Dr. D. (Daphne) van Weijen
Universitair Docent
Faculteit der Maatschappij- en Gedragswetenschappen
Programme group: Domain Specific Learning
Expertisegebied: Writing research, Writing instruction, First and Second language teaching, Design-based research
Bezoekadres
- Nieuwe Achtergracht 129
- Kamernummer: D8.24
Postadres
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Postbus 15776
1001 NG Amsterdam
Contactgegevens
Social media
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Profile
I work as assistant professor of Domain Specific Learning at the Research Institute of Child Development and Education (RICDE) of the University of Amsterdam. My research interests include first and second language teaching, writing process research, writing instruction in primary, secondary, and higher education, synthesis writing, and domain-specific writing (e.g. in history classes).
In addition, I work as teacher trainer at the Graduate School of Child Development and Education at the University of Amsterdam. My main focus is on supervising students who carry out design-research during their pre-service training and on assisting students who need extra support during the research process. Furthermore, I am also an active member and supervisor of the Educational Research Workplace (Werkplaats Onderwijsonderzoek (WOA-vo/mbo)) in which teachers carry out practice-oriented research or design research studies in their own school contexts (high school and secondary vocational education) related to themes such as metacognition, self-regulated learning and equal opportunities for all students.
Finally, I am one of the mentors of the TLC Education Research Fellows program in which UvA teaching staff are offered the opportunity to carry out research which focuses on their own teaching practices through the Scholarship of Teaching & Learning (SoTL).Links
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Research
Research Methods
- (Writing) Intervention studies
- Educational design research
- Treatment Fidelity
- Focus groups
- Think aloud method
Current Research Projects
Doeltaal Digitaal / Digital Target Language Use
Doeltaal Digitaal is a three year NRO-project, led by Dr. Marrit van de Guchte, which focuses on fostering students' target language use using digital tools.Involved in the following Research Priority Areas
Yield
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Teaching & PhD Supervision
Taught courses
- Educatief Ontwerpen (Educational Design) – MA course
- Educational Research Workplace (WOA-vo/mbo)
PhD Supervision
- Magdalena Flores Ferrés – Teaching Writing in Chile – An evidence base for policies on writing instruction in Grades 7–12 of Chilean public schools; Promotor: Gert Rijlaarsdam
- Liselore van Ockenburg - Learning to Write Synthesis Texts in mid-secondary education; Promotor: Gert Rijlaarsdam
- Edith Alkema - The improvement of argumentative synthesis writing of VWO4 students; Promotor: Gert Rijlaarsdam
- Anouk ten Peze - The effect of creative writing on students’ writing processes and text quality; Promotor: Gert Rijlaarsdam, co-promotor: Tanja Janssen
- Svenne Groeneweg - The impact of Scholarschip of Teaching and Learning (SoTL); Promotor Monique Volman, co-promotor: Natalie Pareja Roblin
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Publicaties
- refereed (27)
- wetenschappelijk (11)
- vakpublicatie (13)
- congresbijdragen (44)
- erkenning (41)
- supervised theses (5)
- proefschrift (1)
2025
- Rijlaarsdam, G. C. W., van Ockenburg, L., Mateos, M., & van Weijen, D. (2025). Essences for designing interventions in writing research. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research Guilford. Advance online publication. https://doi.org/10.13140/RG.2.2.10219.52006
2024
- Flores-Ferrés, M., van Weijen, D., Osorio-Olave, G., Palacios-Bianchi, M., & Rijlaarsdam, G. (2024). Teachers’ implementation of the writing curriculum in grades 7-8 of Chilean public schools: A multiple case study. Written Communication, 41(1), 37-69. https://doi.org/10.1177/07410883231207628
ten Peze, A., Janssen, T., Rijlaarsdam, G., & van Weijen, D. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science, 52(3), 341-383. https://doi.org/10.1007/s11251-023-09647-3 [details]
2023
- Alkema, E., van Weijen, D., & Rijlaarsdam, G. (2023). Synthesis writing in science orientation classes: An instructional design study. Journal of Writing Research, 15(1), 133-165. https://doi.org/10.17239/jowr-2023.15.01.06 [details]
- Flores-Ferres, M., Van Weijen, D., Van Ockenburg, L., Ten Peze, A., Alkema, E., Holdinga, L., & Rijlaarsdam, G. (2023). Writing to understand and being understood: Basic design principles for writing instruction. In A. Galvão Spinillo, & C. Sotomayor (Eds.), Development of Writing Skills in Children in Diverse Cultural Contexts: Contributions to teaching and learning (pp. 393-427). Springer. https://doi.org/10.1007/978-3-031-29286-6_18 [details]
- Rijlaarsdam, G., Van Steendam, E., & van Weijen, D. (2023). Writing process studies. Struggling with complexities: Looking back, moving forward. In R. M. Manchón, & J. Roca de Larios (Eds.), Research methods in the study of L2 writing processes (pp. 34-59). (Research Methods in Applied Linguistics; Vol. 5). John Benjamins Publishing Company. https://doi.org/10.1075/rmal.5.02rij [details]
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2023). Choosing how to plan informative synthesis texts: Effects of strategy-based interventions on overall text quality. Reading and Writing, 36(4), 997–1023. https://doi.org/10.1007/s11145-021-10226-6 [details]
2022
- Flores-Ferrés, M., van Weijen, D., & Rijlaarsdam, G. (2022). Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers' beliefs and practices. Journal of Writing Research, 13(3), 367-414. https://doi.org/10.17239/JOWR-2022.13.03.02 [details]
- Halma, P., van de Guchte, M., van Batenburg, E. S. L., & van Weijen, D. (2022). Digital tasks in the foreign language classroom: the impact of audio-, video- and text-chat on target language use and learner affect. In Digital tasks in the foreign language classroom: the impact of audio-, video- and text-chat on target language use and learner affect.
