T
Tanja Janssen
Researcher at University of Amsterdam
Publications - 76
Citations - 798
Tanja Janssen is an academic researcher from University of Amsterdam. The author has contributed to research in topics: Reading (process) & Observational learning. The author has an hindex of 14, co-authored 76 publications receiving 683 citations. Previous affiliations of Tanja Janssen include Utrecht University.
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Journal ArticleDOI
Observation of peers in learning to write: practice and research
Gert Rijlaarsdam,M. Braaksma,Michel Couzijn,Tanja Janssen,Mariet Raedts,E. van Steendam,A. Toorenaar,H. van den Bergh +7 more
TL;DR: It is argued that the acquisition of skill in such a complex domain as writing relies on observation, the classical imitatio, and research is reviewed that may inspire and substantiate proposals for implementing observation as a learning activity in writing education.
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The effect of observational learning on students’ performance, processes, and motivation in two creative domains
TL;DR: Results suggest that observation may foster learning in creative domains, especially in the visual arts, and similarity in competence between the model and the observer to influence the effectiveness of observation.
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Teaching writing in primary education: Classroom practice, time, teachers’ beliefs and skills.
TL;DR: In this article, the authors investigated the extent to which three domain-specific approaches (communicative writing, process writing, and writing strategy instruction) and general features of high-quality instruction were implemented in writing lessons in the upper grades of primary schools.
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Learning to be creative. The effects of observational learning on students' design products and processes
TL;DR: In this article, the authors found that observation has a positive effect on creativity measured in the designing process and the final products, and observed that students who observed generally brainstormed more and reported a more process oriented approach.
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Literary reading activities of good and weak students: A think aloud study
TL;DR: This paper examined how good and weak students of literature interact with short literary stories, focusing on differences in the use of cognitive and affective reading activities, and in the extent to which good or weak students adapt their activities to (parts of) the story they are reading.