Dr. Arnoud Oude Groote Beverborg

arnoud

Assistant Professor at the Department for Educational Research and the Centre for School Development

 

Interests

  • Life-long learning, reflection and knowledge sharing
  • Sensemaking, shared meaning
  • Leadership and feedback, sustained school improvement
  • Person-environment interactions, person-system interactions
  • Complex & dynamic systems, longitudinal research
  • Longitudinal & multilevel modeling, Mixed-Methods measurements and analyses
  • Learning communities, academic – professional collaboration

Curriculum Vitae

Since 09/2015
Assistant professor at the Department for Educational Research and the Centre for School Effectiveness and School Improvement, Johannes Gutenberg University Mainz, Germany

11/2015
Philosophical Doctor (Ph.D.), Educational Science and Technology, University of Twente, Enschede, the Netherlands. Promotor is Prof. Dr. Peter J.C. Sleegers; co-promotor is Prof. Dr. Klaas van Veen.

Oude Groote Beverborg, A. (2015). Fostering sustained teacher learning: Co-creating purposeful and empowering workplaces. Doctoral dissertation. University of Twente: Enschede, the Netherlands.

08/2015 - 02/2016
Statistical advisor for the Department of Developmental Psychology (Chair Prof. Dr. Beate Sodian), Ludwig-Maximilians-University München, conducting Latent Change Score (SEM) analyses for a longitudinal project on the development of Theory of Mind in Children.

2009 – 2012
Successful completion of the ICO (Interuniversity Centre for Educational science) research school’s educational program for PhD students.

08/2008
Research master Behavioural Sciences (MSc), Radboud University Nijmegen, Nijmegen, the Netherlands.

08/2005
Bachelor social psychology (kanditaats), Radboud University Nijmegen, Nijmegen, the Netherlands.

Publications

1. International peer reviewed articles

Loman, J.G.B., Müller, B.C.N., Oude Groote Beverborg, A., van Baaren, R.B., & Buijzen, M.A. (2018). Self-persuasion in media messages: Reducing alcohol consumption among students with open-ended questions. Journal of Experimental Psychology: Applied, 24, 81-91. (IF = 2.156; cited 1 time until now)

Müller, B.C.N., Oude Groote Beverborg, A., & Glock, S. (2017). Pre-service teachers’ academic judgments of overweight students. Social Psychology of Education, 20, 897-913. (IF = 1.261)

Glock, S., Oude Groote Beverborg, A., & Müller, B.C.N. (2016). Pre-service educators’ implicit and explicit attitudes towards obesity influence their judgments about students. Social Psychology of Education, 19, 97-115. (IF = 1.261; cited 5 times until now)

Oude Groote Beverborg, A., Sleegers, P.J.C., Endedijk, M.D., & van Veen, K. (2015). Towards sustaining levels of reflective learning: How do transformational leadership, task interdependence, and self-efficacy shape teacher learning in schools? Societies, 5. (no IF yet; cited 11 times until now)

Oude Groote Beverborg, A., Sleegers, P.J.C., & van Veen, K. (2015). Promoting VET teachers’ individual and social learning activities: the empowering and purposeful role of transformational leadership, interdependence, and self-efficacy. Empirical Research in Vocational Education and Training, 7(5). (IF = 0.913; cited 16 times until now)

Oude Groote Beverborg, A., Sleegers, P.J.C., & van Veen, K. (2015). Fostering teacher learning in VET colleges: Do leadership and teamwork matter? Teaching and Teacher Education, 48, 22-33. (IF = 2.473; cited 20 times until now)

2. Submitted international peer reviewed articles

Dijkshoorn, E., Oude Groote Beverborg, A., Ketelaar, P., & Müller, B. C. N. (submitted). Looking for Loyalty: The role of social presence in acquiring loyal customers in an e-commerce environment. Telematics and Informatics. (IF = 3.789)

Loman, J.G.B., Müller, B.C.N., Oude Groote Beverborg, A., van Baaren, R.B., & Buijzen, M. (resubmitted). Self-persuasion on Facebook: Reducing alcohol consumption by posting anti-alcohol arguments. Cyberpsychology, Behavior, and Social Networking. (IF = 2.571)

Oude Groote Beverborg, A., Sleegers, P.J.C., Moolenaar, N.M., & van Veen, K. (submitted). Fostering sustained teacher learning. A longitudinal assessment of the influence of vision building and goal interdependence on teacher information sharing. School Effectiveness and School Improvement. (IF = 1.468)

3. International peer reviewed book chapters

Oude Groote Beverborg, A., Wijnants, M., Feldhoff, T., & Sleegers, P.J.C. (accepted). Recurrence Quantification Analysis (RQA) as a methodological approach to assess school improvement processes. In A. Oude Groote Beverborg, K. Maag Merki, T. Feldhoff, & F. Radisch (Eds.). Concept and design developments in school improvement research. State of the art longitudinal, multilevel, and mixed methods and their relevance for educational accountability. Springer.

