarsdam (2009). Observerend leren van peer models bij een complexe schrijftaak. Tijdschrift voor Taalbeheersing, 31(2), 142-165.
  • D. van Weijen, H. van den Bergh, G. Rijlaarsdam & T. Sanders (2009). L1 use during L2 writing: an empirical study of a complex phenomenon. Journal of Second Language Writing, 18(4), 235-250.
  • M.A.H. Braaksma & G.C.W. Rijlaarsdam (2009, April 13). Inquiry and observation of peers in learning to write: The Yummy Yummy case. San Diego (USA), 2009 Annual Meeting of the American Educational Research Association (AERA).
  • H. van den Bergh, G. Rijlaarsdam, T. Janssen, M. Braaksma, D. van Weijen & M. Tillema (2009). Process execution of writing and reading: considering text quality, learner and task characteristics. In M.C. Shelley, L.D. Yore & B. Hand (Eds.), Quality research in literacy and science education: international perspectives and gold standards (pp. 399-427). Dordrecht: Springer.
  • G. Rijlaarsdam, M. Braaksma, M. Couzijn, T. Janssen, M. Kieft, M. Raedts, E. van Steendam, A. Toorenaar & H. van den Bergh (2009). The role of readers in writing development: writing students bringing their texts to the test. In R. Beard, D. Myhill, J. Riley & M. Nystrand (Eds.), The Sage handbook of writing development (pp. 436-452). London: SAGE.
  • T. Witte, G.C.W. Rijlaarsdam & D. Schram (2009, August 25). Teachers’ developmental model of reading and interpretation. Amsterdam (NL), 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners.

2008

academic publications (15)


2009

  • T. Groenendijk, T.M. Janssen & G.C.W. Rijlaarsdam (2009, June 23). Observational learning in Cultural and Arts Education; Supporting students’ processes in two artistic domains: poetry and visual arts. Toronto (Can), 7th IAIMTE-conference, June 23-26, 2009.
  • G.C.W. Rijlaarsdam (2009, May 16). Learning to write without writing (Workshop). Perth (AUS), National Teachers Association Australia at Edith Cowan University.
  • G.C.W. Rijlaarsdam (2009, May 14). Readers feedback in writing education: an overview. Perth (AUS), Edith Cowan University.
  • G.C.W. Rijlaarsdam (2009, May 8). Observational learning in writing education: an overview. Perth (AUS), Edith Cowan University.
  • G.C.W. Rijlaarsdam (2009, May 6). Writing process research: an overview. Perth (AUS), Edith Cowan University.
  • G.C.W. Rijlaarsdam (2009, May 12). Design Research in writing education research: theory and practice. Perth (AUS), Edith Cowan University.
  • M.A.H. Braaksma, G.C.W. Rijlaarsdam & M.J. Couzijn (2009, June 23). Hypertext writing, observational learning and inquiry learning as supplementary teaching methods (Workshop). Toronto (Can), 7th IAIMTE-conference, June 23-26, 2009.
  • G.C.W. Rijlaarsdam (2009, April 28). Inquiry learning in writing education (Invited Keynote). Nicosia (CY), University of Cyprus.

