Chiel van der Veen



Deze pagina is verplaatst. U wordt doorgestuurd.

+31 20 59 83432
3e-25
chiel.vander.veen@vu.nl
faculteit der gedrags- en bewegingswetenschappen ( onderw.wetensch )
PhD Candidate

Chiel van der Veen is a PhD Candidate and lecturer in Research and Theory in Education at the Vrije Universiteit Amsterdam, the Netherlands. His research project focuses on the effect of productive classroom dialogue on the promotion of oral communicative competence in children in the early grades of primary school. He holds a Master's degree (MSc) in Theory and Research in Education (cum laude) and a Bachelor's degree (BSc) in Primary Teacher Education. From July until September 2015 he was appointed as visiting scholar at the Clark University, department of Education. Besides finishing his dissertation, he is PI of a NRO-funded research project on the effect of mind mapping in early childhood classrooms and supervising a PhD-project on the relation between pragmatic language ability and social acceptance in early childhood education.

Keywords: Oral language development, Primaray Education, Communicative Competence, Revoicing, Dynamic Assessment (DA), Developmental Education, Vygotskij, Zone of Proximal Development (ZPD), Narrative Competence, Vocabulary Development, Developmental Potential, Teacher-Child Interaction, Abstract Thinking, Cultural Historical Activity Theory (CHAT).

LinkedIn TwitterEmail 

VISITING ADDRESS: van der Boechorststraat 1, 1081 BT Amsterdam, the Netherlands; Transitorium, room 3E-25
POSTAL ADDRESS: Afdeling Pedagogisch- en Onderwijswetenschappen | van der Boechorststraat 1, 1081 BT Amsterdam, the Netherlands

For more information see my personal website: http://www.chielvanderveen.nl

                                                                                                                                                                                    

I. PRODUCTIVE CLASSROOM DIALOGUE (2012-ongoing)

In this research project we focus on the effect of productive classroom talk and metacommunication on the promotion of oral communicative competence and shared thinking in children in the early grades (children aged 4-7) of primary school. This project is based on (1) a large scale survey and case-studies to explore the promotion of oral communicative competence in practice; (2) a formative intervention (design-based) to develop an intervention that promotes children's oral communicative competence through productive classroom talk; and (3) cross-sectional quasi-experimental research to study the effects of modeling on children’s oral communicative competence. Supervisors are prof.dr. Bert van Oers (Vrije Universiteit Amsterdam), dr. Claudia van Kruistum (Vrije Universiteit Amsterdam), and prof.dr. Sarah Michaels (Clark University, Worcester, MA).

II. PRAGMATICS AND CHILDREN'S SOCIAL ACCEPTANCE (2014-ongoing)
Project focussing on the relationship between young children's oral communicative competence and social acceptance. Research team: Femke van der Wilt, MSc, dr. Claudia van Kruistum, prof. dr. Bert van Oers, and Chiel van der Veen, MSc. 

III. MINDMAP ACTIVITIES IN EARLY CHILDHOOD CLASSROOMS (2014-ongoing)
In this project we focus on the effect of mindmap activities (as graphic organizers) in the context of reading activities on young children's language development (i.e., vocabulary, listening skills, oral language skills). Research team: Monica Koster, MSc., Femke van der Wilt, MS., dr. Claudia van Kruistum, Marjolein Tuinhout, BSc., Rianna Hofma (Vensterschool Noordwolde), Hieke van Til (Stichting Taalvorming), prof. dr. Sarah Michaels (Clark University), prof. dr. Cathy O'Connor (Boston University), and Chiel van der Veen, MSc (PI).