- van de Guchte, M., van Batenburg, E., & van Weijen, D. (2022). Enhancing target language output through synchronous online learner-learner interaction: the impact of audio-, video-, and text-chat interaction on learner output and affect. TASK, 2(2), 218-247. https://doi.org/10.1075/task.21003.guc [details]
2021
- ten Peze, A., Janssen, T., Rijlaarsdam, G., & van Weijen, D. (2021). Writing creative and argumentative texts: What's the difference? Exploring how task type affects students' writing behaviour and performance. L1 Educational Studies in Language and Literature, 21. https://doi.org/10.17239/L1ESLL-2021.21.01.11 [details]
- van Drie, J., van Driel, J., & van Weijen, D. (2021). Developing students' writing in History: Effects of a teacher-designed domain-specific writing instruction. Journal of Writing Research, 13(2), 201-229. https://doi.org/10.17239/jowr-2021.13.02.01 [details]
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2021). Een mini-interventie: het effect van een animatievideo van drie minuten op de integratie van broninformatie in syntheseteksten. Pedagogische Studiën, 98(1), 46-66. https://pedagogischestudien.nl/search?identifier=62760f36-cc83-45da-b394-90949421051f [details]
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2021). Learning how to synthesize: The design and evaluation of a reading-writing learning unit for high-school students. L1 Educational Studies in Language and Literature, 21. Advance online publication. https://doi.org/10.17239/L1ESLL-2021.21.01.06 [details]
2020
- Flores-Ferrés, M., van Weijen, D., & Rijlaarsdam, G. (2020). Teachers’ writing practices and contextual features in Grades 7-12 of Chilean public schools. Journal of Writing Research, 12(2), 365-417. https://doi.org/10.17239/jowr-2020.12.02.03 [details]
2019
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2019). Learning to write synthesis texts: A review of intervention studies. Journal of Writing Research, 10(3), 401-428. https://doi.org/10.17239/jowr-2019.10.03.01 [details]
- van Weijen, D., Rijlaarsdam, G., & van den Bergh, H. (2019). Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison. Reading and Writing, 32(6), 1635-1655. Advance online publication. https://doi.org/10.1007/s11145-018-9842-9 [details]
2018
- Rietdijk, S., van Weijen, D., Janssen, T., van den Bergh, H., & Rijlaarsdam, G. (2018). Teaching writing in primary education: Classroom practice, time, teachers' beliefs and skills. Journal of Educational Psychology, 110(5), 640-663. https://doi.org/10.1037/edu0000237 [details]
- Rijlaarsdam, G., Janssen, T., Rietdijk, S., & van Weijen, D. (2018). Reporting design principles for effective Instruction of writing: Interventions as constructs. In R. Fidalgo, K. R. Harris, & M. Braaksma (Eds.), Design principles for teaching effective writing: Theoretical and empirical grounded principles (pp. 280-313). (Studies in Writing; Vol. 34). Brill. https://doi.org/10.1163/9789004270480_013 [details]
- van Weijen, D., & Janssen, T. (2018). High-quality writing instruction in Dutch primary education: A framework for national assessment. L1 Educational Studies in Language and Literature, 18. https://doi.org/10.17239/L1ESLL-2018.18.03.03 [details]
2017
- Rietdijk, S., Janssen, T., van Weijen, D., van den Bergh, H., & Rijlaarsdam, G. (2017). Improving Writing in Primary Schools through a Comprehensive Writing Program. Journal of Writing Research, 9(2), 173-225. https://doi.org/10.17239/jowr-2017.09.02.04 [details]
2014
- Van Waes, L., van Weijen, D., & Leijten, M. (2014). Learning to write in an online writing center: The effect of learning styles on the writing process. Computers and Education, 73, 60-71. https://doi.org/10.1016/j.compedu.2013.12.009
2012
- Van Den Bergh, H., De Maeyer, S., Van Weijen, D., & Tillema, M. (2012). Generalizability of text quality scores. In H. van den Bergh, E. van Steendam, G. Rijlaarsdam, & M. Tillema (Eds.), Measuring Writing: Recent Insights into Theory, Methodology and Practice (pp. 23-32). (Studies in Writing; Vol. 27). Brill Academic Publishers. https://doi.org/10.1108/S1572-6304(2012)0000027005
- Van Weijen, D., Tillema, M., & Van Den Bergh, H. (2012). Formulating activities in l1 and l2 and their relation with text quality. In M. Castello, F. Ganier, D. Alamargot, F. Ganier, L. Tolchinsky, L. van Waes, M. Torrance, A. Mangen, & O. Kruse (Eds.), Learning to Write Effectively: Current Trends in European Research (pp. 183-186). (Studies in Writing; Vol. 25). Brill Academic Publishers. https://doi.org/10.1108/S1572-6304(2012)0000025044
2009
- van Weijen, D., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2009). L1 use during L2 writing: an empirical study of a complex phenomenon. Journal of Second Language Writing, 18(4), 235-250. https://doi.org/10.1016/j.jslw.2009.06.003 [details]
- van den Bergh, H., Rijlaarsdam, G., Janssen, T., Braaksma, M., van Weijen, D., & Tillema, M. (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). Springer. https://doi.org/10.1007/978-1-4020-8427-0_20 [details]
2008
- van Weijen, D., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2008). Differences in process and process-product relations in L2 writing. ITL : International Journal of Applied Linguistics, 156, 203-226. https://doi.org/10.2143/ITL.156.0.2034433 [details]
2022
- van de Guchte, M., van Batenburg, E., van Weijen, D., & Halma, P. (2022). Doeltaal Digitaal! Het bevorderen van doeltaalgebruik in het moderne vreemde talenonderwijs: Effecten van video-, audio-, en tekstchat-interactie op de taalproductie en motivatie van leerlingen .