2008

  • D. van Weijen, E. van Steendam & G. Rijlaarsdam (2008). Editorial: Special issue on learning and teaching L2 writing. ITL-Review of Applied Linguistics, 156, 1-12.
  • H.P. Meijerink, J.F.M. Letschert, R. van Asselt, H.H. van den Bergh, J. van de Craats, L.A.G.J. van de Haterd, J.C. Leenhouts, W.P. Littooij, B. van Oers, G.C.W. Rijlaarsdam, J. Snippe, A. van Streun, C.G.T. Vernooy & F.H.J. Veringa (2008). Over de drempels met taal en rekenen: hoofdrapport van de expertgroep Doorlopende Leerlijnen Taal en Rekenen. Enschede: Expertgroep doorlopende leerlijnen.
  • M.A.H. Braaksma, G.C.W. Rijlaarsdam, T.M. Janssen & H. van den Bergh (2008, February 22). Writing hypertexts: Effects on writing and knowing. Santa Barbara (Ca, USA), Writing Research Across the Borders, 3rd International Santa Barbara Conference on Writing Research.
  • G.C.W. Rijlaarsdam, M.A.H. Braaksma, M.J. Couzijn, M. Raedts, E. van Steendam, T.M. Janssen, T. Groenendijk, J.M. Toorenaar & H. van den Bergh (2008, November 17). Inquiry as key activity in learning to write and writing to learn (Keynote). Trondheim (NO), Norwegian Conference on Writing as fundamental skill in language education and other school subjects.
  • G.C.W. Rijlaarsdam, M.A.H. Braaksma, M.H. Kieft, M.J. Couzijn, T.M. Janssen, M. Raedts, E. van Steendam, T. Groenendijk, J.M. Toorenaar & H. van den Bergh (2008, February 22). The yummy yummy case: Learning to write--Observing readers and writers (Keynote). Santa Barbara (Ca, USA), Writing Research Across the Borders, 3rd International Santa Barbara Conference on Writing Research.
  • G.C.W. Rijlaarsdam, M.A.H. Braaksma, M.H. Kieft, M.J. Couzijn, T.M. Janssen, M. Raedts, E. van Steendam, T. Groenendijk, J.M. Toorenaar & H. van den Bergh (2008, February 26). What works in writing: writing processes and learning to write interventions. Toronto (Can), Presentation at University of Toronto.
  • T. Groenendijk, T.M. Janssen & G.C.W. Rijlaarsdam (2008, June 19). Creative processes in motion: Students’ different approaches to creating a computer animation. Groningen (NL), 2e conferentie Onderzoek in Cultuureducatie van Cultuurnetwerk.

professional publications (25)


2011

  • D. van Weijen, H. van den Bergh & G.C.W. Rijlaarsdam (2011). Het gebruik van T1 tijdens schrijven in T2. Levende Talen Tijdschrift, 12(2), 3-12.
  • M.A.H. Braaksma, G.C.W. Rijlaarsdam & H. van den Bergh (2011). Hypertekst schrijven en observerend leren als didactiek: effecten op schrijfvaardigheid en kennisverwerving. Vonk, 40(3), 3-24.
  • G. Rijlaarsdam, M.A.H. Braaksma, T.M. Janssen, T. Groenendijk & J.M. Toorenaar (2011). Learning to write and writing to learn. Better : evidence-based education, 3(2), 14-15.

2010

  • G.C.W. Rijlaarsdam (2010, March 17). Referentiekader taal. Rotterdam, Onderwijsbegeleidingsdienst.
  • G.C.W. Rijlaarsdam (2010, March 31). Referentiekader taal; en nu praktisch? Den Haag, Onderwijsbegeleidingsdienst.
  • G.C.W. Rijlaarsdam (2010, June 8). Taal doet ertoe. Keynote. Rotterdam (Albeda College), Conferentie Elkaars Taal Spreken. Rotterdams Onderwijsbeleid.
  • G.C.W. Rijlaarsdam (2010, June 2). Werken op een academische school voor vo. Wat moet het brengen? Almere, Academische Opleidingsscholen Almere.
  • G.C.W. Rijlaarsdam (2010, October 8). Hoe maken we goede toetsen? (Workshop). Zeist, Herman Jordan Lyceum.
  • G.C.W. Rijlaarsdam (2010, October 12). Een brug te ver? Almere Open Scholengemeenschap Bijlmer, Conferentie afscheid Mia Verhagen.
  • G.C.W. Rijlaarsdam (2010, February 3). Referentiekader Taal (Workshop). Papendrecht, Scholen voor VO en BO De Lage Waard.