Oude Groote Beverborg, A., Sleegers, P.J.C., Endedijk, M.D., & van Veen, K. (2017). Towards sustaining levels of reflective learning: How do transformational leadership, task interdependence, and self-efficacy shape teacher learning in schools? In K. Leitwood, J. Sun, & K. Pollock (Eds.). How School Leaders Contribute to Student Success. The Four Paths Framework. Springer.

4. Dissertation

Oude Groote Beverborg, A. (2015). Fostering sustained teacher learning: Co-creating purposeful and empowering workplaces. Doctoral dissertation. University of Twente: Enschede, the Netherlands.

 

5. Presentations & Conference proceedings

Oude Groote Beverborg, A., Sleegers, P.J.C., Moolenaar, N.M., & van Veen, K. (2018). A longitudinal assessment of the influence of vision building and goal interdependence on teacher information sharing. Paper presented at the EARLI SIG 18&23 Conference, 2018, Groningen, the Netherlands.

Oude Groote Beverborg, A. (2018). Capturing the dynamics of VET teachers’ workplace learning with diaries. VET-teachers reflecting on salient conversation information. Invited talk at the Radboud University Nijmegen, the Netherlands.

Oude Groote Beverborg, A. (2017). Schulforschung und dynamische Prozesse:
Der Fall der Recurrence Quantification Analysis. (Educational research and dynamic Processes: The case of Recurrence Quantification Analysis.) Invited talk at the Universität Bielefeld, Germany.

Oude Groote Beverborg, A., Geerlings, J., Sleegers, P., Feldhoff, T., van Veen, K., & Wijnants, M. (2017). Diversity in learning trajectories. Towards a tangible conceptualization of dynamic processes. Paper presented in an invited symposium at the 17th Biennial EARLI Conference, 2017, Tampere, Finland.

Oude Groote Beverborg, A., Wijnants, M., Geerlings, J., Feldhoff, T., van Veen, K., & Sleegers, P.J.C. (2017). Capturing the dynamics of VET teachers’ workplace learning with diaries. Paper presented at the 17th Biennial EARLI Conference, 2017, Tampere, Finland.

Oude Groote Beverborg, A. (2017). Die Förderung des nachhaltigen Lernens von Berufsschullehrern. Die Co-Kreation bedeutsamer und befähigender Arbeitsplätze. (Fostering sustained teacher learning. Co-creating purposeful and empowering workplaces.) Invited talk at the Bergische Universität Wuppertal, Wuppertal, Germany.

Feldhoff, T., Oude Groote Beverborg, A., & Leipold, J. (2017). Ideas for a cross-cultural framework for analyzing instructional leadership in East Asia. Discussion-Paper presented at the Asian Leadership Roundtable 2017, New Taipei City, Taiwan.

Oude Groote Beverborg, A., Wijnants, M., Geerlings, J., Feldhoff, T., van Veen, K., & Sleegers, P.J.C. (2016). De dynamiek van reflectie en de mate van leerervaringen. (The dynamic of reflection and the degree of learning experiences.) Invited talk at the University of Twente, Enschede, the Netherlands.

Oude Groote Beverborg, A., Geerlings, J., Sleegers, P., Feldhoff, T., van Veen, K., & Wijnants, M. (2016). Assessing the social affordances and dynamics of teacher reflexivity. Preliminary results presented in a round table session at the International Conference on Concepts, Designs, and Methods in School Improvement Research, 2016, Mainz, Germany.

Oude Groote Beverborg, A. (2016). Change capacity as an emergent property of people interacting. Provocative statement at the International Conference on Concepts, Designs, and Methods in School Improvement Research, 2016, Mainz, Germany.

Oude Groote Beverborg, A., Wijnants, M., Geerlings, J., Feldhoff, T., van Veen, K., & Sleegers, P.J.C. (2016). De dynamiek van reflectie en de mate van leerervaringen. (The dynamic of reflection and the degree of learning experiences.) Paper presented at the Onderwijs Research Dagen (ORD; Educational Research Days) 2016, Rotterdam, the Netherlands.

Loman, J.G.B., Oude Groote Beverborg, A., Müller, B.C.N., van Baaren, & R.B., Buijzen, M.A. (2015). Self-persuasion in health media messages: Reducing alcohol consumption by framing anti-alcohol messages as questions. Jaarlijkse conferentie Sociale Psychologie, Amsterdam, the Netherlands.

Loman, J.G.B., Oude Groote Beverborg, A., Müller, B.C.N., Buijzen, M.A. (2015). Self-persuasion in health media messages: Reducing alcohol consumption by framing anti-alcohol messages as questions. International Communication Association (ICA) 65th annual conference, San Juan, Puerto Rico.

