Henderien Steenbeek

Hanzehogeschool Groningen

The notion of autonomy in Self-Determination Theory is at the core of intrinsically motivated learning, and fulfilment of the need for autonomy is essential for thriving at school. Therefore teacher-provided autonomy support has grown into a key concern in educational research. In the present study into primary school music education, the notion of...

The pervasive phenomenon of adaptivity in face-to-face interaction is described inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. We explored 33 adaptivity concepts and various adaptivity theories from different fields. W...

This study aimed to explore the interaction between teachers and young students in terms of their question and answer patterns during science lessons and to investigate whether this changes over the course of an intervention called ‘Language as a Tool for learning science’ (LaT). It also compared experienced teachers with novices. A total of 16 tea...

In the book chapters we have defined dynamic models as iterative models, where each next step is based on the preceding step. In this chapter we will introduce and discuss growth models, a type of iterative, dynamic model where the next level of a variable is a function of its preceding value and a growth rate. We will also see that growth processe...

Project om leerkrachten te ondersteunen en bewuster te maken Leerkrachten vinden het lastig om leerlingen met een autismespectrumstoornis (ASS) passende ondersteuning te geven en een goede relatie met ze op te bouwen. Om leerkrachten hierin te ondersteunen, werden onder meer de interacties tussen hen en leerlingen met ASS onderzocht. Daaruit bleek...

We developed a teacher professionalisation intervention, called “Language as a Tool for Learning Science”, that focuses on language use during early elementary science lessons, based on video feedback coaching. The aim of this study was to investigate possible changes in teacher student behaviour during this intervention, by analysing teacher-stude...

Highlights: When educational policies change, this may impact the needs of educational professionals. We identified four groups of educational professionals with different needs when teaching students with ASD. Differences and similarities in needs between these groups were highlighted. Groups differed in their need for collaboration, didactic stra...

Introduction article to thematic issue of Cultuur+Educatie on arts education from a 'curious minds' ('talentenkracht')-perspective.

Abstraction is considered an essential aspect of computational thinking. Primary schools are starting to include computational thinking into the curriculum. However, in order to guide their support, teachers need to know how to recognize abstraction. In this paper, we present how we can observe abstraction in young children tasked with solving an a...

Long-term learning trajectories evolve through microdevelopmental sequences (i.e., short-term processes of change during learning tasks) and depend on variability during and across learning tasks. The aim of this study is to examine the coupling between short-term teacher-student dynamics and students’ long-term learning trajectories, thereby provi...

We used a validated agent-based model—Socio-Emotional CONcern DynamicS (SECONDS)—to model real-time playful interaction between a child diagnosed with Autism Spectrum Disorders (ASD) and its parent. SECONDS provides a real-time (second-by-second) virtual environment that could be used for clinical trials and testing process-oriented explanations of...

Under the premise that language learning is bidirectional in nature, this study aimed to investigate syntactic coordination within teacher-student interactions by using cross-recurrence quantification analysis (CRQA). Seven teachers' and a group of their students' interactions were repeatedly measured in the course of an intervention in early scien...

We used a validated agent-based model -- Socio-Emotional CONcern DynamicS (SECONDS) -- to model real-time playful interaction between a child diagnosed with Autism Spectrum Disorders (ASD) and its parent. SECONDS provides a real-time (second-by-second) virtual environment that could be used for clinical trials and testing process-oriented explanati...

The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students’ cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of thought...

Subconsciously, experienced teachers make use of situated knowledge: knowledge that is connected to, and arises from, the interactions between the physical environment where the action takes place and a material body acting in that environment. Since situated knowledge is important in day-to-day teaching to solve incidents, it should be taught in t...

Video footage is frequently used at teacher education. According to Sherin and Dyer (2017), this is often done in a way that contradicts recent studies. According to them, video is suitable for observing and interpreting interactions in the classroom. This contributes to their situated knowledge, which allows expert teachers to act intuitively, imm...

Teachers use situated knowledge to deal with the complex and diffuse educational contexts they operate in. To be able to take deliberated action, based on the situated knowledge, reflection is necessary during the teacher training. Video cases with common, real world situations are suitable for reflection because of their holistic and diffuse chara...

This article concentrates on the question what kind of model - conceptual and statistical - can serve as a good working model for the study of learning and teaching processes qua processes. We claim that a good way of answering this question is to begin by observing a teaching and learning process as, where, and when it occurs. In addition, a conce...

