Papers by Erik van Schooten
Reading and Writing
In a longitudinal design, 51 low-achieving adolescents' development in writing proficiency from G... more In a longitudinal design, 51 low-achieving adolescents' development in writing proficiency from Grades 7 to 9 was measured. There were 25 native-Dutch and 26 language-minority students. In addition, the roles of (i) linguistic knowledge, (ii) metacognitive knowledge, and (iii) linguistic fluency in predicting both the level and development of writing proficiency were assessed. Low-achieving students improved in writing proficiency, the language-minority students more so than the native-Dutch students. Regarding the level of writing proficiency, individual differences between low-achieving adolescents could be accounted for by receptive vocabulary, grammatical knowledge, and speed of sentence verification, suggesting that these are important components in low-achieving adolescents' writing. Regarding development in writing proficiency, grammatical knowledge predicted variation between lowachieving students. Explanations and educational implications of these findings are discussed.
School Effectiveness and School Improvement, 2006
... effects of large proportions of poorly performing pupils in a class, some theories presume th... more ... effects of large proportions of poorly performing pupils in a class, some theories presume that homogeneous class composition has positive effects for some pupils. If schools or classes have a uniform pupil population, teachers might more easily adapt their teaching to suit the ...
School Effectiveness and School Improvement, 2006
... effects of large proportions of poorly performing pupils in a class, some theories presume th... more ... effects of large proportions of poorly performing pupils in a class, some theories presume that homogeneous class composition has positive effects for some pupils. If schools or classes have a uniform pupil population, teachers might more easily adapt their teaching to suit the ...
Tijdschrift voor CommunicatieÂwetenschap
Http Dx Doi Org 10 1080 13803610500480114, Feb 16, 2007
ABSTRACT The proportion of low-achieving children in a class can affect the progress of individua... more ABSTRACT The proportion of low-achieving children in a class can affect the progress of individual pupils in that class. Having a large proportion of low achievers in a class could slow down growth in cognitive achievement but, might also boost such growth, due to the effects of specialist teaching geared to low achievers' needs. In a longitudinal study of 8,684 pupils aged 9 – 12, cognitive and social-emotional development were analysed. In classes with a comparatively large number of pupils with migrant parents, the increase in pupils' mathematics achievement was smaller. In classes with a comparatively large number of pupils with parents with a low level of education, the increase in pupils' achievement in Dutch language proficiency was smaller. No relationship was found between class composition and either well-being at school or academic self-concept. The effects of class composition appeared to be differential for different groups of pupils.
L1 Educational Studies in Language and Literature, 2004
In the present article, we investigate the degree to which 15-year-old students in regular second... more In the present article, we investigate the degree to which 15-year-old students in regular secondary education in the Netherlands (N = 144) master four strategic reading activities and the relationship of the mastery to their first-language reading comprehension, preference for self-direction and in-depth information processing, and attitude towards reading and strategic reading activities. Students' mastery of strategic reading activities appears to be strongly related to reading comprehension. Differences in reading comprehension between school types are not completely explained by differences in mastery of strategic reading activities. No relationship was found between students' preference for self-direction or in-depth processing of information on the one hand and mastery of strategic reading activities or reading comprehension on the other. Students' attitudes towards the usefulness of strategic reading activities appear to be negatively related both to their mastery of these activities and to their reading comprehension. We suggest that mastery of strategic reading activities probably influences reading comprehension, and that strategy training appears to be less suitable for students with well-developed reading skills.
Education and Urban Society, Feb 1, 2006
Across Europe, urban education systems are struggling with the process of integration of immigran... more Across Europe, urban education systems are struggling with the process of integration of immigrants in schools. The process of inclusion and exclusion in European cities shows many similarities with earlier experiences in U.S. cities. This article explores the most important aspects of this new urban phenomenon and its impact on urban school systems. It clearly shows that ethnic segregation in
Uploads
Papers by Erik van Schooten