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15295 J885R87C 1 apa 50 default 1799 https://www.meesteronderwijsinzicht.nl/wp-content/plugins/zotpress/
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Van Schaik, M., Joosten, R., & Visser, M. (2025). Expansive learning: Waar zijn de objecten gebleven? De doorwerking van een leeratelier. Niets Zo Praktisch Als Een Goede Theorie. Onderwijs Research Dagen, Leuven. https://web.tresorit.com/l/uEc8x#qfYEpit38dDbBMwpzn_JSA
Van Schaik, M., Stolk, J., Vledder, R.-A., & Alfounti - El Moussaoui, F. (2025). Doe-en-denkboek 2025. Negen instrumenten uit het practoraat Krachtige dienstverlening. https://web.tresorit.com/l/QR0Lj#N7hYKKtDcbKdX3Wkc3RWoQ
Van Schaik, M., & Molter, J. A. (2015). Ontwikkelingsgericht onderwijs in het vmbo. Een derde weg naar betekenisvol onderwijs. Van 12 Tot 18, 25(5), 8–10. https://www.researchgate.net/publication/279535761_Ontwikkelingsgericht_onderwijs_in_het_vmbo_Een_derde_weg_naar_betekenisvol_onderwijs
Vastenavend, het feest van de toekomst. (n.d.). Retrieved February 21, 2025, from https://www.mvanmartijn.eu/2022/03/07/vastenavend-het-feest-van-de-toekomst/
Van Schaik, M. (2010). De hersens kraken in de praktijk van het VMBO. Free Musketeers. https://web.tresorit.com/l/VFyAl#mpdgZi_dnt2x41of-POO7A
Van Schaik, M. (2024). Duurzame ontwikkeling & kractige dienstverlening. Practoraatsplan 1.1. Da Vinci College. https://d1ycy4m52vz92l.cloudfront.net/wp-content/uploads/2024/08/PPlan1.1.pdf
Van Schaik, M., Van Tillo, H., & Van de Lagemaat. (2024). Toolkit Practoraat Krachtige Leeromgeving Gezondheidszorg & Welzijn. Da Vinci College. https://d1ycy4m52vz92l.cloudfront.net/wp-content/uploads/2024/04/Toolkit_practoraatKLOGZWinformatbijlagen.pdf
Leithwood, K., Louis, K., An-derson, S., & Wahlstrom, K. (2004). How Leadership Influences Student Learning.
Van Schaik, P., Schenke, W., Admiraal, W., & Volman, M. (2020). Het stimuleren van een lerende cultuur. Vier typen schoolleiders. 2020, 20–22.
Van Batenburg, E., & Van Schaik, M. (2013). Kennis op de werkvloer: wat helpt de docent en de vmbo-leerling. In J. K. Van der Waals & M. Van Schaik (Eds.), Het VMBO van dichtbij. Bewegen tussen theorie en praktijk. (pp. 161–181). SWP uitgeverij.
Van Schaik, M. (2014, February 12). Van ontwerptekeningen in de praktijk naar inzicht in bètaconcepten. Ecent.Nl. http://www.ecent.nl/artikel/2802/Van%20ontwerptekeningen%20in%20de%20praktijk%20naar%20inzicht%20in%20b%C3%A8taconcepten/view.do
Van Schaik, M. (2015, November 24). Developmental teacher education: prolepsis in a process of double stimulation. Education the Generation of Tomorrow. EAPRIL conference, Luxembourg. https://doi.org/10.13140/RG.2.1.3602.5687
Van Schaik, M. (2016, August 28). Change from within (or not). Agency in a change lab pilot. EARLI SIG 10, 21 and 25 joint conferenc Strengthening teacher agency, Tartu.