Wieke Dalenberg. A true love story. Young people’s romantic and sexual development in the context of everyday life. Groningen: University of Groningen, 2016, 147 p., ISBN 978 94 6332 100 6

Studying real-time teacher-student interaction provides insight into student's learning processes. In this study, upper grade elementary teachers were supported to optimize their instructional skills required for co-constructing scientific understanding. First, we examined the effect of the Video Feedback Coaching intervention by focusing on change...

In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pupil system that is constructed in real-time intera...

This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the academic language use of students (Nintervention = 18,...

This study used a dynamic approach to explore bidirectional sequential relations between the real-time language use of teachers and students in naturalistic early elementary science lessons. It also compared experienced teachers (n = 22) with novice teachers (n = 8) with respect to such relations. Verbal interactions were transcribed and coded at t...

This article describes the effectiveness and sustainability of teacher professional development interventions from a complexity view point as well as a more ‘standard’ viewpoint. The first aim of this study is to give a theoretical overview of effective aspects of interventions regarding teachers’ professionalizing using recent literature. The seco...

Across different domains, from sports to science, some individuals accomplish excellent levels of performance. For over 150 years, researchers have debated the roles of specific nature and nurture components to develop excellence. In this article, we argue that the key to excellence does not reside in specific underlying components, but rather in t...

To fully understand the effect of science education interventions on students’ performance, insight is needed in the properties of teaching-learning processes in individual teacher–student pairs. The assessment of students’ performance during group-based interventions in inquiry learning has been given much attention in the recent years, while the...

Dynamic systems approaches have much to offer to theory, research and practice in developmental psychopathology. From the standpoint of dynamic systems theory, it is unhelpful to think of psychopathology in terms as a set of fixed forms that lie within individual persons. Instead, patterns of maladaptive behavior are emergent phenomena that arise a...

In the context of an educational or clinical intervention, we often ask questions such as “How does this intervention influence the task behavior of autistic children?” or “How does working memory influence inhibition of immediate responses?” What do we mean by the word influence here? In this article, we introduce the framework of complex dynamic...

Effects of physical exercise during educational tasks on learning are not obvious. This study examines the effects of movement on learning fraction skills at a physically active Playful Learning Environment (PLE). Employing a mixed-method approach, we investigated whether differences in motivational and verbal helping behaviour processes (underlyin...

Intraindividual variability is a key component in explaining children's development and learning. Studying this type of variability on the micro-timescale can help us understand real-time constructive processes and the subsequent long-term development. The aim of this article is to study the process of children's understanding of floating and sinki...

The notion of complexity — as in “education is a complex system” — has two different meanings. On the one hand, there is the epistemic connotation, with “Complex” meaning “difficult to understand, hard to control”. On the other hand, complex has a technical meaning, referring to systems composed of many interacting components, the interactions of w...

This study was focused on the role of gender-related differences in collaborative play, by examining properties of play as a complex system, and by using micro-genetic analysis techniques. A complex dynamic systems model of dyadic play was used to make predictions with regard to duration and number of contact-episodes during play of same-sex dyads,...

In educational settings, continuous assessment of the child's level of understanding is necessary to effectively utilize the principles of scaffolding and to create contexts that can advance the scientific reasoning of the child. In this article, we argue that a child's performance is a dynamic notion that is created by all elements in an interacti...

In this article we shall focus on learning-teaching trajectories ='successful' as well as 'unsuccessful' ones - as emergent and dynamic phenomena resulting from the interactions in the entire educational context, in particular the interaction between students and teachers viewed as processes of intertwining self-, other- and co-regulation. The arti...

This paper examines whether young special needs (SN) students with emotional/behavioral difficulties (age 3–5, n = 14 ) reach lower understanding levels than regular students (age 3–5, n = 17 ) while working on two scientific tasks under a condition of scaffolding (e.g., follow-up questions depending on students' levels of understanding). Understan...

In order to study the development of scientific reasoning in children, it is necessary and also challenging to compare performances of children over different tasks and/or situations. Previous research indicates that children's performance is highly influenced by the context, which stresses the need for a task-independent measure. In this paper, sk...

This study aims at examining problematic learning trajectories of students with emotional behavioral disorders (EBD) by means of a longitudinal and time serial (micro genetic) study of individual instruction sessions during arithmetic lessons. Micro genetic analysis techniques were applied on the variable “responsiveness” in the scaffolding dynamic...

