Dr R.J.M. (Remmert) Daas
Faculty of Social and Behavioural Sciences
Programme group: Educational Sciences
Visiting address
- Nieuwe Achtergracht 127
- Room number: D8.06
Postal address
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Postbus 15780
1001 NG Amsterdam
Contact details
Social media
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Profile
After graduating as a Teacher of English as a Second Language, and several years of teaching in vocational education, I completed the Master Educational Sciences at the University of Amsterdam. My Master's thesis focused on (the effects of) citizenship education policy in the Netherlands, England and Sweden.
On 3 April 2019 I succesfully defended my PhD dissertation titled 'Assessment of Citizenship Competences'. A main part of my dissertation was the development a new assessment approach to assess students' citizenship competences. The study focused on supporting both formative and summative assessment, and providing insight into students' own conceptions of citizenship. The assessment instrument I developed in which we used rubrics to assess citizenship competences is freely available to schools and teachers.
I am currently an assistant professor at the department of child development and education, in which I am involved in several studies of students' citizenship competences in primary education, secondary education, and tertiary vocational education. I also teach several courses, most natably on citizenship education and education policy.
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Publications
- refereed (13)
- academic (1)
- professional (7)
- popular scientific (5)
- conference contributions (1)
- recognitions (1)
- doctoral thesis (1)
- datasets (1)
2024
- Coopmans, M., van der Veen, I., & Daas, R. (2024). Critical-democratic citizenship in Dutch tertiary vocational education: Analyzing opportunities for growth. Citizenship, Social and Economics Education, OnlineFirst, 1-20. Advance online publication. https://doi.org/10.1177/14788047231225376
van der Lans, R. M., Jansen in de Wal, J., Daas, R., Durksen, T. L., Inoue, N., Wilson, E., & Cornelissen, F. (2024). Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands. Teaching and Teacher Education, 138, Article 104413. https://doi.org/10.1016/j.tate.2023.104413 [details]
2023
- Daas, R. J. M., Dijkstra, A. B., Karsten, S., & ten Dam, G. T. M. (2023). An open-ended approach to evaluating students’ citizenship competences: The use of rubrics. Education, Citizenship and Social Justice, Online First, 1-16. Advance online publication. https://doi.org/10.1177/17461979231186028
- Dijkstra, A. B., Daas, R., Munniksma, A., & ten Dam, G. T. M. (2023). Citizenship in public, non-religious private and religious private schools. A comparison of student citizenship competences in Dutch secondary education. Educational Review. Advance online publication. https://doi.org/10.1080/00131911.2023.2203393
- Munniksma, A., Daas, R. J. M., Dijkstra, A. B., & ten Dam, G. T. M. (2023). Is classroom diversity related to citizenship competences of ethnic minority and majority students? The Journal of Social Studies Research. Advance online publication. https://doi.org/10.1016/j.jssr.2023.01.001
2022
- Nieuwelink, H., Daas, R., & Teegelbeckers, J. Y. (2022). Burgerschapsonderwijs via het beeldscherm: Ervaringen van leraren met het geven van burgerschapsonderwijs op afstand tijdens de eerste COVID-19-lockdown. Pedagogische Studiën, 99(1), 36-59. https://pedagogischestudien.nl/search?identifier=0bd8b8e7-612f-4422-877c-c6bbf9ed0e47 [details]
- Vaessen, A., Daas, R., & Nieuwelink, H. (2022). All things considered: The views of adolescents in vocational education on competing democratic values. Citizenship, Social and Economics Education, 21(1), 3-21. Advance online publication. https://doi.org/10.1177/20471734211050290 [details]
- de Groot, I., Daas, R., & Nieuwelink, H. (2022). Education for democratic citizenship in Dutch schools: A bumpy road. Journal of Social Science Education, 21(4). https://doi.org/10.11576/jsse-5381 [details]
2021
- Holman, C. G. W., Dijkstra, A. B., & Daas, R. J. M. (2021). Meting van burgerschapscompetenties van jongeren in het middelbaar beroepsonderwijs. Pedagogische Studiën, 98(4), 303-319. https://pedagogischestudien.nl/search?identifier=725460 [details]
2019
- Daas, R., Dijkstra, A. B., & Karsten, S. (2019). Assessing young people’s citizenship attitudes using rubrics. Studies in Educational Evaluation, 62, 118-128. Advance online publication. https://doi.org/10.1016/j.stueduc.2019.05.002 [details]
2017
- Dijkstra, A. B., Daas, R., de la Motte, P. I., & Ehren, M. (2017). Inspecting school social quality: Assessing and improving school effectiveness in the social domain. Journal of Social Science Education, 16(4), 75-84. https://doi.org/10.4119/UNIBI/jsse-v16-i4-1640 [details]
2016