2017
- Janssen, T., & van Weijen, D. (2017). Effectief schrijfonderwijs op de basisschool: Een didactisch kader ten behoeve van landelijk peilingsonderzoek. Nationaal Regieorgaan Onderwijsonderzoek. https://www.nro.nl/wp-content/uploads/2017/12/Kenmerken-van-effectief-schrijfonderwijs-review-405-17-925-Janssen-Van-Weijen.pdf [details]
2009
- Rijlaarsdam, G., van den Bergh, H., van Weijen, D., Janssen, T., Braaksma, M., & Tillema, M. (2009). Cognitive processes during writing processes and their relation with text quality. In G. Rijlaarsdam (Ed.), Fostering communities of learners: digital book of abstracts Graduate School for Teaching and Learning, UvA. http://www.earli2009.org/bookofabstracts/start.html [details]
2008
- van Weijen, D. (Guest ed.), van Steendam, E. (Guest ed.), & Rijlaarsdam, G. (Guest ed.) (2008). Special Issue on Learning and Teaching L2 Writing. ITL : International Journal of Applied Linguistics, 156. http://poj.peeters-leuven.be/content.php?url=issue&journal_code=ITL&issue=0&vol=156 [details]
- van Weijen, D., van Steendam, E., & Rijlaarsdam, G. (2008). Editorial: Special issue on learning and teaching L2 writing. ITL-Review of Applied Linguistics, 156, 1-12. https://doi.org/10.2143/ITL.156.0.2034416 [details]
- van Weijen, D., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2008). Comparing the relationship between cognitive activities and text quality in L1 and L2 writing. In A. Wegelin, & D. Alamargot (Eds.), SIG Writing 2008: program & abstracts (pp. 72). Lund University. http://conference.sol.lu.se/fileadmin/conferenceFiles/sigwriting-2008/docs/sigabstracts.pdf [details]
2006
- van Weijen, D., van den Bergh, H., Rijlaarsdam, G. C. W., & Sanders, T. (2006). Hierarchical analysis of think aloud protocols. In L. Allal, D. Galbraith, & A. et (Eds.), Program of the 10th International Conference of the EARLI Special Interest Group on Writing (pp. 110). University of Antwerp. [details]
- van den Bergh, H., van Weijen, D., & Rijlaarsdam, G. C. W. (2006). Writing processes and text quality. In Discourse, cognition & communication. 25 Jaar Utrechtse taalbeheersing (pp. 29-30) [details]
2005
- van Weijen, D., van den Bergh, H., Rijlaarsdam, G. C. W., & Sanders, T. (2005). Adaptivity: Transferring writing processes between tasks (in L1) and between languages (from L1 to FL English). In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael, C. Nicolaou, D. Papademetriou, & N. Papadouris (Eds.), Integrating multiple perspectives on effective learning environments. Abstracts 11th European Conference for Research on Learning and Instruction (pp. 1145-1146). University of Cyprus. [details]
- van den Bergh, H., Rijlaarsdam, G. C. W., Janssen, T. M., Braaksma, M. A. H., van Weijen, D., & Tillema, M. (2005). Analyzing task processes, relating process to learner and task characteristics and to output quality. Statistical modeling, demonstrated for writing processes and reading literary texts in 60 minute. In Proceedings: Gold Standard(s) of Quality Research in Science Literacy Conference, Dunmuir Lodge - CD ROM University of Victoria (British Columbia). [details]
2004
- Tillema, M., van Weijen, D., Rijlaarsdam, G. C. W., & van den Bergh, H. (2004). Writing Processes in L1 and L2. In L. Allal, & B. Schneuwly (Eds.), Abstracts Writing 2004. 9th International Conference of the EARLI Special Interest Group of Writing (pp. 74). University of Geneva, Switzerland. [details]
2024
- ten Peze, A. A., & van Weijen, D. (2024). Gewoon doen! Creatief denken en schrijven in het nieuwe curriculum Nederlands. Levende Talen Magazine, 111(4 (Special)), 4-7. https://lt-tijdschriften.nl/ojs/index.php/ltm/article/view/2410
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (2024). Schrijfvaardigheid ontwikkelen met synthesetaken. Effecten van een herontworpen lessenreeks voor leerlingen in de onderbouw van het voortgezet onderwijs. Levende Talen Tijdschrift, 25(3), 34-46. https://lt-tijdschriften.nl/ojs/index.php/ltt/article/view/2416
2023
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2023). Syntheseteksten leren schrijven: Een systematische evaluatie van het ontwerp van een lessenreeks voor leerlingen in de onderbouw van het voortgezet onderwijs. Levende Talen Tijdschrift, 24(1), 3-14. https://lt-tijdschriften.nl/ojs/index.php/ltt/article/view/2319 [details]
