Our research

• Cornelisz, I., Meeter, M. & Van  Klaveren, C. (2018) “ Educational Equity and Teacher Discretion Effect in High Stakes Exams“. ACLA Working Paper Series 20182.
• Cornelisz, I., Van der Velden, R., de Wolf, I. & Van Klaveren, C. (2018) “The Consequences s of Academic Dismissal for Academic Success”. ACLA Working Paper Series 20181.
• Cornelisz, I., & Van Klaveren, C. (2018) “Student Engagement with Computerized Practicing: Ability, Task Value and Difficulty Perceptions”. Journal of Computer Assisted Learning (JCAL). 2018; 1-15
• Van Klaveren, C., Kooiman , K., Cornelisz, I., & Meeter, M. (2018) “The Higher Education Enrollment Decision: Feedback on Expected Study Success and Updating Behavior”. Forthcoming in Journal of Research on Educational Effectiveness (JREE).
• Van Klaveren, C., Vonk, S. & Cornelisz, I. (2017). The Effect of Adaptive versus Static Practicing on Student Learning – Evidence from a Randomized Field Experiment, Economics of Education Review, 58, 175-187.
• Van Halem, N., Van Klaveren, C. & Cornelisz, I. (2017). Oefent een leerling meer door niveaudifferentiatie? Het effect van data-gestuurde differentiatie op leerinspanning en de rol van eerder behaalde cijfers, Pedagogische Studiën, 94(3), 182-194.