- Daas, R., ten Dam, G., & Dijkstra, A. B. (2016). Contemplating modes of assessing citizenship competences. Studies in Educational Evaluation, 51, 88-95. Advance online publication. https://doi.org/10.1016/j.stueduc.2016.10.003 [details]
2014
- Daas, R. (2014). Linking citizenship education policy to students’ citizenship competence in the Netherlands, Norway, Scotland and Sweden. In A. B. Dijkstra, & P. I. de la Motte (Eds.), Social outcomes of education: the assessment of social outcomes and school improvement through school inspections (pp. 73-100). Amsterdam University Press. http://www.sici-inspectorates.eu/MediaLibrary/sici/Obrazky/ExecutiveCommittee/Publication-SocialOutcomes-of-Education.pdf [details]
2022
- Daas, R. J. M. (Author), Slijkhuis, E. G. J. (Author), van den Berge, M. (Author), & de Jong, T. (Author). (2022). Hoe geef je als school invulling aan burgerschap?. Digital or Visual Products, Research institute of Child Development and Education (RICDE), Universiteit van Amsterdam. https://open.spotify.com/episode/7eL9JxEu0e3FuTnEz5ijWw?go=1&sp_cid=02ada9275d13ba296a0f2c445e1c7893&utm_source=embed_player_p&utm_medium=desktop&nd=1
- Vagevuur, S., & Daas, R. (2022). Onderwijskwaliteit, intern toezicht en medezeggenschap: Kijkt u mee? Basisschoolmanagement, 36(6), 12-15. [details]
2020
- Daas, R., Dijkstra, A. B., Roelofs, E., & Sluijter, C. (2020). Het meten van skills: Verkenning van mogelijkheden voor een skills module gekoppeld aan het Nationaal Cohortonderzoek Onderwijs - Samenvatting. Amsterdam University Press. [details]
- Daas, R., Dijkstra, A. B., Roelofs, E., & Sluijter, C. (2020). Het meten van skills: Verkenning van mogelijkheden voor een skills module gekoppeld aan het Nationaal Cohortonderzoek Onderwijs. Universiteit van Amsterdam. [details]
2019
- Daas, R., Dijkstra, A. B., & de Kort, I. (2019). Verkenning instrumenten opbrengstgericht burgerschapsonderwijs: Voorstudie naar ontsluiting van meetinstrumenten als randvoorwaarde voor opbrengstgericht burgerschapsonderwijs. Universiteit van Amsterdam, afdeling Onderwijswetenschappen. https://www.vo-raad.nl/nieuws/meetinstrumenten-voor-burgerschap-verdienen-meer-aandacht [details]
2016
2014
- van den Berge, W., Daas, R., Dijkstra, A. B., Ooms, T., & ter Weel, B. (2014). Investeren in skills en competenties: een voorstudie voor programmering van onderzoek en beleid. (CPB achtergronddocument). Centraal Planbureau/Universiteit van Amsterdam. http://www.cpb.nl/publicatie/investeren-in-skills-en-competenties-een-voorstudie-voor-programmering-van-onderzoek-en-beleid [details]
2024
- Daas, R., & Nieuwelink, H. (2024). Burgerschapsonderwijs in internationaal perspectief: Steun voor democratie, maar weinig discussie in de klas. Burgerschap op school: Magazine voor basis- en voortgezet onderwijs, 2, 22. https://issuu.com/tkmst/docs/bos_magazine_24-25_compleet/22
- Daas, R., Elshof, D., Naayer, H., & Vaessen, A. (2024). Nederlandse jongeren beschikken over minder democratische kennis. Van Twaalf tot Achttien, 34(3), 32-34. https://van12tot18.nl/artikelen/burgerschap-iccs-kennis-en-houding-jongeren-internationaal-vergeleken
- Daas, R., Karkdijk, E., Nieuwelink, H., & van der Veen, I. (2024). Nederlandse jongeren leren minder over burgerschap op school. Van Twaalf tot Achttien, 34(3), 35-37. https://van12tot18.nl/artikelen/nederlandse-jongeren-leren-minder-over-burgerschap-op-school
2020
- Nieuwelink, H., Daas, R., & Teegelbeckers, J. (2020). Discussies via het beeldscherm? Burgerschapsonderwijs en onlineonderwijs. Van Twaalf tot Achttien, 2020(7), 28-29.
2016
- Kosar Altinyelken, H., Volman, M., Abacioglu, C., Baan, J., Calor, S., Daas, R., Geijsel, F., van Goethem, A., Kuiper, E., Munniksma, A., Rinnooy Kan, W., Schuitema, J., Soeterik, I., Sözeri, S., Starink-Martha, G., Verhoeven, M., & Voogt, J. (2016). Wetenschappers: stop met de termen 'zwarte' en 'witte' school. De Volkskrant. http://www.volkskrant.nl/opinie/wetenschappers-stop-met-de-termen-zwarte-en-witte-school~a4467962/
2022
- van der Lans, R. M., Jansen in de Wal, J., Daas, R. J. M., & Cornelissen, L. J. F. (2022). Professioneel leren van leraren: een circumplex methode om leerbehoeftes van leraren te analyseren.
Prize / grant
- van Reijmersdal, E., Peter, J., Daas, R. & Larsen, H. (2023). Adolescents, mixed-reality applications, and trust: Assessing use, effects, and over-time development.
2018
- Dijkstra, A., Ehren, M., Daas, R. & de la Motte, P. (1-1-2018). Inspecting School Social Quality: Assessing and Improving School Effectiveness in the Social Domain. Bielefeld University. https://doi.org/10.4119/jsse-850
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Ancillary activities
- No ancillary activities
van der Lans, R. M., Jansen in de Wal, J., Daas, R., Durksen, T. L., Inoue, N., Wilson, E., & Cornelissen, F. (2024). Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands. Teaching and Teacher Education, 138, Article 104413.