2022
- Bouwer, R., van Ockenburg, L., van der Loo, J., & van Weijen, D. (2022). Literatuurstudie naar de kenmerken van effectief schrijfonderwijs in het voortgezet onderwijs. Universiteit Utrecht. https://www.nro.nl/sites/nro/files/media-files/Literatuurstudie%20schrijfonderwijs%20VO%2C%20Bouwer%202022.pdf [details]
- Schrijvers, M., Rijlaarsdam, G., Braaksma, M., van de Guchte, M., Koek, M., ten Peze, A., & van Weijen, D. (Eds.) (2022). Literatuur leren lezen in dialoog: Lessen geinspireerd op het werk van Tanja Janssen. Amsterdam University Press. https://didactieknederlands.nl/?ltn_publicatie=literatuur-leren-lezen-in-dialoog-lessen-geinspireerd-op-het-werk-van-tanja-janssen [details]
- van Batenburg, E., van de Guchte, M., & van Weijen, D. (2022). Leerlingbetrokkenheid bij de uitvoer van online interactietaken. Levende Talen Tijdschrift, 23(1), 3-19. https://lt-tijdschriften.nl/ojs/index.php/ltt/article/view/2246 [details]
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2022). Beoordeling van schrijfopdrachten door leerlingen: Effecten van een korte beoordelaarstraining. Levende Talen Tijdschrift, 23(2), 14-26. https://lt-tijdschriften.nl/ojs/index.php/ltt/article/view/2280 [details]
- van Weijen, D., O'Brien, C., & Rijlaarsdam, G. (2022). Bibliografie Tanja Janssen. In G. Rijlaarsdam, M. Braaksma, M. van de Guchte, M. Koek, A. ten Peze, M. Schrijvers, & D. Van Weijen (Eds.), Literatuur leren lezen in dialoog.: Lessen geinsipreerd op het het werk van Tanja Janssen. (pp. 221-246). Amsterdam University Press. https://didactieknederlands.nl/?ltn_publicatie=literatuur-leren-lezen-in-dialoog-lessen-geinspireerd-op-het-werk-van-tanja-janssen [details]
2021
- van Weijen, D. (2021). WOA-cijfers: Achtergrondfeitjes bij de WOA op een rij. Didactief, 51(6, special), 11. https://didactiefonline.nl/artikel/faits-divers-woa-cijfers [details]
- van de Guchte, M., Halma, P., van Batenburg, E., & van Weijen, D. (2021). Doeltaal digitaal: Learning by doing! Levende Talen Magazine, 108(2), 12-16. https://lt-tijdschriften.nl/ojs/index.php/ltm/article/view/2145 [details]
2019
- Janssen, T., & van Weijen, D. (2019). Effectief schrijfonderwijs op de basisschool: een literatuurstudie. Levende Talen Tijdschrift, 20(2), 3-15. http://www.lt-tijdschriften.nl/ojs/index.php/ltt/article/view/1940/1546 [details]
2018
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2018). Syntheseteksten leren schrijven in het voortgezet onderwijs: Het verband tussen schrijfaanpak en voorkeur voor leeractiviteiten. Levende Talen Tijdschrift, 19(2), 3-14. http://www.lt-tijdschriften.nl/ojs/index.php/ltt/article/view/1795 [details]
2011
- van Weijen, D., van den Bergh, H., & Rijlaarsdam, G. (2011). Het gebruik van T1 tijdens schrijven in T2. Levende Talen Tijdschrift, 12(2), 3-13. [details]
2024
- Groeneweg, S. L., Pareja Roblin, N. N., van Weijen, D., & Volman, M. L. L. (2024). Toegekende waarde aan de Scholarship of Teaching and Learning (SoTL): percepties van docenten. Abstract from Onderwijs Research Dagen 2024, Tilburg, Netherlands.
- ten Peze, A. A., Janssen, T. M., Rijlaarsdam, G. C. W., & van Weijen, D. (2024). Instruction in Creative and Argumentative Writing: Effects on Writing Process and Text Quality. Paper presented at SIG Writing 2024: ways2write, Paris, France.
- ten Peze, A. A., Janssen, T. M., Rijlaarsdam, G. C. W., & van Weijen, D. (2024). Writing Original and Captivating Communicative Texts by Applying Creative Thinking. Paper presented at SIG Writing 2024: ways2write, Paris, France.
- van Ockenburg, L., & van Weijen, D. (2024). Schrijfvaardigheid verbeteren door geautomatiseerde feedback op het lees-schrijfproces. Kan dat?. Paper presented at Congres Levende Talen 2024, Zwolle.
- van de Guchte, M., Schols, M. E. M., & van Weijen, D. (2024). Experiences with AI-supported Language Learning in Secondary Education: A Task-Based Approach Using ChatGPT. Paper presented at LLRC conference: Critical, ethical, and practical use of AI in the language classroom: opportunities and risks, Leiden, Netherlands.
2023
- Groeneweg, S. L., Pareja Roblin, N. N., van Weijen, D., & Volman, M. L. L. (2023). De Impact van Scholarship of Teaching and Learning (SoTL): Een verkennend onderzoek. Poster session presented at Onderwijs Research Dagen 2023, Amsterdam, Netherlands.