Van Schaik, M. (2018). Grenzen aan de impact. Bij de Les. Een Grote Stap Voor Ons En Kleine Stap Voor de Leerlingen (Tijdschrift Ter Afronding van Het Leeratelier), 24–27. https://www.dropbox.com/s/0fjwfdk4mdb5rjf/grenzenaandeimpact%20kopie.pdf?dl=0
Van Schaik, M. (2018, October). Vygotskij voor het VO [Professional blog]. Meester Onderwijs Inzicht. https://meesteronderwijsinzicht.nl/vygotskij-voor-het-vo/
Van Schaik, M. (2018, April 17). Op zoek naar objecten. Hybride Onderwijs. http://centrumtoptechniek.nl/op-zoek-naar-objecten/#more-694
Van Schaik, M. (2022, June). Horizon en toekomst – MVANMARTIJN –. https://www.mvanmartijn.eu/horizon-en-toekomst/
Van Schaik, M. (2023). Werk (en denk!) ontwikkelingsgericht – Meester! Onderwijs inzicht. https://meesteronderwijsinzicht.nl/werk-en-denk-ontwikkelingsgericht/
de Beer, F. (n.d.). Een practor voor het vmbo, hoe noemen ze dat? [Audio recording].
Van Schaik, M. (Ed.). (2021). Zin en betekenis van het practoraat Hybride onderwijs (1st ed.). Phronese. https://web.tresorit.com/l/xtsrc#Hm-Nh61naO9B9ulEg7JNIQ
Van Schaik, M. (2023, June 4). Verbinden van theorie en praktijk, hoe en waar? Startsymposium practoraat krachtige leeromgeving, Dordrecht.
Van Schaik, M. (2023, June 4). Onder een groter paddenstoel. Inleiding bij het startsymposium. Startsymposium practoraat krachtige leeromgeving, Dordrecht.
Van Schaik, M. (2023). Onder een grote paddenstoel. Via schimmelnetwerken de leeromgeving krachtiger maken. Da Vinci College. https://books2read.com/u/mZ0MLl
Van Schaik, M., & Vos, M. (2015). Tussen ideaal en werkelijkheid. In R. Kneyber & J. Evers (Eds.), Het Alternatief II. De ladder naar autonomie (pp. 103–115). Uitgeverij Phronese.
Van Schaik, M. (2010). Co-constructing models as tools in vocational practice. Learning in a knowledge-rich environment [Free Musketeers]. https://research.vu.nl/en/publications/co-constructing-models-as-tools-in-vocational-practice-learning-i
Duvekot, R. C., & Verweel, P. (2016). Leren waarderen: een studie van EVC en gepersonaliseerd leren.
Koopman, M., & Schaik, M. (2013). Kennis van betekenis voor vmbo-leerlingen. In J. K. Van der Waals & M. Van Schaik (Eds.), Het VMBO van dichtbij. Bewegen tussen theorie en praktijk. (pp. 137–158). SWP uitgeverij. https://web.tresorit.com/l/mQSB3#_CEe-LV2JEKYqTlC8O5eZQ
Van Diggelen, M., & Van Schaik, M. (2021). Naar een ontwikkelingsgericht netwerk in Zeeland. In Zin en betekenis van het practoraat Hybride onderwijs (pp. 75–88). Phronese.
Van Schaik, M. (2021). Open die doos. In Zin en betekenis van het practoraat Hybride ondefwijs (pp. 45–60). Phronese.
Blok, L., Broers, M., & Schaik, M. (2021). ‘Dan kan ik echt zeker weten wat ik leuk vind.’ In Zin en betekenis van het practoraat Hybride onderwijs (pp. 61–74). Phronese.
Van Schaik, M. (2021). Een begin en een open einde. In Zin en betekenis van het practoraat Hybride onderwijs (pp. 17–28). Phronese.
Broers, M., Blok, L., & Van Schaik, M. (n.d.). Onderzoeken, ontwikkelen en ontwerpen in het practoraat (No. 1) [Audio recording]. Retrieved June 14, 2021, from https://www.buzzsprout.com/961333/8697793-onderzoeken-ontwikkelen-en-ontwerpen-in-het-practoraat-hybride-onderwijs
Van Schaik, M., & Wilshaus, R. (2004). Weer samen naar de middenschool. https://www.researchgate.net/profile/Martijn_Van_Schaik/publication/242498333_Weer_samen_naar_de_middenschool/links/00b4952e80adbb4aca000000/Weer-samen-naar-de-middenschool.pdf
Van Schaik, M. (2020, April 7). Open die doos. Meester! Onderwijs inzicht. https://meesteronderwijsinzicht.nl/open-die-doos/
Kools, Q., Schaik, M., & Struik, J. (2019). Van strakke structuur naar vrijheid in vorm: een nieuwe aanpak voor het bacheloronderzoek binnen Fontys lerarenopleiding Tilburg. Tijdschrift Voor Lerarenopleiders, 40(1), 67–74.