IV. DYNAMIC ASSESSMENT (2011-2012)
The term Dynamic Assessment was first used by Luria, a colleague of Vygotskij. According to Sternberg and Grigorenko (2002) it can be described as an assessment approach that takes into account the results of an intervention. This  is closely related with Vygotskij’s Zone of Proximal Development (ZPD). Basically, Dynamic Assessment can be seen as a pedagogical instantiation of the ZPD (see Lantolf, 2009). In Dynamic Assessment approaches, instruction (as mediation) and assessment are dialectically integrated into a single activity. With several colleagues from De Activiteit, national center for Developmental Education, I developed strategies for Dynamic Assessment of both narrative competence and vocabulary development. These procedures were tested in pilot studies and were found to be reliable. Besides, validity of the developed instruments is high. In the near future these instruments will be further developed in order to make them suitable for a wider group of teachers. Objectivity, reliability, and validity will be reconsidered. Besides, more research is needed to make these instruments more suitable for use in classroom situations. Research team: prof. dr. Bert van Oers, dr. Marielle Poland, and Chiel van der Veen, MSc.

TEACHING INCLUDES:

EDUCATION:
  • 2012 - present: PhD in Research and Theory in Education. Vrije Universiteit Amsterdam
  • 2013: University Teaching Qualification (UTQ/BKO), individual trajectory. Vrije Universiteit Amsterdam
  • 2008 - 2010: MSc in Research and Theory in Education. Vrije Universiteit Amsterdam (judicium: cum laude)
  • 2004 - 2008: BSc in Primary Teacher Education. CHE University of Applied Sciences, Ede, the Netherlands
EXPERIENCE:
  • 2016 - present: Research and lecturer in the department of Research and Theory in Education, Vrije Universiteit Amsterdam
  • 2012 - present: PhD Candidate in the department of Research and Theory in Education. Vrije Universiteit Amsterdam
  • 2015: Vistiting scholar in the department of Education, Clark University (with prof. Sarah Michaels)
  • 2011 - 2013: Lecturer in the department of Research and Theory in Education. Vrije Universiteit Amsterdam
  • 2008 - 2012: Primary School Teacher
  • 2010 - 2012: Researcher and teacher trainer. De Activiteit, center for Developmental Education Alkmaar
  • 2010: Student Assistant in the Center for Educational Training, Assessment, and Research. Vrije Universiteit Amsterdam
  • 2009: Student Assistant in the department of Theory and Research in Education. Vrije Universiteit Amsterdam
  • 2007-2008: Student Assistant in the Department of Education, CHE University of Applied Sciences, Ede  

Download my Curriculum Vitae (pdf; last updated July 2015).

 

empty


LIST OF ALL PUBLICATIONS

ACADEMIC PUBLICATIONS

van der Veen, C., Dobber, M., & van Oers, B. (accepted). Implementing Dynamic Assessment of vocabulary development as a trialogical learning process: A practice of teacher support in primary education schools.Language Assessment Quarterly: An International Journal.

van der Veen, C., de Mey, L., van Kruistum, C., & van Oers, B. (in press). The effect of productive classroom talk and metacommunication on young children’s oral communicative competence and subject matter knowledge: An intervention study in early childhood education. Learning and Instruction.

van der Veen, C., van Kruistum, C., & Michaels, S. (2015). Productive classroom dialogue as an activity of shared thinking and communicating: A commentary on Marsal.Mind, Culture, and Activity: An International Journal, 25(4), 320-325. 

van der Wilt, F., van Kruistum, C., van der Veen, C., & van Oers, B. (in press/2017). Gender differences in the relationship between oral communicative competence and peer rejection: An explorative study in early childhood education.European Early Childhood Education Research Journal, 25(2). 

van der Veen, C. & Wolbert, L. (2014). Human flourishing in Developmental Education schools: A collaborative project perspective. In A. Blunden (Ed.), Collaborative projects: An interdisciplinary study (336-341). Leiden/Boston: Brill.

van der Veen, C. & Poland, M. (2012). Dynamic Assessment of narrative competence. In B. van Oers (Ed.), Developmental Education for young children: Concept, practice, and implementation (pp. 105-119). Dordrecht: Springer.

van der Wilt, F., van der Veen, C., van Kruistum, C., & van Oers, B. (revised & re-submitted). The relation between pragmatic language ability and social acceptance in early childhood education and the moderating role of sex.

van der Wilt, F., van der Veen, C., van Kruistum, C., & van Oers, B. (submitted). Language skills, social skills? The relation between pragmatic language ability and social acceptance in early childhood education. Orthopedagogiek: Onderzoek en Praktijk.      

van der Veen, C., van Kruistum, C., & van Oers, B. (in progress). Patterns in the education of young children's oral communicative competence. A multiple case study in innovative classrooms.