2022
- Alkema, E. G., Rijlaarsdam, G. C. W., & van Weijen, D. (2022). Generic or domain specific writing instruction?. Paper presented at SIG Writing Conference 2022, Umea, Sweden.
2021
- van de Guchte, M., van Batenburg, E., & van Weijen, D. (2021). Digital tasks in the foreign language classroom: effects on target language use and learner affect. Paper presented at Conference Language Learning Resource Centre (University of Leiden).
- van de Guchte, M., van Batenburg, E., & van Weijen, D. (2021). Online interaction in the task-based foreign language classroom: Effects on target language use and learner affect. Paper presented at AILA 2021 Congress, Groningen, Netherlands.
- van de Guchte, M., van Batenburg, E., van Weijen, D., & Halma, P. (2021). Digitale taaltaken in het vreemde talenonderwijs: effecten op doeltaalgebruik, spreekplezier, spreekangst en self-efficacy. Paper presented at Onderwijs Research Dagen (ORD) 2021, Utrecht, Netherlands. https://ord2021.nl/wp-content/uploads/sites/530/2021/07/ORD-PROGRAMMA_1-juli-incl.-sessie-voorzitters.pdf
2020
- Alkema, E. G., van Weijen, D., & Rijlaarsdam, G. C. W. (Accepted/In press). A promising first exploration of synthesis writing in Science Orientation classes. Paper presented at SIG Writing 2020, Umeå, Sweden.
- Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (Accepted/In press). Writing Chile: An online national survey on teachers' practices in Grades 7-12. Paper presented at SIG Writing 2020, Umeå, Sweden.
- Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (Accepted/In press). Writing instruction in Chilean public secondary schools: A multiple case study. Paper presented at SIG Writing 2020, Umeå, Sweden.
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (Accepted/In press). Testing a mini synthesis writing intervention: animated video instruction. Paper presented at Research School SIG Writing 2020 #righttowrite [Cancelled], Umeå, Sweden.
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (Accepted/In press). Testing a synthesis writing intervention based on observational learning: Symposium Multiple Document Studies: Where Reading & Writing Research Meet. Paper presented at SIG Writing 2020, Umeå, Sweden.
- van Weijen, D., & Koster, M. (2020). Implementation fidelity: what, why, when, and how?. Paper presented at SIG Writing 2020, Umeå, Sweden.
2019
- Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2019). Teachers’ beliefs about writing instruction in public secondary schools in Chile: an online national survey. Paper presented at 12th conference of the International Association for Research in L1 Education (ARLE) 2019, Lisbon, Portugal.
- Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2019). Writing instruction in Chile: online national survey on teachers’ practices in public secondary schools. Paper presented at 12th conference of the International Association for Research in L1 Education (ARLE) 2019, Lisbon, Portugal.
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (2019). Learning to write synthesis texts; A design study. Paper presented at 12th conference of the International Association for Research in L1 Education (ARLE) 2019, Lisbon, Portugal.
2018
- Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2018). National survey on writing instruction in public secondary schools in Chile. Paper presented at AERA 2018: Annual Meeting the American Educational Research Association, New York City, New York, United States.
- Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2018). National survey on writing instruction in public secondary schools in Chile. Paper presented at SIG Writing Research school, Ghent, Belgium.
- Janssen, T. M., & van Weijen, D. (2018). Effective writing instruction in Dutch primary education; A framework for national assessment. Paper presented at SIG Writing 2018, Antwerp, Belgium.
- Rietdijk, S., van Weijen, D., Janssen, T. M., & Rijlaarsdam, G. C. W. (2018). Current status and the improvement of the teaching of writing in Dutch primary schools: Two large-scale studies. Paper presented at AERA 2018: Annual Meeting the American Educational Research Association, New York City, New York, United States.
- Rietdijk, S., van Weijen, D., Janssen, T. M., & Rijlaarsdam, G. C. W. (2018). Does teaching matter? Practices and learning outcomes. Paper presented at SIG Writing 2018, Antwerp, Belgium.
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (2018). Learning to write synthesis texts: A review of intervention studies. Paper presented at SIG Writing 2018, Antwerp, Belgium.
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (2018). Preferred learning activities for teaching synthesis writing in secondary education. Paper presented at SIG Writing 2018, Antwerp, Belgium.
- van Weijen, D., & Koster, M. (2018). Fidelity of implementation (workshop). Paper presented at SIG Writing 2018, Antwerp, Belgium.
- van Weijen, D., Rijlaarsdam, G. C. W., & van den Bergh, H. (2018). Comparing source use and argumentation behaviour within and between writers in L1 and L2 writing. Paper presented at SIG Writing 2018, Antwerp, Belgium.
- van Weijen, D., Rijlaarsdam, G. C. W., & van den Bergh, H. (2018). Comparing source use and argumentative writing within and between writers in L1 and L2.. Paper presented at SIG Writing 2018, Antwerp, Belgium.
2017
- Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Encuesta nacional sobre escritura en aulas secundarias de lenguaje de establecimientos municipales de Chile. Paper presented at Tercer Simposio Internacional de la Cátedra UNESCO para la Lectura y la Escritura, Chillan, Chile. file:///C:/Users/jdreuve1/Downloads/Presentacion+del+proyecto+Encuesta+nacional+sobre+ensenanza+de+la+escritura.pdf
- Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). National survey on writing instruction in public secondary schools in Chile. Paper presented at JURE 2017 JURE (Junior researchers' pre-conference of EARLI), Tampere, Finland.
- Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). National survey on writing instruction in public secondary schools in Chile. Poster session presented at Pre conference of the International Association for Research in L1 Education (ARLE), Tallin, Estonia.
- Flores Ferres, M. M., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Text quality, writing processes and students’ beliefs about writing at Secondary education in Chile. Poster session presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
- van Drie, J. P., & van Weijen, D. (2017). Domain-specific writing instruction in history: effects on products and processes. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
- van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Designing an evidence-based online module for synthesis writing in secondary education. Paper presented at 11th conference of the International Association for Research in L1 Education (ARLE) 2017, Tallinn, Estonia.
- van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Source use in argumentative writing in L1 and L2. Paper presented at ARLE Conference 2017, Tallinn, Estonia.
- van Weijen, D., & Rijlaarsdam, G. C. W. (2017). Variation in source use in argumentative writing in L1 and L2.. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
2016
- Rietdijk, S., Janssen, T. M., van Weijen, D., Rijlaarsdam, G. C. W., & van den Bergh, H. (2016). Beter Schrijven: een interventiestudie in het basisonderwijs. Poster session presented at Onderwijs Research Dagen (ORD) 2016, Rotterdam, Netherlands.
- Rietdijk, S., van Weijen, D., Rijlaarsdam, G. C. W., van den Bergh, H., & Janssen, T. M. (2016). About fidelity and implementation in writing intervention studies. Evaluation of measures used in a study in upper primary education. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.
- Rijlaarsdam, G. C. W., Janssen, T. M., de Maat, P., Rietdijk, S., & van Weijen, D. (2016). Designing a strategy oriented writing program in upper primary education in a Dutch educational context: [Paper presentation in symposium]. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.
- Rijlaarsdam, G. C. W., van Weijen, D., Janssen, T. M., & van den Bergh, H. (2016). Writing strategy instruction: An intervention study in Dutch primary schools. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.
- van Weijen, D., Rietdijk, S., Rijlaarsdam, G. C. W., Janssen, T. M., & van den Bergh, H. (2016). Fidelity and implementation in writing intervention studies; Evaluation of measures used in a study in upper primary education. Paper presented at EARLI SIG Writing Conference, Liverpool, United Kingdom.
2015
- Rietdijk, S., van Weijen, D., Janssen, T. M., & Rijlaarsdam, G. C. W. (2015). Strategy-oriented writing instruction: An intervention study in primary schools.. Paper presented at Paper presented 10th IAIMTE Conference, Odense, Denmark.
2010
- Rijlaarsdam, G. C. W., van Weijen, D., Tillema, M., Braaksma, M. A. H., & van den Bergh, H. (2010). L1-L2 Writing processes, text quality and learner characteristics: empirical studies. Keynote adddress. 30. Abstract from Symposium on second Language Writing 2010: Crossing Disciplinary boundaries.
Prijs / subsidie
- Flores Ferres, M. M., van Weijen, D. & Rijlaarsdam, G. C. W. (2018). Best poster award for poster presented at the SIG Writing Research School 2018.
Tijdschriftredactie
- van de Guchte, M. (editor), van Weijen, D. (editor) & Graus, J. (editor in chief) (2024-). Special Levende Talen (Journal).
- van Weijen, D. (editor) (2023). Levende Talen Tijdschrift (Journal).
- van Weijen, D. (editor) (2022). Levende Talen Tijdschrift (Journal).
- van Weijen, D. (editor) (2021). Levende Talen Tijdschrift (Journal).
- van Weijen, D. (editor) (2020). Levende Talen Tijdschrift (Journal). https://levendetalen.nl/publicaties/tijdschrift/
- van de Guchte, M. (editor), van Batenburg, E. (editor), Halma, P. (editor) & van Weijen, D. (editor) (2020-2025). Taalwijs.nu (Publisher). https://taalwijs.nu/doeltaal-digitaal/
- van Weijen, D. (editor) (2019). Levende Talen Tijdschrift (Journal).
- van Weijen, D. (editor) (2018). Levende Talen Tijdschrift (Journal). https://levendetalen.nl/publicaties/tijdschrift/
Spreker
- van Weijen, D. (speaker) & Koster, M. (speaker) (31-3-2023). Fidelity - Implementatietrouw, Dudoc-Alfa Intervisiebijeenkomst, Ede.
- van Weijen, D. (speaker) (4-11-2022). Schrijven over onderzoek in tijden van Corona, Dudoc-Alfa intervisie, Ede.
- Alkema, E. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (2022). Synthesis writing in pre-university classes: a synthesis between language and school subjects., SIG Writing Conference 2022, Umea.
- Alkema, E. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (2022). Generic or domain specific writing instruction?, SIG Writing Conference 2022, Umea.
- van Ockenburg, L. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (2022). Testing Strategy-Based Synthesis Writing Interventions with Content Planning Choices., SIG Writing Conference 2022, Umea.
- Flores Ferrés, M. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (2022). Writing instruction practices in grades 7-8 of Chilean public schools:, SIG Writing Conference 2022, Umea.
- Flores Ferrés, M. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (2022). Understanding curriculum innovation in Grades 7-12 in Chile: Linking teachers' beliefs and practices., SIG Writing Conference 2022, Umea.
- van Ockenburg, L. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (2022). Effect of a short assessment training for peers: synthesis texts., SIG Writing Conference 2022, Umea.