Oude Groote Beverborg, A., Sleegers, P.J.C., Endedijk, M.D., & van Veen, K. (2014). Hoe zat dat toch ook al weer met causaliteit? Een longitudinaal onderzoek naar de rol van transformationeel leiderschap, wederzijdse afhankelijkheid, en self-efficacy in het bevorderen van professionele leeractiviteiten van MBO docenten. (Something about causality? A longitudinal study on the role of transformational leadership, interdependence, and self-efficacy in fostering professional learning activities of VET teachers.) Paper presented at the Onderwijs Research Dagen (ORD; Educational Research Days) 2014, Groningen, the Netherlands.

Oude Groote Beverborg, A., Sleegers, P.J.C., & van Veen, K. (2013). Supporting factors for teachers’ goal-collaboration. How stability helps vocational education teachers in times of change. Paper presented at the American Educational Research Association (AERA) 2013 conference, San Francisco, CA.

Oostendorp, A.K., Oude Groote Beverborg, A., & Müller, B.C.N. (2013). Menselijke vorm is niet noodzakelijk: Perspectief nemen en waargenomen intentionaliteit leiden tot actie co-representaties van objecten. (Human shape is not necessary: How perspective taking and perceived intentionality leads to action co-representation in objects.) Jaarboek Sociale Psychologie, Groningen, the Netherlands: ASPO press.

Oude Groote Beverborg, A., Sleegers, P.J.C., & van Veen, K. (2012). Vocational education teachers functioning as teams. Making sense of the workplace to pursue common goals. Paper presented at the Interuniversitair Centrum voor Onderwijswetenschappen (ICO; Interuniversity Centre for Educational science) Fall school 2012, Girona, Spain.

Oude Groote Beverborg, A., Sleegers, P.J.C., & van Veen, K. (2011). Een dynamisch systeem perspectief op professionele ontwikkeling. (Towards a dynamic systems perspective on teacher professional development.) Paper presented at the Onderwijs Research Dagen (ORD; Educational Research Days) 2011, Maastricht, the Netherlands.

Oude Groote Beverborg, A., Sleegers, P.J.C., & van Veen, K. (2010). Professional development in the workplace. Towards a dynamic systems perspective on development. Paper presented at the Interuniversitair Centrum voor Onderwijswetenschappen (ICO; Interuniversity Centre for Educational science) toogdagen 2010, Amsterdam, the Netherlands.

 

6. Poster presentations

Oude Groote Beverborg, A., Geerlings, J., Sleegers, P., Feldhoff, T., van Veen, K., & Wijnants, M. (2017). Diversiteit in Leerpaden. Een vergelijking in reflexiviteit van twee MBO teams door een kwalitatieve analyse van beschrijvende getallen. (Diversity in learning trajectories. A comparison in reflexivity of two VET teams through a qualitative analysis of descriptive numbers.) Poster presented at the Onderwijs Research Dagen (ORD; Educational Research Days) 2017, Antwerp, Belgium.

Loman, J.G.B., Müller, B.C.N., Oude Groote Beverborg, A., van Baaren, R.B., & Buijzen, M. (2016). Self-persuasion on Facebook: Reducing alcohol consumption by posting anti-alcohol arguments. Poster presented at the ASPO conference 2016, University Leiden, the Netherlands.

Loman, J.G.B., Müller, B.C.N., Oude Groote Beverborg, A., van Baaren, R.B., & Buijzen, M. (2016). Self-persuasion on Facebook: Reducing alcohol consumption by posting anti-alcohol arguments. Poster presented at the biennial European Social Marketing Conference, Espoo, Finland.

Loman, J.G.B., Müller, B.C.N., Oude Groote Beverborg, A., van Baaren, R.B., & Buijzen, M. (2016). Self-persuasion on Facebook: Reducing alcohol consumption by posting anti-alcohol arguments. Poster presented at the Annual Behavioural Science Institute (BSI) day, Radboud University Nijmegen, the Netherlands.

Oude Groote Beverborg, A., Cox, R.F.A., & Smitsman, A.W. (2008). Imitation and choice: The role of task information in goal and means selection in children’s imitation. Poster presented at the Annual Behavioural Science Institute (BSI) day, Radboud University Nijmegen, the Netherlands.

 

7. In preparation international peer reviewed articles

Oude Groote Beverborg, A. & Lenski, A. E. (in preparation). Dynamics of acculturation in an academic research community. Co-development in writing and supervising a bachelor-thesis.

Feldhoff, T., Oude Groote Beverborg, A., & Brauckmann, S. (in preparation). The school improvement journey in the German context. An international comparison of trends in research and policy development.

Oude Groote Beverborg, A., Geerlings, J., Sleegers, P., Feldhoff, T., van Veen, K., & Wijnants, M. (in preparation). Diversity in learning trajectories. Towards a tangible conceptualization of dynamic processes.