PAPERS, POSTERS, WORKSHOPS and PRESENTATIONS (selected)

van der Veen, C., de Mey, L., van Kruistum, C., & van Oers, B. (2016, July). The effect of productive classroom talk on young children’s oral communicative competence. Paper to be presented at the Annual Meeting of the Society for Text and Discourse, Kassel, Germany.

van der Veen, C. (2016, July). Geef ze de ruimte! De rol van de leraar in de 21e eeuw. Invited keynote at afstudeerceremonie afdeling Educatie (Pabo) van de Christelijke Hogeschool Ede, the Netherlands.

van der Veen, C. (2016, June). Onderzoek en innovatie in het kleuteronderwijs: Trends en stof voor debat. Invited keynote at the Kleutergewijs Ontmoetingsdag, Brussels, Belgium.

van der Veen, C., de Mey, L., van Kruistum, C., & van Oers, B. (2015, November). The effect of productive classroom talk and metacommunication on young children's oral communicative competence: An intervention study in early childhood education. Paper presented at the Interuniversity Center for Educational Research (ICO) Fall School, Utrecht, the Netherlands. 

van der Veen, C. (2015, September). Productive classroom dialogue in early childhood classrooms in the Netherlands. Invited talk at the Jacob Hiatt Center for Urban Education, Clark University, Worcester, MA, USA. 

van der Veen, C. (2015, September). The effect of productive classroom dialogue on young children's oral communicative competence. Invited talk at the Developmental Studies Research Group, City University of New York, NY, USA.

van der Veen, C., van Oers, B., & Michaels, S. (2014, October). The value of revoicing in processes of shared thinking in classroom dialogue. In C. van der Veen (Chair), A conceptual and empirical exploration of the concept of revoicing. Symposium conducted at the 4th conference of the International Society for Cultural and Activity Research (ISCAR), Sydney, Australia. 

van der Veen, C., & van Oers, B. (2014, September). Promoting the use of productive talk and metacommunication in classroom dialogue. Paper presented at the PhD day of the 4th conference of the International Society for Cultural and Activity Research (ISCAR), Sydney, Australia.

van der Veen, C., & van Oers, B. (2014, August). Teachers’ use of revoicing in developing topic-predicate structures in classroom conversations. Paper presented at the Open Spaces for Interaction and Learning Diversities meeting of the European Association for Research on Learning and Instruction (EARLI), Padova, Italy.

van der Veen, C. (2014, March). Enkele gedachten over toetsing in Ontwikkelingsgericht Onderwijs. Lezing tijdens de algemene ouderavond van Basisschool De Kleine Reus. Amsterdam, the Netherlands.

van der Veen, C. (2014, March). Toetsing in Ontwikkelingsgericht Onderwijs. OGO-Collegetour basisschool De Driestam. Eindhoven, the Netherlands.

van der Veen, C., Mooij, N. & van Zanen, L. (2013, November). Productive Talk in Ontwikkelingsgericht Onderwijs. Bijdrage aan de 5e Nationale Startblokkenconferentie. Arnhem, the Netherlands.

van der Veen, C., van Oers, B., & Michaels, S. (2013, November). Searching for patterns in the education of young children's oral communicative competence. Poster presented at the ICO Fall School. Maastricht University, the Netherlands.

van der Veen, C. (2013, April). Plenaire reactie op het boek van Wilna A.J. Meijer: Onderwijs, weer weten waarom. Bijzondere bijeenkomst van het Kohnstamm-netwerk aan de Faculteit der Psychologie & Pedagogiek, Vrij Universiteit Amsterdam, the Netherlands.

van der Veen, C. & Heijster, M. (2013, April). Assessment in Ontwikkelingsgericht Onderwijs. Hoe het ook anders kan. Bijdrage aan het seminar 'Vertrouw jij nog op je eigen expertise als leerkracht?' Vereniging voor Meesterschappers. Amsterdam, pakhuis de Zwijger, the Netherlands.

