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Ebbes, R., Schuitema, J. A., Koomen, H. M. Y., Jansen, B. R. J., & Zee, M. (2024). Self-regulated learning: Validating a task-specific questionnaire for children in elementary school. Studies in Educational Evaluation, 81, Article 101339. Advance online publication. https://doi.org/10.1016/j.stueduc.2024.101339
Jansen in de Wal, J., van Alphen, T. A., Schuitema, J. A., Andre, L., Jongerling, J., & Peetsma, T. T. D. (2024). The relationship between teachers’ stress and buoyancy from day to day: Two daily diary studies. Contemporary Educational Psychology, 77, 102276. https://doi.org/10.1016/j.cedpsych.2024.102276
2023
Mahoney, B. B., Oostdam, R. R., Nieuwelink, H. H., & Schuitema, J. J. (2023). Learning to think critically through Socratic dialogue: Evaluating a series of lessons designed for secondary vocational education. Thinking Skills and Creativity, 50, Article 101422. https://doi.org/10.1016/j.tsc.2023.101422[details]
Spaan, W., Oostdam, R., Schuitema, J., & Pijls, M. (2023). Thinking-back-and-forth in practical work experienced by students: identifying evidence-informed characteristics of good practices in secondary education. Research in Science and Technological Education. Advance online publication. https://doi.org/10.1080/02635143.2023.2268005
Wesarg-Menzel, C., Ebbes, R., Hensums, M., Wagemaker, E., Zaharieva, M. S., Staaks, J. P. C., van den Akker, A. L., Visser, I., Hoeve, M., Brummelman, E., Dekkers, T. J., Schuitema, J. A., Larsen, H., Colonnesi, C., Jansen, B. R. J., Overbeek, G., Huizenga, H. M., & Wiers, R. W. (2023). Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation. Developmental Review, 69, Article 101090. https://doi.org/10.1016/j.dr.2023.101090[details]
Zuiderma, P. M., Hornstra, L., Schuitema, J. A., & Poorthuis, A. M. G. (2023). Attributional profiles: Considering multiple causal attributions for success and failure at the beginning of secondary school. Contemporary Educational Psychology, 73, Article 102164. https://doi.org/10.1016/j.cedpsych.2023.102164
2022
Andre, L., Koene, S., Jansen in de Wal, J., Schuitema, J. A., & Peetsma, T. T. D. (2022). Learning under stress: The moderating role of future time perspective. Psychology in the Schools, 59(4), 800-816. https://doi.org/10.1002/pits.22645[details]
Rombout, F., Schuitema, J. A., & Volman, M. L. L. (2022). Teaching strategies for value-loaded critical thinking in philosophy classroom dialogues. Thinking Skills and Creativity, 43, Article 100991. Advance online publication. https://doi.org/10.1016/j.tsc.2021.100991[details]
Sins, P. H. M., van der Zee, S., & Schuitema, J. A. (2022). The effectiveness of alternative education: a comparison between primary Dalton schools and traditional schools on outcomes of schooling. School Effectiveness and School Improvement, 33(2), 169-197. Advance online publication. https://doi.org/10.1080/09243453.2021.1987278[details]
Spaan, W., Oostdam, R., Schuitema, J., & Pijls, M. (2022). Analysing teacher behaviour in synthesizing hands-on and minds-on during practical work. Research in Science and Technological Education. Advance online publication. https://doi.org/10.1080/02635143.2022.2098265
Veugelers, W., & Schuitema, J. (2022). Teaching controversial issues as part of education for democratic intercultural Citizenship. In D. Yitzhaki, T. Gallagher, N. Aloni, & Z. Gross (Eds.), Activist Pedagogy and Shared Education in Divided Societies: International Perspectives and Next Practices (pp. 32–48 ). (Moral Development and Citizenship Education; Vol. 17). Brill. Advance online publication. https://doi.org/10.1163/9789004512740_003[details]
van Alphen, T., Jak, S., Jansen in de Wal, J., Schuitema, J., & Peetsma, T. (2022). Determining reliability of daily measures: An illustration with data on teacher stress. Applied Measurement in Education, 35(1), 63-79. https://doi.org/10.1080/08957347.2022.2034822[details]
Rombout, F., Schuitema, J. A., & Volman, M. L. L. (2021). Teachers' implementation and evaluation of design principles for value-loaded critical thinking. International Journal of Educational Research, 106, Article 101731. Advance online publication. https://doi.org/10.1016/j.ijer.2021.101731[details]
Kruit, P., Oostdam, R., van den Berg, E., & Schuitema, J. (2020). Performance assessment as a diagnostic tool for science teachers. Research in Science Education, 50(3), 1093–1117. Advance online publication. https://doi.org/10.1007/s11165-018-9724-9[details]
Schuitema, J., Palha, S., van Boxtel, C., & Peetsma, T. (2019). Effects of task structure and group composition on elaboration and metacognitive activities of high-ability students during collaborative learning. Pedagogische Studiën, 96(2), 136-151. http://pedagogischestudien.nl/search?identifier=691194[details]