The development of L1 and L2 are described as co-adaptation between an expert and a novice, based on the framework of complex dynamic systems. We present three dynamic models. The first focuses on L1 and describes the caregivers’ adaptation to the language level of the child, and the child's acquisition of the language as a form of adaptation to th...

In order to maintain its economic growth and the current level of wealth, the Netherlands need people with a scientific education who can ensure continuous technical capability of the highest standards in all fields of expertise. Unfortunately, a shortage of people with such qualifications is predicted (Van Benthem, Dijkgraaf & De Lange, 2005). Sev...

Cramer et al.'s article is an example of the fruitful application of complex dynamic systems theory. We extend their approach with examples from our own work on development and developmental psychopathology and address three issues: (1) the level of aggregation of the network, (2) the required research methodology, and (3) the clinical and educatio...

ABSTRACT— Immordino-Yang’s description of the unexpected recovery of 2 boys with severe brain trauma is an example of the interplay between the plasticity of the brain and the plasticity of the context. It highlights the dynamics of “wants and cans” and the specific role of motivation in this dynamic. As an example of how this dynamic can evolve in...

Studying short-term dynamic processes and change mechanisms in interaction yields important knowledge that contributes to understanding long-term social development of children. In order to get a grip on this short-term dynamics of interaction processes, the authors made a dynamic systems model of dyadic interaction of children during one play sess...

Overview Human development and education can benefit from a framework that analyzes behavior and brain change as involving dynamic systems processes. Dynamic systems researchers build specific models focusing on processes of change in learning and teaching, beginning with individual growth patterns and including in mathematical models multiple laye...

There is a wealth of research on the relation of sociometric status and other psychological constructs and behavioural properties. Surprisingly, few studies focus on the stability of sociometric status. Existing studies focus on long-term stability, on short-term variability as a form of measurement error, and are limited to ratings that children r...

A theory of the dynamics of dyadic interaction is presented, based on the concepts of “concern” (i.e., intentions, goals, and interests), “appraisal” and “contagiousness”. Differences between children who participate in a specific interaction are linked to differences in social competence and social power. An overview is given of the social psychol...

In this article we have reinterpreted a relatively standard definition of scaffolding in the context of dynamic systems theory. Our main point is that scaffolding cannot be understood outside the context of a dynamic approach of learning and (formal or informal) teaching. We provide a dynamic systems model of learning and teaching in which the noti...

The basic properties of a dynamic systems approach of development are illustrated by contrasting two simple equations. One, yt+1 = f (yt), is characteristic of dynamic systems models. The other, yi = f (xi), refers to what, for the sake of simplicity, is referred to as the standard developmental approach. We give illustrations from cognitive, langu...

This article describes the construction and validation of a dynamic systems model of dyadic interaction, applied to a dyadic play situation between children of different sociometric statuses. The introduction addresses research on social interaction, principles of dynamic systems, and of simulation. We proceed with a discussion of our interaction m...

This study aimed at comparing the stability of three methods for two-dimensional sociometric status determination, including (1) the recently developed SSrat technique (Maassen, Akkermans, & Van der Linden, 1996), as well as (2) the procedure of Howes (1988), which is based on the algorithm and classification criteria of Coie and Dodge (1983), and...

Key Words Coherence W Dyadic interaction W Dynamic systems W Fuzziness W Modeling W Peer-interaction W Play W Responsiveness W Variability Yan and Fisher emphasize the importance of studying variability, in order to 'ana-lyze processes of change in learning and development (p. 2)'. By studying patterns of variations in cognitive data, one can 'reve...

In general, children with a range of special needs have below-average motivation and perceived control. We have investigated whether differences exist between the types of problem in different special groups. Theory distinguishes between two types: low motivation and perceived control can be based either on a low perceived contingency, or on a low...

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The aim of this thesis is to contribute to the understanding of interaction (-patterns) of children of different sociometric statuses in dyadic child-peer interaction. The first major question in this thesis is: Can a dynamic systems model help in expanding our understanding of interaction patterns of children, and if so, what is the empirical vali...

Auteursnaam op omslag: Henderien Steenbeek. Proefschrift Rijksuniversiteit Groningen. Met lit.opg. - Met samenvatting in het Nederlands.

In dit artikel wordt beschreven hoe 'TalentenKracht' een bijdrage levert aan de professionalisering van leerkrachten in het basisonderwijs op het gebied van wetenschap en techniek. In het onderzoeksprogramma 'TalentenKracht' wordt door een brede groep wetenschappers met zeer verschillende ach- tergronden van zes universitaire instellingen samengewe...