Van de Sande, R., & Van Schaik, M. (2017). ’Design As Research (DARe):Wat kunnen architecten ons leren over (opleiden voor) het leraarschap? Tijdschrift Voor Lerarenopleiders, 38(4), 59–68. http://www.lerarenopleider.nl/velon/ledensite/files/2017/12/38_4_06Sande_Schaik.pdf
Van Schaik, M. (2018, October 12). Webinar hybride onderwijs: hoe dan!? Hybride Onderwijs. http://centrumtoptechniek.nl/?p=786&preview=true
Van Schaik, M. (2018, December 11). Van object naar subject. Hybride Onderwijs. http://centrumtoptechniek.nl/van-object-naar-subject/#more-780
Van Schaik, M. (2011). “Wat hebbie er nog aan dan?” Meer leren uit de praktijk van het vmbo. Pedagogiek in Praktijk, 17(2), 20–24. https://www.researchgate.net/publication/216022167_Wat_hebbie_er_nog_aan_dan_Meer_leren_uit_de_praktijk_van_het_vmbo
Van Schaik, M. (2018, March 26). Ontwikkelingsgericht onderwijs ontwikkelen. Practoraat Hybride Onderwijs. http://centrumtoptechniek.nl/ontwikkelingsgericht-onderwijs-ontwikkelen/
Verduyn, E., Manuel, K., Van Schaik, M., & Verhaar, K. (2016). Epiloog: de social work professional in ontwikkeling. In K. Verhaar, M. Berk, & J. Van den Bergh (Eds.), A new cup of T – social work in innovation (pp. 222–236). Concept Uitgeefgroep.
Kools, Q., & Van Schaik, M. (2017, November). Encouraging student teachers to study their own practice.EAPRIL Abstract Case study. EAPRIL, Hämeenlinna.
Van Schaik, M. (2017, September 29). Let the video be your guide.Paper for symposium How does learning look? Critical reflection on visual data of classroom activities. 5th ISCAR congress, Québec.
Van den Engel, H., & Van Schaik, M. (2013). De school als community of practice. NCOI. http://www.ncoi-onderzoeksinstituut.nl/getattachment/7ed92b42-cf69-409d-af18-ec7da0516e91/Onderzoeksthema-Effectief-en-adaptief-onderwijs
Van Schaik, M., & Molter, J. A. (2015, oktober). OGO in het VMBO: maatwerk door betekenis. Samen Nieuwsgierig. Lerarencongres, ’s-Hertogenbosch. https://www.onderwijscooperatie.nl/activiteiten/status-en-imago/lerarencongres/programma-2/vo/
Van Schaik, M. (2012). Het beslissende boek: beknopte theoretische pedagogiek. Pedagogiek in Praktijk, 65, 23–25. https://www.mvanmartijn.eu/langeveld/ ‎
Van Schaik, M. (2010). Let the video be your guide: a case study of video-based design research. In Co-constructing models as tools in vocational practice. Learning in a knowledge-rich environment. Free Musketeers.
Van Schaik, M. (2013, April 27). Integration of academic and vocational disciplines in simulated practice. Education and Poverty: Theory, Research, Policy and Praxis. AERA, San Francisco. https://doi.org/10.13140/2.1.1286.7526
Van Schaik, M., Terwel, J., & Van Oers, B. (2011). Modelling across the disciplines in simulated workplaces in schools. Developing Learning within and across Disciplines: Evidence from Research and Practice, 364–378. https://doi.org/10.13140/2.1.4645.4725
Van Schaik, M. (2013). Wat doen (goede) vmbo- docenten goed? Wat werkt volgens onderzoek. In J. K. Van der Waals & M. Van Schaik (Eds.), Het VMBO van dichtbij. Bewegen tussen theorie en praktijk. (pp. 21–33). SWP uitgeverij. https://dl.dropboxusercontent.com/u/6554785/H1_Vanschaik_Vmbovandichtbij_pub.pdf