- van Weijen, D. (speaker) & Janssen, T. (speaker) (4-3-2021). Effectieve kenmerken van het schrijfonderwijs., Teksten schrijven in het (speciaal) basisonderwijs.
- van Ockenburg, L. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (1-11-2019). Lees- en schrijfvaardigheid verbonden: syntheseteksten, Studiedag Levende Talen, Utrecht.
- van Ockenburg, L. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (4-10-2019). Lezen en schrijven verbonden: Syntheseteksten leren schrijven, Orion (O2)-Ontwikkeldag 2019, Uden.
- van Weijen, D. (speaker) & Groot, K. (speaker) (1-7-2019). De Academische Werkplaats - Het waarom van de WOA en het werkproces, Eindsymposium Academische Werkplaats VO Amsterdam, Amsterdam.
- van Ockenburg, L. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (6-6-2019). Lezen en Schrijven verbonden: Syntheseteksten leren schrijven, Levende Talen Ontwikkel- en Inspiratiedag.
- van Ockenburg, L. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (28-8-2018). Designing an evidence-based module for synthesis writing in secondary education, SIG Writing Research school, Ghent.
- Flores Ferres, M. (speaker), van Weijen, D. (speaker) & Rijlaarsdam, G. (speaker) (28-8-2018). Writing practices in Chilean public secondary classrooms: A national survey of L1 teachers, SIG Writing Research school, Ghent.
- van Ockenburg, L. (speaker), Rijlaarsdam, G. C. W. (speaker) & van Weijen, D. (speaker) (18-1-2018). Kennis verwerven en verwerken door syntheseteksten te leren schrijven: Het ontwerp van een (online) module, VIOT 2018: Duurzame Taalbeheersing, Groningen. https://viot20182018.sched.com/event/CIJ1
- Janssen, T. (speaker) & van Weijen, D. (speaker) (22-6-2017). Effectief schrijfonderwijs op de basisschool: Ontwikkeling van een didactisch kader ten behoeve van peilingsonderzoek., Stichting Leerplanontwikkeling.
- Rijlaarsdam, G. (keynote speaker), Janssen, T. (speaker), Rietdijk, S. (speaker), van Weijen, D. (speaker) & van den Bergh, H. (speaker) (8-6-2017). Changes in Teacher Expertise in Writing Education: Practices of some 50 and more teachers in upper primary education in The Netherlands, DieS-Sommerschule Didaktisch-empirische Schreibforschung, Brugg.
- Rietdijk, S. (speaker), van Weijen, D. (speaker), Janssen, T. M. (speaker), van den Bergh, H. (speaker) & Rijlaarsdam, G. C. W. (speaker) (28-9-2016). Beter Schrijven: een interventiestudie in het basisonderwijs, Presentatie op de CED conferentie Begrijpend Lezen, Rotterdam, NL.
- Rietdijk, S. (speaker), van Weijen, D. (speaker), Janssen, T. M. (speaker), Rijlaarsdam, G. C. W. (speaker) & de Jong, P. F. (speaker) (2-6-2015). Strategy-oriented writing instruction: An intervention study in primary schools., pre-conference workshop of the 10th IAIMTE Conference 2015, Odense. file:///C:/Users/jdreuve1/Downloads/Pre-conference260315.pdf
- van Weijen, D. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Tillema, M. (speaker) (2-9-2011). L1 use during L2 writing: relations between writing skill, language proficiency and text quality, Paper presented at the EARLI (European Association for Research on Learning and Instruction), Exeter (UK).
- Rijlaarsdam, G. C. W. (speaker), van Weijen, D. (speaker), Tillema, M. (speaker), Braaksma, M. A. H. (speaker) & van den Bergh, H. (speaker) (20-5-2010). L1-L2 Writing processes, text quality and learner characteristics: empirical studies. Keynote address, Symposium on second Language Writing 2010: Crossing Disciplinary boundaries, Murcia (E).
- Rijlaarsdam, G. C. W. (speaker), van den Bergh, H. (speaker), van Weijen, D. (speaker), Janssen, T. M. (speaker), Braaksma, M. A. H. (speaker) & Tillema, M. (speaker) (25-8-2009). Cognitive processes during writing processes and their relation with text quality, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
- van Weijen, D. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sanders, T. (speaker) (11-6-2008). Comparing the relationship between cognitive activities and text quality in L1 and L2 writing, EARLI, Special Interest Group (SIG) Writing, Lund (Sw). http://conference.sol.lu.se/fileadmin/conferenceFiles/sigwriting-2008/docs/sigabstracts.pdf
- van Weijen, D. (speaker), van den Bergh, H. (speaker), Rijlaarsdam, G. C. W. (speaker) & Sanders, T. (speaker) (20-9-2006). Hierarchical analysis of think aloud protocols, 10th International Conference of the EARLI Special Interest Group on Writing, Antwerpen (B).
Andere
- van Weijen, D. (organiser), van de Guchte, M. (organiser) & Braaksma, M. (participant) (8-12-2023). Symposium 'Begrijpen en begrepen worden. De essentie van taalonderwijs', Amsterdam (organising a conference, workshop, ...). https://www.uva.nl/content/evenementen/2023/12/afscheidscollege-gert-rijlaarsdam.html
- van Weijen, D. (other) (7-9-2022). Deelname aan veldraadpleging domeinbeschrijving Schrijfvaardigheid onderbouw (other).
