Gert Rijlaarsdam

Seniors
Dr Tanja Janssen (UvA, since 1992),
Dr Daphne van Weijen (UvA, since 2014),
Dr Marrit van de Guchte (UvA, since 2016),
Dr Suzanne Adema (UvA, since 2014),
Dr Elke van Steendam (UAntwerpen, since 2015)
Exit senior members: Dr. Marleen Kieft (2008-October 2010), Dr. Michel Couzijn (1995-September 2013), Dr. Martine Braaksma (2002-April 2015).

PhD Candidates:
Martijn Koek MA,
Mujgan Buyuktas Kara MA (Turkey),
Anouk ten Peze MA,
Chelsea O'Brien MA,
Liselore van Ockenburg,
Magdalena Flores MA (Chili),
Nina Vandermeulen MA,
Brenda van den Broek MA (left Spring 2018),
Tran Nguyen Huong Thao, MA (Vietnam, Can Tho University),
Aslı Abak Şen MA (Turkey),
Edith Alkema (MA),
Tina Ortiz (MA),
Lieke Holdinga (MA, MSc).

Consultant for Methodology & Statistics: Prof. dr. Huub van den Bergh (Utrecht University)

Project websites
LIFT
Improving pre-university students’ performance in academic synthesis tasks with Level up Instructions & Feedback Tool (LIFT). Project plan. Website. Project runs in since 2015 (University Antwerp, funded by NRO, the Netherlands). Nina Vandermeulen (PhD candidate), Elke van Steendam (senior project leader), Dr Marije Lesterhuis (post doc), prof Dr Sven de Maeyer. Supervisors: Gert Rijlaarsdam, Luuk van Waes, Elke van Steendam.

LITERATURE EDUCATION
Find it in Fiction! Marloes Schrijvers, Martijn Koek, Tanja Janssen, Olivia Fialho, Frank Hakemulder.

WRITING
Better Writing/Beter Schrijven. Website with backgrounds of a comprehensive writing program for grade 4-5-6 (Dutch), with design principles, teacher manuals and 42 units for description, argumentation, explanation, instruction and narration. R&D Project funded by NRO (the Netherlands), Saskia Rietdijk (dissertation), Tanja Janssen (project leader), Daphne van Weijen (post doc), Paul de Maat MA (educational design), Anne-Marie Smit MA (educational design), Marijke Bakker (professional development), Huub van den Bergh (methodology). Supervisor: Gert Rijlaarsdam

Visiting researchers

Sandra Espino Datsira	Barcelona, Spain, July-August 2006
Ruth Villalon	Madrid, Spain; July-August 2008
Olga Arrias Gundin	Leon, Spain, February 2009
Jenny Hallam	Derby, UK, August 2009
Monica Gavota	Geneva, Switzerland, February 2010
Flori Nicolas	Murcia, Spain, April-July 2010
Mark Torrance	Nottingham, UK, May 2010
Raquel Fidalgo	Leon, Spain, May 2010; June 2011
Isabel Martinez	Madrid, Spain, Sept-Oct 2011
Hector Diez	Leon, Spain, April-June 2013
Hideyuki Sakihama	Hannan, Japan, September 2015-July 2016
Esther Breuer	Koln, Germany, December 2016
Anna Sala Bubare	Barcelona, Spain, January-April 2016
Mar Mateos	Madrid, Spain, April-July 2016
Yan Jing	Singapore, May-June 2016
Marina Casadellà,	Bellaterra/Barcelona, Spain, Aug.-Nov. 2016
Paula Gomez	Leon, Spain, September-August, 2016
Miriam Granado Peinado	Madrid, Spain, March-June 2017
Justin Zelime	Umea, Sweden, March 2018
Paula Gomez	Leon, Spain, March 2019
Olga Arrias Gundin	Leon, Spain, March, 2019
Cemile Dogan	Turkey, January-July 2019
Lidia Casado Ledesma	Madrid, Spain, May-July, 2019

Publications
All publications UvA Dare repository: See also Google books and Research Gate.
If you are interested in certain topics, you may want to search through some of my topics (below). I added some links to my history of topics.

