Dr. N. (Nicolette) van Halem

Assistant Professor

Faculty of Social and Behavioural Sciences

Programme group: Educational Sciences

Area of expertise: Educational Innovation, Lifelong Learning, School Improvement, Research-Practice Partnerhips, Educational Leadership

Visiting address

Nieuwe Achtergracht 129

Postal address

Postbus 15776
1001 NG Amsterdam

Contact details

Social media

Nicolette van Halem is an assistant professor in the Educational Sciences program group at the University of Amsterdam and teaches in the Educational Master's program for Primary Education. Nicolette has worked in various roles (researcher, advisor, project leader) on educational innovations in the Netherlands, the UK, and the USA. Her research focuses on systemic changes in education and partnerships between research and practice.

Media appearances

Research
Research methods

-   Research-Practice Partnerhips
-   CMIC and growth functions
-   Social Network Analysis

Current research projects

Networking Schools
This project addresses schools’ resilient response to teacher shortages that endanger quality, equity, and vitality in education.
Teaching
MA

Onderwijskundig leiderschap in de school

Academic Skills

PhD supervision

Anne Groot: Improving learning culture in judiciary
co-promotoren: Bas de Jong en Nicolette van Halem, promotor: Frank Cornelissen)
Publications
2024

Groot, A. M., van Halem, N., de Jong, B., & Cornelissen, L. J. F. (2024). De verborgen rol van teamcultuur in professioneel leren binnen de rechtspleging: een multi-case study. In ORD 2024 Abstractenboek: Onderwijs van waarde(n) (2024 ed., pp. 217). Vereniging voor Onderwijs Research (VOR). https://ord2024.nl/wp-content/uploads/ORD-2024-Abstractboek-nieuw.pdf

Lockton, M., van Halem, N., & Daly, A. J. (in press). Headwinds and tailwinds: Insights from a research practice partnership in California on identifying high impact growth areas for school improvement. In Headwinds and tailwinds: Insights from a Research Practice Partnership in California on Identifying High Impact Growth Areas for School Improvement Emerald Publishing.

van Halem, N. (2024). Anders organiseren met minder leraren: een Delphi Study naar de rol van de netwerkcapaciteit van po scholen bij het omgaan met het lerarentekort. Unpublished. In ORD 2024 Abstractenboek: Onderwijs van waarde(n) (pp. 217-219). Vereniging voor Onderwijs Research (VOR). https://ord2024.nl/wp-content/uploads/ORD-2024-Abstractboek-nieuw.pdf

van Halem, N., Lockton, M., Trautman, D., Liou, Y-H., & Daly, A. J. (2024). Innovation Initiatives in Relation to Leaders' Attitudes and Social Networks: Insights from a Research-Practice Partnership in California.. Manuscript in preparation In Innovation Initiatives in Relation to Leaders' Attitudes and Social Networks: Insights from a Research-Practice Partnership in California.

van Halem, N., Lockton, M., Trautman, D., Liou, Y.-H., & Daly, A. J. (2024). Cultivating innovation through responsive leadership: Considering the perspectives of classified staff. Unpublished. In Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action (2024 ed.). AERA.

van Halem, N., Lockton, M., Trautman, D., Liou, Y.-H., & Daly, A. J. (in press). Headwinds and tailwinds: Insights from a Research Practice Partnership on identifying high impact growth areas for school improvement. Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-04-2024-0051

2023

van Halem, N., Cornelisz, I., Daly, A., & van Klaveren, C. (2023). Identifying high impact school improvements using conditional mean independent correlations and growth functions. International Journal of Research and Method in Education, 46(2), 211-228. https://doi.org/10.1080/1743727X.2022.2099826 [details]
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van Halem, N., Lockton, M., & Daly, A. J. (2023). It takes a village to raise a village: Een leercultuur bouwen met aandacht voor personeel zonder lesbevoegdheid. Manuscript in preparation. In It takes a village to raise a village: Een leercultuur bouwen met aandacht voor personeel zonder lesbevoegdheid

van Halem, N., Lockton, M., Daly, A. J., & Trautman, D. (2023). Insights from a Research Practice Partnership in California on Identifying High Impact Growth Areas for School Improvement. Manuscript in preparation. In Insights from a Research Practice Partnership in California on Identifying High Impact Growth Areas for School Improvement

van Halem, N., Lockton, M., Daly, A. J., Trautman, D., & Liou, Y-H. (2023). How School Principals Wield Social Influence in Directing and Implementing Student-Centered Instructional Initiatives: A Case Study. Manuscript in preparation. In How School Principals Wield Social Influence in Directing and Implementing Student-Centered Instructional Initiatives: A Case Study