Wijsman, L. A., Saab, N., Schuitema, J., van Driel, J. H., & Westenberg, P. M. (2019). Promoting performance and motivation through a combination of intrinsic motivation stimulation and an extrinsic incentive. Learning Environments Research, 22(1), 65-81. Advance online publication. https://doi.org/10.1007/s10984-018-9267-z[details]
Kruit, P. M., Oostdam, R. J., Van den Berg, E., & Schuitema, J. A. (2018). Assessing students’ ability in performing scientific inquiry: Instruments for measuring complex science skills in primary education. Research in Science and Technological Education, 36(4), 413-439. https://doi.org/10.1080/02635143.2017.1421530[details]
Kruit, P. M., Oostdam, R. J., van den Berg, E., & Schuitema, J. A. (2018). Effects of explicit instruction on the acquisition of students’ science inquiry skills in grades 5 and 6 of primary education. International Journal of Science Education, 40(4), 421-441. Advance online publication. https://doi.org/10.1080/09500693.2018.1428777[details]
Rombout, F., Schuitema, J., & Volman, M. (2018). Hoe kan waardegeladen kritisch denken worden onderwezen in filosofische gesprekken? Algemeen Nederlands Tijdschrift voor Wijsbegeerte, 110(1), 45-66. https://doi.org/10.5117/ANTW2018.1.ROMB[details]
Peetsma, T., Van der Veen, I., & Schuitema, J. (2017). Use of TIME: Time perspective intervention of motivation enhancement. In A. Kostić, & D. Chadee (Eds.), Time perspective: Theory and practice (pp. 217-237). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-60191-9_10[details]
Schuitema, J., Peetsma, T., & van der Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement. Learning and Individual Differences, 49, 32-45. https://doi.org/10.1016/j.lindif.2016.05.006[details]
Schuitema, J., Peetsma, T., & van der Veen, I. (2014). Enhancing student motivation: a longitudinal intervention study based on future time perspective theory. The Journal of Educational Research, 107(6), 467-481. Advance online publication. https://doi.org/10.1080/00220671.2013.836467[details]
2012
Peetsma, T., Schuitema, J., & van der Veen, I. (2012). A longitudinal study on time perspectives: relations with academic delay of gratification and learning environment. Japanese Psychological Research, 54(3), 241-252. https://doi.org/10.1111/j.1468-5884.2012.00526.x[details]
Schuitema, J., Peetsma, T., & van der Veen, I. (2012). Self-regulated learning and students' perceptions of innovative and traditional learning environments: a longitudinal study in secondary education. Educational Studies, 38(4), 397-413. https://doi.org/10.1080/03055698.2011.643105[details]
2011
Schuitema, J. A., & Veugelers, W. M. M. H. (2011). Multicultural contacts in education: a case study of an exchange project between different ethnic groups. Educational Studies, 37(1), 101-114. https://doi.org/10.1080/03055691003729252
Schuitema, J., van Boxtel, C., Veugelers, W., & ten Dam, G. (2011). The quality of student dialogue in citizenship education. European Journal of Psychology of Education, 26(1), 85-107. Advance online publication. https://doi.org/10.1007/s10212-010-0038-1[details]
Schuitema, J., Veugelers, W., Rijlaarsdam, G., & ten Dam, G. (2009). Two instructional designs for dialogic citizenship education: an effect study. British Journal of Educational Psychology, 79(3), 439-461. https://doi.org/10.1348/978185408X393852[details]
Schuitema, J. A., Veugelers, W. M. M. H., Rijlaarsdam, G. C. W., & ten Dam, G. T. M. (2007). Twee ontwerpen voor waardevormend geschiedenisonderwijs: een effectstudie. Pedagogische Studiën, 84(2), 100-116. [details]
Veugelers, W. M. M. H., ten Dam, G. T. M., de Kat, E., Klaassen, C., Leeman, Y. A. M., Leenders, H. H. M., Maas, S., Meijnen, W., Miedema, S., Radstake, H., Schuitema, J. A., & Zwaans, A. M. T. (2007). De Pedagogische functie van het onderwijs op klas- en schoolniveau. Inleiding op het themanummer. Pedagogische Studiën, 84(2), 75-83. [details]
2015
Palha, S., Schuitema, J., van Boxtel, C., & Peetsma, T. (2015). The effect of high versus low guidance structured tasks on mathematical creativity. In K. Krainer, & N. Vondrová (Eds.), CERME9: proceedings of the Ninth Congress of the European Society for Research in Mathematics Education : 4-8 February 2015 (pp. 1039-1045). Charles University. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME9_Proceedings_2015.pdf[details]
Veugelers, W., & Schuitema, J. (2012). Actieve participatie van leerlingen in les, school en samenleving. (Vormgeving van leerprocessen; No. 93). Department of Child Development and Education, Universiteit van Amsterdam. [details]
Schellings, G. L. M., Blom, S. V., Braaksma, M. A. H., Schuitema, J. A., Kitslaar, F. G. M., & Geijsel, F. P. (2010). Eindrapportage onderzoek Expeditie Durven, Delen, Doen: Talentontwikkeling op een transparante school Da Vinci College, vestiging Kagerstraat. Child Development and Education, UvA.