My research interests are manifold, but most dominant is the interest in the subject Writing. The team of teachers within the department of Dutch in the secondary school where I started to teach, developed a rather balanced curriculum on writing and 'oracy'. Later I got a chance to test the writing curriculum empirically (dissertation, 1986). I am interested in fundamental research as well in applied research. Fundamental are studies in writing processes, individual differences, effects of task and language (L1, L2) on processes and the relation between processes and resulting text quality. More applied are studies in which we try to find effective impulses for effective learning and teaching of writing; here the focus is on the power of observational learning. See for details below. I also taught and studied Academic Writing, within the course we set up with my colleagues Sarah Bernolet & Nina Vandermeulen.

Older topics which I find still interesting are text book evaluation, relation between attitudes and skillls, and the acauiation of Dutch written morphology.
Current topics center on process studies and intervantion studies on diagrammic literacy, translating Latin, visual arts. See for our programme of studies the Lab Website.

Research Organization services
For ARLE (formerly IAIMTE) I organized various conferences, and for other ARLE conferences I manage the conference system, as we built this with the technical support of Arthur Lemmens. Next conference to support with the system is ARLE 2017 in Tallinn. Orhter conferences I supprted as programma manager of conference system manager: EARLI 2009 (Amsterdam, program manager), SIG WRITING conference 2014 (Amsterdam, conference chair, program manager), SIG WRITING Conference 2016 (Liverpool, conference system), SIG WRITING 2018 (co-organizer SIG WRITING Research School, Ghent)

