Ton Mooij

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Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an interactional co-constructive process at various levels is(More)
  • Ton Mooij
  • 2005
BACKGROUND Research on pupils' bullying (1991) and violence (1993) motivated the Dutch Ministry of Education, Culture and Science to initiate a national campaign on school safety. The government campaign was undertaken from 1995 to 2000. AIM To test for differences in secondary pupils' bullying and violence before and after the campaign while controlling(More)
  • T Mooij
  • 1999
BACKGROUND In an earlier article (Mooij, 1999c) a theoretical multilevel model to promote prosocial pupil behaviour by stimulating specific educational conditions was developed. AIMS To carry out school interventions to check empirically whether pupil level effects occur because of educational changes at the classroom and school level. SAMPLES Seven(More)
In line with fear of crime research, schools should be secure places where pupils feel safe in order to function well. Various types of risk and promotive variables at school and pupil level may differently influence a pupil's feelings of safety in school, the school surroundings, and at home. The aim is to elaborate and test a theoretical two-level model(More)
Digitization, the Internet, and information or webometric interdisciplinary approaches are affecting the fields of Scientometrics and Library and Information Science. These new approaches can be used to improve citation-only procedures to estimate the quality and impact of research. A European pilot to explore this potential was called “European Educational(More)
In Ôcontextual learning theoryÕ three types of contextual conditions (differentiation of learning procedures and materials, integrated ICT support, and improvement of development and learning progress) are related to four aspects of the learning process (diagnostic, instructional, managerial, and systemic aspects). The resulting structure consists of 15(More)
BACKGROUND In preschool and primary education, pupils differ in many abilities and competences (giftedness). Yet mainstream educational practice seems rather homogeneous in providing age-based or grade-class subject matter approaches. AIMS To clarify whether pupils scoring initially at high ability level do develop and attain differently at school with(More)