van der Veen, C., Hagenaar, J., van der Meer, L., van den Berg, S., Dol, H. & Glas, E. (2013, March). Filosoferen met kinderen in Ontwikkelingsgericht Onderwijs. Round table at Conferentie voor Ontwikkelinsgericht Onderwijs. Ede, the Netherlands.

van der Veen, C. & van Oers, B. (2013, February). The effect of modeling on the promotion of oral communicative competence in young children. Poster presented at the second German-Dutch ISCAR symposium, Amsterdam, the Netherlands. [download paper]

Bruin, T., van der Veen, C., & Snoek, M. (2011, November). Supporting teachers' collaborative research in primary education: On the role of school leaders and supervisors. Paper presented at the EAPRIL conference, Nijmegen, the Netherlands. [download paper]

van der Veen, C. & Pompert, B. (2011, September). Implementing Dynamic Assessment in the classroom: A practice of teacher support in schools for Developmental Education. Paper presented at the third ISCAR Congress, Rome, Italy. [download slides]


PROFESSIONAL PUBLICATIONS (selected)  

Tuinhout, M., van der Veen, C., & Hofma, R (2016). Mindmappen met kleuters. Effect op begrijpend luisteren en woordenschat.De Wereld van het Jonge Kind, 46(10), 22-25.

van der Wilt, F., van der Veen, C., & van Kruistum, C. (2016). Sociale relaties tussen kleuters. Sociometrisch onderzoek uitvoeren.De Wereld van het Jonge Kind, 43(7), 4-7.

van der Wilt, F., van der Veen, C., van Kruistum, C. & van Oers, B. (2016). Meer vriendjes door beter communiceren?Didactief, 46(3), 24-25.

van der Veen, C., van Kruistum, C., & van Oers, B. (2016). MODEL2TALK. Dialogische gesprekken in de kleuterklas.Beter Begeleiden Magazine, 10-13.

Hofma, R., & van der Veen, C. (2015). Leer kleuters mindmappen. Je kunt er niet vroeg genoeg mee beginnen. MeerTaal, 2(2), 19-21.

Slob, L. & van der Veen, C. (2014). Online bronnenonderzoek. Zoekgedrag op internet. Jeugd in School en Wereld, 98(8), 6-9. 

van Schaik, M. & van der Veen, C. (2013, December 17). Meten of écht kijken? Stellingen voor een voortdurende onderwijspedagogische discussie over opbrengsten. Retrieved from: http://goo.gl/Po9Wrf

van der Veen, C., Dobber, M., & van Oers, B. (2013). Ontwikkelingsgericht Onderwijs...werkt dat? De belangrijkste onderzoeksresultaten op een rij. Zone, tijdschrift voor Ontwikkelingsgericht Onderwijs, 12(4), 8-12.

van der Veen, C. (2013). Opbrengstgericht werken, een koud kunstje? Villa Kakelbont als good practice. Zone, Tijdschrift voor Ontwikkelingsgericht Onderwijs, 12(1), 10-12. [download]

van der Veen, C. (2013). Faits divers. Didactief Special Ontwikkelingsgericht Onderwijs. Didactief, 43(1), 6-7. [download]

van der Veen, C., de Haan, D., Fijma, N. & Wardekker, W. (2013)(red.). Didactief Special Ontwikkelingsgericht Onderwijs. Didactief, 43(1), 1-16. [download]

van der Veen, C. (2012). Waarom een Ipad alleen niet genoeg is om tot leren te komen. In de leer bij Engeström. Zone, Tijdschrift voor Ontwikkelingsgericht Onderwijs, 11 (3), 7. [download]  

van der Veen, C. (2011). Spelen in de bovenbouw, onderzoeken in de onderbouw. Zone, Tijdschrift voor Ontwikkelingsgericht Onderwijs, 10 (3), 4-7. [download]

van der Veen, C. & Bruin, T. (2010). Van prototype tot écht spel. Leerlingen in de rol van spelletjesontwerper. Jeugd in School en Wereld, 95 (3), 12-15. [download

van der Veen, C., Staring, M. & Hagenaar, J. (2010). Geef mij de ruimte maar! Een technische community. Zone, Tijdschrift voor Ontwikkelingsgericht Onderwijs, 9 (2), 22-24. [download]

van der Veen, C. (2009). De pendel tussen theorie en praktijk. Onderzoeksgerichte houding door OPLIS? In F. Sengers et al. (red.), De Academische Opleidingsschool. Samen opleiden, onderzoeken en onderwijs ontwikkelen (pp. 79-81). Amsterdam: ASKO/Hogeschool van Amsterdam. [download