2021

van Halem, N., van Klaveren, C., & Cornelisz, I. (2021). The effects of implementation barriers in virtually proctored examination: A randomised field experiment in Dutch higher education. Higher Education Quarterly, 75(2), 333-347. https://doi.org/10.1111/hequ.12275 [details]
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2020

Van Halem, N., Van Klaveren, C., Drachsler, H., Schmitz, M., & Cornelisz, I. (2020). Tracking patterns in self-regulated learning using students’ self- reports and online trace data. Frontline Learning Research, 8(3), 140-163. https://doi.org/10.14786/flr.v8i3.497

2019

Dudley, P., Warwick, P., Vrikki, M., Vermunt, J., Mercer, N., van Halem, N., & Færøyvik Karlsen , A. M. (2019). Implementing a New Mathematics Curriculum in England: District Research Lesson Study as a Driver for Student Learning, Teacher Learning and Professional Dialogue. In Theory and Practice of Lesson Study in Mathematics (pp. 285-315). (Advances in Mathematics Education). Springer. https://doi.org/10.1007/978-3-030-04031-4_15

Vermunt, J. D., Vrikki, M., van Halem, N., Warwick, P., & Mercer, N. (2019). The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education, 81, 61-73. https://doi.org/10.1016/j.tate.2019.02.009

2018

Schmitz, M., Scheffel, M., van Limbeek, E., van Halem, N., Cornelisz, I., van Klaveren, C., Bemelmans, R., & Drachsler, H. (2018). Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs. In R. Elferink, H. Drachsler, V. Pammer-Schindler, M. Perez-Sanagustin, & M. Scheffel (Eds.), Lifelong Technology-Enhanced Learning - 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Proceedings (pp. 311-325). (Lecture Notes in Computer Science ; Vol. 11082). Springer. https://doi.org/10.1007/978-3-319-98572-5_24

2017

Van Halem, N., Van Klaveren, C. P. B. J., & Cornelisz, I. (2017). Oefent een leerling meer door niveaudifferentiatie? Het effect van data-gestuurde differentiatie op leerinspanning en de rol van eerder behaalde cijfers. Pedagogische Studien, 94(3), 182-195.

Vrikki, M., Warwick, P., Vermunt, J. D., Mercer, N., & Van Halem, N. (2017). Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions. Teaching and Teacher Education, 61, 211-224. https://doi.org/10.1016/j.tate.2016.10.014

2016

Warwick, P., Vrikki, M., Vermunt, J. D., Mercer, N., & van Halem, N. (2016). Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM - Mathematics Education, 48(4), 555-569. https://doi.org/10.1007/s11858-015-0750-z

van Halem, N., Goei, S. L., & Akkerman, S. F. (2016). Formative assessment in teacher talk during lesson studies. International Journal for Lesson and Learning Studies, 5(4), 313-328. https://doi.org/10.1108/IJLLS-11-2015-0041
2024

van der Lans, R. M., Wissink, E., & van Halem, N. (2024). Werken met data verzameld door scholen: kansen en uitdagingen.

2022

van Halem, N., Wijtzes, A., Engels, R., & Denktaş, S. (2022). Exploring Conditions for Successful Research-Practice Partnerships for the "Connecting Our Future" Program in the Netherlands.. Paper presented at American Educational Research Association, San Diego, United States.
Others

van Halem, N. (participant) (16-3-2021 - 18-3-2021). ICO International Spring School 2021. The ICO International Spring School is a small scale international event for PhD candidates in the educational sciences. Because the ICO ISS is (…) (organising a conference, workshop, ...).

van Halem, N. (participant) (2-9-2019). World Association of Lesson and Learning Studies - PhD pre-conference, Amsterdam. Prior to the WALS International Conference from 3-6 September 2019, a PhD pre-conference is organised jointly with the WALS Expert Seminar. The (…) (organising a conference, workshop, ...).
2022

van Halem, N. (2022). Accommodating Agency-Supportive Learning Environments in Formal Education. [Thesis, fully external, Vrije Universiteit Amsterdam]. https://research.vu.nl/en/publications/accommodating-agency-supportive-learning-environments-in-formal-e
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Dr. N. (Nicolette) van Halem

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