Rapporten
In 2020 is het rapport “Implementatie en effecten van Success for All in Nederland” verschenen.
In 2023 is het rapport “Onderwijskansen Werkplaats Noord-Nederland” verschenen.
Proefschriften
Akkermans-Rutgers, M. (2021). Raising readers. Stimulating home-based parental literacy involvement in the first, second, and third grade.
Hingstman, M. (2021). Supporting struggling readers. Prevention and early intervention with Success for All. University of Groningen.
Veldman, M. A. (2021). Better together. Social outcomes of cooperative learning in the first grades of primary education. University of Groningen.
Artikelen verschenen in praktijkgerichte tijdschriften
Veldman, M.A. & Hingstman, M. (2023). Samenwerken aan kansen. Didactief, 53(8), 30-31.
Veldman, M. A. & Doolaard, S. (2020). Succes in groepjes. Didactief, 50(10), 26-27.
Over het proefschrift van Mariëtte Hingstman: Succes in lezen. (Didactief, 2021) enTaalonderzoek in de praktijk(MeerTaal, 2022)
Eredoctoraat voor Robert Slavin: Success for All-scholen van de Amerikaanse hoogleraar Robert Slavin komen naar Nederland.
Artikelen verschenen in wetenschappelijke tijdschriften
Akkermans-Rutgers, M., Doornenbal, J., Kassenberg, A., Bosker, R., & Doolaard, S. (2021). Is the twig bent as the tree is inclined? Children and parents interacting with school-distributed literacy assignments. Psychology in the schools, 58(2), 377-399. https://doi.org/10.1002/pits.22452
Hingstman, M., Doolaard, S., Warrens, M. J., & Bosker, R. (2021). Supporting young struggling readers at Success for All schools in the United States and the Netherlands: Comparative case studies. Research in Comparative and International Education, 16(1), 22-42. [1745499920975984]. https://doi.org/10.1177/1745499920975984
Hingstman, M., Warrens, M. J., Doolaard, S., & Bosker, R. J. (2023). The effects of Success for All in the Netherlands on the reading achievement of first-grade students at risk of reading problems. Studies in Educational Evaluation, 77, 101257. https://doi.org/10.1016/j.stueduc.2023.101257
Kuijk, van, M., Mullender-Wijnsma, M., & Bosker, R. (2021). A Systematic Review of Studies Addressing the Implementation of the Evidence-Based Whole-School Reform “Success for All”. ECNU Review of Education, 4(1), 128-163 . https://doi.org/10.1177/2096531120961521
Veldman, M. A., Doolaard, S., Bosker, R. J., & Snijders, T. A. B. (2020). Young children working together: Cooperative learning effects on group work of children in Grade 1 of primary education. Learning and Instruction, 67, [101308]. https://doi.org/10.1016/j.learninstruc.2020.101308
Veldman, M. A., Doolaard, S., Snijders, T. A. B., & Bosker, R. J. (2019). Enhancing young students’ high-level talk by using cooperative learning within Success for All lessons. Pedagogische Studiën, 96(2), 82-97.
Veldman, M. A., Hingstman, M., Doolaard, S., Snijders, T. A. B., & Bosker, R. J. (2020). Promoting students’ social behavior in primary education through Success for All lessons. Studies in Educational Evaluation, 67, [100934]. https://doi.org/10.1016/j.stueduc.2020.100934
Veldman, M. A., Van Kuijk, M. F., Doolaard, S., & Bosker, R. J. (2020). The proof of the pudding is in the eating? Implementation of cooperative learning: Differences in teachers’ attitudes and beliefs. Teachers and Teaching, 26(1), 103-117. https://doi.org/10.1080/13540602.2020.1740197