Wetenschappelijke publicaties

2017

Klerkx, L., Seuneke, P., de Wolf, P. & Rossing, W.A.H. (2017). Replication and translation of co-innovation: the influence of institutional context in large international participatory research projects. Land Use Policy, vol 61, 276-292.
Velázquez, E., Raté, S., & De Jong, F. (2017). Analysing Students’ Knowledge-Building Skills By Comparing Their Written Production To Syllabus. The Advances in Intelligent Systems and Computing series, Vol. 544, Chapter 32.p. 345-352. London: Springer Nature. https://link.springer.com/chapter/10.1007/978-3-319-50337-0_32

De Jong, F., Willemse, M., Kantola, M., Friman, M., & De Vos, M. (2016). Bridging the Imaginary Research and Practice Gap by Responsive Learning, Journal of Finnish Universities of Applied Sciences. In: M. Kantola, F. De Jong, M. Willemse, I. Berghmans (guest-editors), EAPRIL 2016, Vol. 2016/4 EAPRIL special issue , : UAS-Journal, Vol.( EAPRIL 2016).
Heikkinen, H.L.T., De Jong, F., & VanderLinde, R. (2016). What is (good) practitioner research? Vocations and learning, 9(1), p 1-19. DOI: 10.1007/s12186-016-9153-8.
Van den Berg, N. (2016). Boundary crossing competences of educators and researchers in working on educational issues. In: M. Kantola, F. De Jong, M. Willemse, I. Berghmans (guest-editors), EAPRIL 2016, Vol. 2016/4 EAPRIL special issue: UAS-Journal, Vol. (EAPRIL 2016).
Velázquez, E., Raté, S., & De Jong, F. (in print). Analysing Students’ Knowledge-Building Skills By Comparing Their Written Production To Syllabus. The Advances in Intelligent Systems and Computing series, Vol. 544, Chapter 32. London: Springer Nature.
Bennet, De Jong, F. & Vanderlinde, R. (2016) (Guest-coordinating-editors). Improving professional practice and competencies with practice-based research. Special issue. Vocations and learning, .9(1). ISSN: 1874-785X (Print) 1874-7868 (Online).

Van Beek, J.A., De Jong, F.P.C.M., Minnaert, A.E.M.G., & Wubbels, T. (2014). Teachers’ practice in secondary vocational education: Between teacher control and student self-regulation. Teaching and Teacher Education: an International Journal of Research and Studies, vol 40, 1-9.

De Jong, F., De Beus, M., Richardson, R., & Ruijters, M. (2013). Ecologically and Transdisciplinarilly Inspired research: Starting Points for Practitioner Research and Sustainable Change, In: T. Zohar Harel (Guest Ed.) Special issue: Sustainability: Multi-Disciplinary Perspectives. Journal of organisational transformation & social change, vol 10, 163-177.
Frijters, S., Van Werven, I., Richardson, R., & Biemans, H. (2013). Outdoor Learning in Secundary Education, what is to gain? A Systematic Literature Review. Journal of Environmental Education.
Rietveld, N., Op den Buijs, T., & Richardson, R. (2013). Multiculturele Attituden van defensiemedewerkers. Militaire Spectator, 182, nummer 6 – 2013, 288-301.
Van Benthum, N., Gullikers, J, De Jong, F. & Mulder, M. (submitted). Designing an Observation Instrument to benchmark assesessment for learning practice. Assessment in Education: Principles, Policy & Practice.

Bakx, G. & Richardson, R. (2012). Risk assessments at the Royal Netherlands Air Force: an explorative study. Journal of Risk Research, www.tandfonline.com/doi/abs/10.1080/13669877.2012.726249.

Richardson, R., Op den Buijs, T., & Van der Zee, K. (2011). Changes in multicultural, Muslim and acculturation attitudes in the Netherlands armed forces. International Journal of Intercultural Relations, vol. 35, 5, 580-591.
Van Benthum, N. & De Jong, F. (2011). Opvattingen van studenten en studieloopbaanbegeleiders over het gebruik van het persoonlijk ontwikkelingsplan en hun verbetersuggesties. Tijdschrift voor Hoger Onderwijs28 (3); 142-152

Veenman, S., Benthum, N. van, Bootsman, D., Dieren, J. van, Kempen, N. van (2002). Cooperative learning and teacher education. Teaching and teacher education, 18, 87-103.

Benthum, N. van, Dieren, J. van & Veenman, S (2000). Leren coöperatief te leren. Velon, tijdschrift voor lerarenopleiders 21 (1), 31-37.