Research projects

Oral communicative competence and social acceptance in early childhood education (completed)

It is generally assumed that peer relations are of major influence on children’s socio-cognitive development. In this project the relation between oral communicative competence and social acceptance is investigated in early childhood education.

Social networks: integrating new technologies into secondary education classrooms in Brazil (completed)

This research project explores (1) how teachers and students implement activities involving digital communication tools and (2) if communication among teachers and between teacher and students can be improved by using social networking sites like Facebook.

Model2Talk (completed)

Model2Talk is a research project in which the oral communicative skills of preschoolers are investigated. The aim is to establish whether these skills can be promoted through a classroom intervention that positively values oral communication and demonstrates effective strategies for oral communication.

Mind mapping in early childhood education (completed)

In this project teachers learn how to make use of mind maps during reading activities with children aged 4-7. The aim is to investigate the effects of mind mapping on speaking and listening skills as well as vocabulary knowledge.

Digital media lessons for youth growing up in poverty (completed)

In this study, commissioned by the Amsterdam municipality, needs and opportunities are assessed for an after-school program in digital media skills targeted at youth from low-income families.

Young children (0-8) and digital technology (completed)

This project by the Joint Research Centre, the European Commission’s in-house science service, concerns a cross-national and qualitative study into young children and their families’ experiences with new technologies.

SALSA (completed)

In the SALSA project the reading and writing development of at-risk adolescents in secondary education was investigated. The main goal of the overall project was to examine which factors have the strongest impact: the attention given to reading and writing at school, students’ out-of-school literacy activities and/or students’ individual attributes (language background, skills, attitudes).