Monique Volman focuses on Pedagogy, Mathematics education, Professional development, Competence and Information technology. Her research in Pedagogy intersects with topics in Contingency and Descriptive research. Her work carried out in the field of Contingency brings together such families of science as Concept learning, Educational psychology and Social studies.
Her multidisciplinary approach integrates Mathematics education and Scaffold in her work. Her research integrates issues of Identity and Microteaching in her study of Professional development. Her work deals with themes such as Citizenship, Interpersonal competence, Social competence and Democracy, which intersect with Competence.
Monique Volman spends much of her time researching Pedagogy, Mathematics education, Teacher education, Professional development and Teaching method. Her Pedagogy study integrates concerns from other disciplines, such as Identity, Qualitative research and Competence. Monique Volman performs multidisciplinary studies into Mathematics education and Scaffold in her work.
Her research on Teacher education often connects related topics like Medical education. She studies Faculty development, a branch of Professional development. Monique Volman interconnects Learning environment, Collaborative learning and Experiential learning in the investigation of issues within Educational technology.
Her scientific interests lie mostly in Mathematics education, Teacher education, Pedagogy, Medical education and Professional development. Her work on Student teacher and Teacher support as part of general Mathematics education research is frequently linked to Early Algebra, Raising and Scaffold, bridging the gap between disciplines. Her Teacher education research includes themes of Student engagement and Individual development.
Her research investigates the link between Student engagement and topics such as Multicultural education that cross with problems in Teaching method. Her Pedagogy study combines topics in areas such as Perception and Citizenship education. Her Professional development research incorporates themes from Cultural competence, Reflective teaching, Academic education and Meaning.
Her primary areas of study are Mathematics education, Teacher education, Gender studies, Student teacher and Scholarship. Her Mathematics education research integrates issues from Educational leadership and Affect. Her study in Student teacher is interdisciplinary in nature, drawing from both Student research, Competence, Primary education and Professional learning community.
Her Professional learning community study combines Pedagogy and Professional development studies. Her studies in Pedagogy integrate themes in fields like Power relations and Citizenship education. Her work investigates the relationship between Medical education and topics such as Multicultural education that intersect with problems in Teaching method.
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Scaffolding in teacher-student interaction: a decade of research
Janneke van de Pol;Monique Volman;Jos Beishuizen.
Educational Psychology Review (2010)
Critical Thinking as a Citizenship Competence: Teaching Strategies.
Geert ten Dam;Monique Volman.
Learning and Instruction (2004)
Gender Equity and Information Technology in Education: The Second Decade
Monique Volman;Edith van Eck.
Review of Educational Research (2001)
New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education
Monique Volman;Edith van Eck;Irma Heemskerk;Els Kuiper.
Computer Education (2005)
Teacher educators: their identities, sub‐identities and implications for professional development
Anja Swennen;Ken Jones;Monique Volman.
Professional Development in Education (2010)
Developing a teacher identity in the university context: a systematic review of the literature
Thea van Lankveld;Judith Schoonenboom;Monique Volman;Gerda Croiset.
Higher Education Research & Development (2017)
Patterns of contingent teaching in teacher–student interaction
Janneke van de Pol;Monique Volman;Jos Beishuizen.
Learning and Instruction (2011)
Gender-Related Differences in Computer-Mediated Communication and Computer-Supported Collaborative Learning
Fleur Ruth Prinsen;Monique Volman;Jan Terwel.
Journal of Computer Assisted Learning (2007)
A Variety of Roles for a New Type of Teachereducational Technology and the Teaching Profession
Teaching and Teacher Education (2005)
The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support
Janneke van de Pol;Janneke van de Pol;Monique Volman;Frans Oort;Jos Beishuizen.
Instructional Science (2015)
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