Oude Groote Beverborg, A., Müller, B.C.N., Sodian, B., & Paulus, M. (in preparation). The dynamics of early mother-child interactions and its relationship to social development in kindergarten.

Oude Groote Beverborg, A. & Müller B. C. N. (in preparation). The influence of stereotypes on teachers' evaluations in higher education.

Oude Groote Beverborg, A., & Moolenaar, N.M. (in preparation). Multilevel assessment of antecedents of learning in and of teacher teams.

 

Grants

2018
Co-applicant for an interdisciplinary research grant from the Dutch Research Council for Education (NRO) on the influence of sensemaking processes in school governance and school development initiatives (granted, 450.000 euro) "

2017
Main applicant for a competitive travel grant from the German Academic Exchange Service (Deutscher Akademischer Austauschdienst DAAD) to visit the 17th Biennial EARLI Conference, Tampere, Finland (granted, ± 1000 euro)

 

Supervising PhD students and research assistants

2018 – now Supervising a Ph.D. student (Tess Beke, MSc) from the Radboud University Nijmegen in using Mplus and the modelling of large-scale SEM data. Expected dissertation submission August 2024
2015 – now Supervising a Ph.D. student (Jeroen Loman, MSc) from the Radboud University Nijmegen in using Mplus and the modelling of dyadic data. Expected dissertation submission August 2018
2017 – 2018 Supervising a student research assistant (Uwe Grobosch, MSc) on data collection and analysis of teachers’ didactical goal-perceptions and the fit thereof with their students’ learning processes and results.
2016 – 2017 Supervising a student research assistant (Samuel Schoele, BSc) on analysing and modelling data on 1st semester student-teachers’ didactical goal-perceptions in an introductory course.
2011 – 2013 Supervising a research assistant (Jolien Geerlings, MSc) on coding diary entries and conducting preliminary content and ego-network analyses. Now: PhD candidate at Utrecht University.

 

Teaching experience

2017 – now Teacher for ‘Unterricht Beobachten, Rekonstruieren Initiieren’ (‘Observe, Reconstruct, and Initiate Teaching’).
2016 – now Teacher for ‘Forschungswerkstatt’ (‘Research Studio’).
2015 – 2017 Teacher for ‘Einführung in die Schulpädagogik’ (‘Introduction in Educational Reseach’).
2012 – now Daily supervisor of master students and bachelor students.

 

Developing teaching

2017 – now Innovative Bachelor-student supervision: The basis of this education-research project is the idea that university teachers and students are all participants in learning communities and communities of practice, albeit they have different roles. The project integrates the processes of teacher supervision, student learning, and doing research, by measuring and later modelling over time how the writing of Bachelor theses developed and what contributed to the quality of the theses, the students’ learning processes, and the teachers’ supervision. As such, the teachers are equally object of research as are the students. Participants in this project are 2 teachers, 4 students, and 1 student research assistant.
2016 – now Construction of a manual on how to write a thesis (Bachelor, Master, and Doctoral) that focusses on inquisitive learning and the structuring of risks and responsibilities of students by unfolding the research process as the student progresses in the project.

 

Review and organizational experience

2018 – now

Co-Organizer of the International Conference on School Improvement Research (SIR): Concepts, Designs, and Methods, 2019, Zürich, Switzerland.

Third meeting, 28.-29. March 2019, University of Zurich, Switzerland

2017 – now Organiser of research and teaching meeting at the Department for Educational Research at the Johannes-Gutenberg University Mainz.
2017 – now Co-Editor of the edited book “Concept and design developments in school improvement research. State of the art longitudinal, multilevel, and mixed methods and their relevance for educational accountability”, which is currently being edited, and will be published in the book series of Springer ‘Accountability and Educational Improvement’.
2017 Reviewer for the open access journal Empirical Research in Vocational Education and Training
2016 Co-Organizer of the International Conference on Concepts, Designs, and Methods in School Improvement Research, 2016, Mainz, Germany.

 

Valorisation experience

2017 Müller, B. C. N. & Oude Groote Beverborg, A. (2017, October). Trust on automatic stereotypes: Pre-service teachers give better academic evaluations to overweight students. Bitescience.com.
2016 Interviewee for Nationale Denktank (National Think tank) on the future of Dutch Vocational Education and what is needed for effective collaboration and sustained learning in the workplace.
2016 Invited presentation: “Het leren van MBO docenten in context en over tijd: Het samen creëren van werkplekken die betekenisvol zijn en vertrouwen geven (Fostering sustained teacher learning: Co-creating purposeful and empowering workplaces)” at the ECBO Donderdagmiddaglezing (Expertise Centre for Vocational Education Thursday afternoon lecture), Den Bosch, the Netherlands, to an audience of VET teachers, school leaders, and quality assurance and development staff.