Schuitema, J. A. (2003). Teaching strategies for moral education: a review. In De Strijd om het Curriculum. 15e Onderwijssociologische Conferentie SISWO/Inst vd Maatschappijwetenschappen. [details]
Schuitema, J. A., ten Dam, G. T. M., & Veugelers, W. M. M. H. (2003). Teaching strategies for moral education: a review. In L. Mason, S. Andreuzza, B. Arfè, & L. Del Favero (Eds.), Abstracts of the 10th Biennial Meeting of the European Association for Research on Learning and Instruction (pp. 713). Cooperativa Libraria Editrice Università di Padova. [details]
Poorthuis, A., Schuitema, J., & van Zwieten, J. (2016). Reflecteren op presteren in de brugklas. Tijdschrift voor Remedial Teaching, 24(5), 12-15. [details]
Schuitema, J. A., Schenke, W., van der Voort, M., & Baardman, E. (2009). Onderzoek naar de TOP-trajecten: Talenten ontdekken op het Da Vinci College. Instituut voor de Lerarenopleiding (oud).
Schuitema, J. A., Schenke, W., van der Voort, M., & Baardman, E. (2009). Talenten ontdekken op verschillende gebieden: onderzoek naar de TOP-trajecten op het Da Vinci College. Instituut voor de Lerarenopleiding (oud).
2008
Schuitema, J. (2008). Over waarden gesproken: Burgerschap en morele vorming bij Geschiedenis. Maatschappij & Politiek, 39(8), 18-19. [details]
Prize / grant
van Boxtel, C., Schuitema, J., van Schijndel, T. & Savenije, G. (2021). Teaching critical thinking about controversial issues: the potential of an integrative approach.
Talk / presentation
Schuitema, J. A. (speaker) & Veugelers, W. M. M. H. (speaker) (25-8-2009). Multicultural contacts in education: a case study of an exchange project between different ethnic groups, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
Schuitema, J. A. (speaker), Rijlaarsdam, G. C. W. (speaker), Veugelers, W. M. M. H. (speaker) & ten Dam, G. T. M. (speaker) (25-8-2009). Discussing moral values in history class: A dialogic approach to citizenship education, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
Schuitema, J. A. (speaker), Veugelers, W. M. M. H. (speaker) & ten Dam, G. T. M. (speaker) (2-7-2009). Teaching moral values and multiple perspectives in history class: Two dialogic approaches to citizenship education, 35th Conference of the Association for Moral Education (AME), Utrecht (NL).
Schuitema, J. A. (speaker), Emmelot, Y. W. (speaker), Ledoux, G. (speaker) & Oostdam, R. (speaker) (27-5-2009). Talenten Ontwikkelen door Prestaties: de positie, inrichting en functie van TOP-trajecten in het curriculum, Onderwijs Research Dagen (ORD) 2009, Leuven (B).
Schuitema, J. A. (speaker), van Boxtel, C. A. M. (speaker), Veugelers, W. M. M. H. (speaker) & ten Dam, G. T. M. (speaker) (13-4-2009). Characteristics of student dialogue in citizenship education, 2009 Annual Meeting of the American Educational Research Association (AERA), San Diego (USA).
Others
Abrantes Garcêz Palha, S. (participant), Schuitema, J. A. (participant), van Boxtel, C. A. M. (participant) & Peetsma, T. (participant) (28-6-2014 - 30-6-2017). Onderwijs Research Dagen (ORD) 2017, Antwerpen. Bevordering van excellentie: effecten van een geïntegreerd verrijkingsprogramma voor wiskunde en geschiedenis (organising a conference, workshop, ...).
2022
Rombout, F. (2022). Value-loaded critical thinking in philosophical dialogues. [Thesis, externally prepared, Universiteit van Amsterdam]. [details]
Kruit, P. M. (2018). Experimenting matters: Learning and assessing science skills in primary education. [Thesis, externally prepared, Universiteit van Amsterdam]. [details]
Schuitema, J. A. (2008). Talking about values : a dialogic approach to citizenship education as an integral part of history classes. [Thesis, fully internal, Universiteit van Amsterdam]. UvA/ILO. [details]
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