2009

  • T. Witte, G. Rijlaarsdam & D. Schram (2009). Naar een gestructureerd curriculum voor het literatuuronderwijs. Levende Talen Tijdschrift, 10(2), 24-34.
  • H.P. Meijerink, G.C.W. Rijlaarsdam, H.H. van den Bergh, A. van Streun, J.F. Letschert, R.B.M. van de Vorle & J.E. Bron (2009). Een nadere beschouwing: over de drempels met taal en rekenen. Enschede: Expertgroep doorlopende leerlijnen.

2008

  • H. van den Bergh & G.C.W. Rijlaarsdam (2008, November 7). Doorlopende leerlijnen. Zwolle, Studiedag Levende Talen.
  • G.C.W. Rijlaarsdam (2008, November 7). Niveaubeschrijvingen Taalonderwijs zijn geen doorlopende leerlijnen. Zwolle, Studiedag Levende Talen.
  • G.C.W. Rijlaarsdam (2008, November 6). Niveaubeschrijvingen Taalonderwijs basisonderwijs. Zwolle, Conferentie Taal en Rekenen SLO.
  • G.C.W. Rijlaarsdam (2008, October 30). Niveaubeschrijvingen Taalonderwijs basisonderwijs en eerste fase van voortgezet onderwijs. Wageningen, Conferentie Doorlopende Leerlijnen KPC.
  • G.C.W. Rijlaarsdam (2008, February 8). Doorlopende leerlijnen Taal. Groningen, Dag voor Kunst, Taal & Literatuur.
  • G.C.W. Rijlaarsdam (2008, January 30). Meer leerlingen op niveau. unknown, Conferentie Taalbeleid Amsterdam, De Meervaart.
  • G. Rijlaarsdam (2008). Observerend leren: een kernactiviteit in in taalvaardigheidsonderwijs. In P. Bimmel, J. Canton, D. Fasoglio & G. Rijlaarsdam (Eds.), Handboek ontwerpen talen (Kohnstamm kennisreeks) (pp. 76-94, 197-198). Amsterdam: Vossiuspers UvA.
  • G. Rijlaarsdam & P. Bimmel (2008). Terugblik op het HOT-project. In P. Bimmel, J. Canton, D. Fasoglio & G. Rijlaarsdam (Eds.), Handboek ontwerpen talen (Kohnstamm kennisreeks, 3) (pp. 54-67, 197). Amsterdam: Vossiuspers UvA.
  • P. Bimmel & G. Rijlaarsdam (2008). Het kan altijd beter: van probleemdiagnose naar onderwijs van eigen makelij. In P. Bimmel, J. Canton, D. Fasoglio & G. Rijlaarsdam (Eds.), Handboek ontwerpen talen (Kohnstamm kennisreeks, 3) (pp. 13-39, 197). Amsterdam: Vossiuspers UvA.
  • P. Bimmel, J. Canton, D. Fasoglio & G. Rijlaarsdam (Eds.). (2008). Handboek ontwerpen talen. (Kohnstamm kennisreeks, 3). Amsterdam: Vossiuspers UvA (Kohnstamm kennisreeks).
  • T. Witte, G. Rijlaarsdam & D. Schram (2008). Literatuuronderwijs en de ontwikkeling van leesmotivatie in de Tweede Fase. Levende Talen Tijdschrift, 9(2), 19-30.
  • T. Groenendijk, T. Janssen & G. Rijlaarsdam (2008). Hoe schrijven middelbare scholieren gedichten? Over de relatie tussen schrijfproces en de kwaliteit van het eindproduct. Levende Talen Tijdschrift, 9(1), 3-11.
  • G. Rijlaarsdam & M. Braaksma (2008). Die Sache mit den “Schlemmy”-Riegeln: beobachtendes Lernen: ein Beispiel aus der Unterrichtspraxis. Fremdsprache Deutsch, 39, 23-27.
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