Bakker, H. & van der Veen, C. (2008). Learning apart together. Een LIO-stage op een OGO-school. Zone, Tijdschrift voor Ontwikkelingsgericht Onderwijs, 7 (4), 20-22. [download]

RESEARCH REPORTS  

van der Veen, C. (2013). Begrijpend luisteren en lezen op Villa Kakelbont: Planning, Instructie en Evaluatie. Amsterdam: Vrije Universiteit, interne publicatie.

van der Veen, C. (2012). Betekenisvol evalueren van taalonderwijs op Villa Kakelbont. Amsterdam: Vrije Universiteit, interne publicatie.

Slob, L. & van der Veen, C. (2012). Jonge onderzoekers met internet als informatiebron: Vaardigheden die jongens en meisjes inzetten bij het zoeken op het web. Amsterdam: Vrije Universiteit, interne publicatie. [download]

van der Veen, C., van Oers, B., & Wilshaus, R. (2009). De pendel tussen lerarenopleiding enopleidingsschool: de bijdrage van actieonderzoek aan de ontwikkeling van studenten binnen hun pendel tussen theorie en praktijk. Amsterdam: ASKO/Pabo Hogeschool van Amsterdam, interne publicatie. [download

VIDEOS
van der Veen, C., Post, S. & Schuurman, I. (2009). Geef mij de ruimte maar! Samen op onderzoek in een onderzoeksgemeenschap. Alkmaar: De Activiteit, short film. [view part 1 / view part 2]


PROFESSIONAL ACTIVITIES
  • 2015 - present: Guest-editor for Learning and Instruction
  • 2013 - present: Co-founder and chairman of the Vygotskij Foundation
  • 2013: Reviewer for the ISCAR 2014 Congress
  • 2012 - present: Co-organizer of the Interuniversity's Cultural Historical Activity Theory (CHAT) Reading Group
  • 2013: Member of the local organizing committee of the second German-Dutch ISCAR symposium
  • 2012 - present: Ad hoc reviewer for Mind, Culture, and Activity: An International Journal, Outlines: Critical Practice Studies, and Learning and Instruction
  • 2011 - present: Organizer of the Research and Theory in Education department's colloquium series
  • 2011: Examiner of the bachelor's thesis at CHE University of Applied Sciences, Ede, the Netherlands
ORGANIZATIONS
  • Member of the Vereniging voor Onderwijs Research [VOR; The Netherlands Educational Research Association]
  • Member of the Interuniversity Center for Educational Sciences [ICO]
  • Member of the William James Graduate School [WJGS]
  • Member of the International Society of Cultural and Activity Research [ISCAR]
  • Member of the Academie voor Ontwikkelingsgericht Onderwijs [Academy of Developmental Education
NOMINATIONS
  • June 2016: Nominated (top 3) for the Teacher Talent Award for best junior lecturer of the Vrije Universiteit Amsterdam
  • June 2016: Best junior lecturer (teacher talent) in the Faculty of Behavioural and Movement Sciences
  • January 2015: Nominated (second place) for teacher of the year in the Faculty of Psychology and Education, VU University Amsterdam.
  • January 2011: Nominated for the best master's thesis of the Faculty of Psychology and Education, VU University Amsterdam 
  • October 2008: Nominated for the OnderwijsTopTalentPrijs for the best national bachelor's thesis in the field of teacher education 

  

  

Nevenwerkzaamheden

Vygotskij Foundation - Voorzitter Amsterdam, 17 januari 2015
ThiemeMeulenhoff - Redactielid Amersfoort, 01 januari 2016
Laatste wijzigingen Nevenwerkzaamheden: Amsterdam 27 januari 2017