Theme	Co-Researchers	Key words	Key publication (selection)
Process studies	Iris Breetvelt, Michel Couzijn, Huub van den Bergh, Daphne van Weijen, Marion Tillema, Talita Groenendijk, Elke van Steendam, Anouk ten Peze, Nina Vandermeulen, Brenda van den Broek, Marco Kragten, Marie Therese van de Kamp, Isabelle Martinez, Melanie Hof, Suzanne Luger, Suzanne Adema, Chelsea O'Brien, Mujgan Buyuktas Kara, Olivia Fialho, Frank Hakemulder	Writing processes, L1 and L2 processes, translation processes (Latin), literay interpretation processes, relation between processes and output (text quality, translation quality, learning result), learner variables	Breetvelt, I., van den Bergh, H. & Rijlaarsdam, G. (1994). Relations between Writing Processes and Text Quality: When and How? Cognition and Instruction, 12, (2), 103-123. Rijlaarsdam, G. Braaksma, M., Couzijn, M., Janssen, T., Kieft, M., Broekkamp, H. & van den Bergh, H. ( 2005). Psychology and The teaching of writing in 8000 and some words. In Pedagogy – Learning for Teaching. BJEP Monograph series II(3), 127-153. Rijlaarsdam, G., Van den Bergh, H., Couzijn, M., Janssen, T., Braaksma, M., Tillema, M., Van Steendam, E., Raedts, M. (accepted, 2010). Writing. In Graham, S., Bus, A., Major, S., & Swanson, L. (Eds.). Application of Educational Psychology to Learning and Teaching. APA Handbook Volume 3. Groenendijk, T,. Janssen, T., Rijlaarsdam, G., & Van den Bergh, H. (2008). How do secondary school students write poetry? How creative writing processes relate to final products. L1 – Educational Studies in Language and Literature, 8 (3), p. 57-80.
Teaching of Writing/ Writing to Learn	Michel Couzijn, Martine Braaksma, Marleen Kieft, Elke van Steendam, Mariet Raedts, Bob Wilkinson, Huub van den Bergh, Lieve Verheyden, Phuong Nam Nuygen, Saskia Rietdijk, Anouk ten Peze, Liselore van Ockenburg, Magdalena Flores, Nina Vandermeulen, Brenda van den Broek, Isabelle Martinez, Daphne van Weijen, Mujgan Buyuktas Kara	Peer evaluation, peer teaching, learning by observation, readers feed back, argumentative writing, expository writing, synthesis texts, learning to write, writing to learn, learner variables	Fidalgo, R., Torrance, M., Rijlaarsdam, G., van den Bergh, H., & Lourdes Álvarez, M. 2014). Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students, Contemporary Educational Psychology (2014), http://dx.doi.org/doi: 10.1016/j.cedpsych.2014.11.004 Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen,T., Raedts, M., Van Steendam, E., Toorenaar, A., & Van den Bergh, H. (2008). Observation of peers in learning to write. Practise and research. Journal of Writing Research, 1(1), pp. 53-83. Van Steendam, E., Rijlaarsdam, G.C.W., Van den Bergh, H.H., & Sercu, L. (2014). The mediating effect of instruction on pair composition in L2 revision and writing. Instructional Science, p. 1-23. http://dx.doi.org/10.1007/s11251-014-9318-5, Online version
Teaching of Literature, Culture, Visual Arts, Classic Languages	Tanja Janssen, Talita Groenendijk, Martine Braaksma, Marleen Kieft, Michel Couzijn, Theo Witte, Marie-Therese van der Kamp, Phuong Nam Nuygen, Martijn Koek, Dirk van der Meulen, Marloes Schrijvers, Suzanne Luger, Suzanne Adema, Chelsea O'Brien	Self questioning, process of interpretation, quality of interpretation	Janssen, T., Braaksma, M., & Rijlaarsdam (2006). Literary reading activities of good and weak students: A think aloud study. European Journal of Psychology of Education, 21(1), 35-52.
L1 and FL Methodology/Pedagogy in general	Anne Toorenaar, Michel Couzijn, Martine Braaksma, Marrit Hoeks-van der Guchte, Tanja Janssen	Autonomous learning, the theoretical structure of L1-methodology,	Toorenaar, A., & Rijlaarsdam, G. (2011). Instructional theory of Language Lessons. L1-Educational Studies in Language and Literature, 11, pp. 57-89. Van de Guchte, M., Braaksma, M., Rijlaarsdam, G, & Bimmel, P. Focusing on meaning and form in pre-task video model observations: Effects on planning processes and task performance. Manuscript submitted for publication.
Intercultural learning & communication, communication	Tatiana Antonenko, Lap Quoc Trinh, Madelein van Baalen, Bob Wilkinson, Ton Koet, Wilfried Admiraal, Phuong Nam Nuygen, Dick van Dijk	Intercultural communication, intervention studies, English as a global language
Morphological spelling	Marjolein van Dort-Slijper, Inge Weel, Maaike Ditzel, Eva Breetvelt	Developmental studies, verbs, nouns, adjectives, plural	Rijlaarsdam, G., M. van Dort-Slijper, & M. Couzijn (2001). The Power of plural. The acquisition of written morphology in adjectives: Some empirical findings concerning interference of plural nouns on adjectives. In G. Rijlaarsdam (series ed.) & L. Tolchinsky (Vol. Ed.). Studies in Writing: Vol. 8: Developmental aspects in learning to write. [109-132]. Dordrecht: Kluwer
Evaluation of text books	Theo Witte, Hetty Mulder, Marita Tholey	Model of evaluation, procedures for evaluation, national comparison	Tholey, M., & Rijlaarsdam, G. (2002). A Heuristic model for the evaluation of textbooks. In S. Selander & M. Tholey (eds.), New educational media and textbooks. Stockholm Library of curriculum Studies Vol. 9. [pp. 147-161]. Stockholm: Stockholm Institute of Education Press. Rijlaarsdam, G. (eindredactie), Mulder, H., Tholey, M. & Witte, Th. (red). (1999).Leergangen wegen. Levende Talen, 536 (jan. 1999). [.1-120].
Attitudes in L1 teaching	Huub van den Bergh, Hans Kuhlemeier, Marleen Kieft, Talita Groenendijk, Cammille Bengco	Writing, reading, oracy, writing style, writing apprehension	Kieft, M., Rijlaarsdam, G., Galbraith, D. & Van den Bergh, H. (2007). The effects of adapting a writing course to students writing strategies. British Journal of Educational Psychology, 77, 565-578. Kieft, M., Rijlaarsdam, G., & Van den Bergh, H. (2008). An aptitude-treatment interaction approach to writing-to-learn. Learning and Instruction, 18, 379-390