- van Weijen, D. (participant) & Meijer, B. (organiser) (27-6-2022). Eindsymposium Werkplaats Onderwijsonderzoek Amsterdam VO/MBO 2021-2022, Amsterdam. Organisation of the End of year symposium of the WOA VO/MBO. Participating teachers presented the results of their research projects. (organising a conference, workshop, ...).
- van Weijen, D. (organiser) & Meijer, B. (organiser) (21-6-2021). Eindsymposium Werkplaats Onderwijsonderzoek Amsterdam VO/MBO 2020-2021, Amsterdam. Organisation of the End of year symposium of the WOA VO/MBO. Participating teachers presented the results of their research projects. (organising a conference, workshop, ...).
- van Weijen, D. (participant) & Groot, K. (organiser) (1-7-2019). Eindsymposium Academische Werkplaats VO Amsterdam, Amsterdam. Organisation of the End of year symposium of the Academische Werkplaats VO. Participating teachers presented the results of their research projects. (organising a conference, workshop, ...).
- van Ockenburg, L. (participant), van Weijen, D. (participant) & Rijlaarsdam, G. (participant) (28-6-2019). 12th conference of the International Association for Research in L1 Education (ARLE) 2019, Lisbon. A little glimpse into Synthesis Writing interventions from different nations: similarities and differences; Symposium organised at ARLE 2019Symposium (…) (organising a conference, workshop, ...).
- van Weijen, D. (chair) & Koster, M. (participant) (12-4-2019). Workshop for Dudoc-Alfa PhD students on Implementation Fidelity during intervention studies.. Interventietrouw (Implementation Fidelity)
(participating in a conference, workshop, ...).
2024
- ten Peze, A. A. (2024). Creative writing: Thinking beyond the standard text: Teaching high school students to write original texts. [Thesis, externally prepared, Universiteit van Amsterdam]. [details]
- Downloads
- Thesis (complete) (embargo until 02 February 2026)
- Front matter
- Chapter 1: Introduction
- Chapter 2: Writing creative and argumentative texts. What’s the difference? Exploring how task type affects students’ writing behavior and performance
- Chapter 3: Instruction in creative and argumentative writing: Transfer & crossover effects on writing process and text quality
- Chapter 4: Writing original and captivating communicative texts by applying creative thinking and narrative techniques in secondary education (embargo until 02 February 2026)
- Chapter 5: Creative writing in secondary education: A meta-analysis of intervention studies (embargo until 02 February 2026)
- Chapter 6: General discussion
- References; Author index; Summary; Samenvatting; Appendices A-R: Table of contents; Supplemental materials 1-5: Table of contents; Contributions; Project output; Curriculum vitae; Dankwoord; Dissertation series
- Downloads
2022
- Alkema, E. G. (2022). Schrijven met kennis van zaken: Een didactiek voor de zaakvakken. [Thesis, externally prepared, Universiteit van Amsterdam]. [details]
- Koek, M. (2022). Think twice: Literature lessons that matter. [Thesis, externally prepared, Universiteit van Amsterdam]. [details]
- Downloads
- Thesis (complete)
- Front matter
- Chapter 1: Why and how to open a black box
- Chapter 2: Literary reading and critical thinking. Measuring students’ Critical Literary Understanding in secondary education
- Chapter 3: Literature education as a school for thinking. Students’ learning experiences in secondary literature education
- Chapter 4: How to stimulate critical thinking in the literature classroom. An empirical study to identify learning activities that promote Critical Literary Understanding
- Chapter 5: Fostering critical thinking in the literature classroom. Testing the effect of two approaches towards promoting Critical Literary Understanding in secondary literary education
- Chapter 6: Making sense of a black box’ content
- References; Author index; Summary; Samenvatting; Appendices A-F; Contributions; Related publications and presentations; Curriculum vitae; Dankwoord; Dissertation series
- Downloads
- van Ockenburg, L. (2022). Synthesis writing: Teaching high school students how to read, plan, draft, and revise. [Thesis, externally prepared, Universiteit van Amsterdam]. [details]
- Downloads
- Thesis (complete)
- Front matter
- Chapter 1: Introduction
- Chapter 2: Learning to write synthesis texts: A review of intervention studies
- Chapter 3: Learning how to synthesize: Design and evaluation of a reading-writing learning unit for high-school students
- Chapter 4: A brief intervention: Can a three-minute animation video promote the integration of source information in synthesis texts?
- Chapter 5: Choosing how to plan informative synthesis texts: Effects of strategy-based interventions on overall text quality
- Chapter 6: Students' assessment of synthesis text quality: The effect of a one-hour assessment training session
- Chapter 7: General introduction
- References; Author index; Summary; Samenvatting; Appendices A-J; Contributions; Project output; Curriculum; Dankwoord; Dissertation series
- Downloads
2021
- Flores Ferrés, M. M. (2021). Teaching writing in Chile: An evidence base for policies on writing instruction in Grades 7-12 of Chilean public schools. [Thesis, externally prepared, Universiteit van Amsterdam]. [details]
2009
- van Weijen, D. (2009). Writing processes, text quality, and tasks effects. Empirical studies in first and second language writing. [Thesis, fully external, Universiteit Utrecht]. LOT.
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Nevenwerkzaamheden
- Geen nevenwerkzaamheden
ten Peze, A., Janssen, T., Rijlaarsdam, G., & van Weijen, D. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science, 52(3), 341-383.