Haelermans, C
Carla Haelermans is an associate professor in education economics at the Research Centre for Education and the Labour Market (ROA) at the School of Business and Economics (SBE), Maastricht University.
Her main research interests are in education economics, labour economics and inequality. She has done quite some work on the effectiveness of ICT-tools in education, parental involvement in education, efficiency of education, and the effectiveness of education and labour market policies.
She is or has been the project leader of several evaluation studies in education, focusing on topics such as the effectiveness of ICT-tools in secondary education on math and literacy, the effectiveness of summer schools, and active labour market policies, such as retraining programmes.
She is one of two the national coordinators of the Netherlands Cohort Study Education (National Cohortonderzoek Onderwijs; NCO) for the Netherlands Initiative for Education Research (NRO; part of the Netherlands Organization for Scientific Research NWO), and she is the PhD director and a member of the Management Team of the Graduate School of Business and Economics (GSBE) of SBE.
For more information see www.carlahaelermans.nl
Recent Publications
- Haelermans, C., & Ghysels, J. (2017). The effect of individualized digital practice at home on math skills Evidence from a two-stage experiment on whether and why it works. Computers & Education, 113, 119-134. https://doi.org/10.1016/j.compedu.2017.05.010
More information about this publication - Bartelet, D., Ghysels, J., Groot, W., Haelermans, C., & van den Brink, H. M. (2016). The Differential Effect of Basic Mathematics Skills Homework via a Web-Based Intelligent Tutoring System Across Achievement Subgroups and Mathematics Domains: A Randomized Field Experiment. Journal of Educational Psychology, 108(1), 1-20. https://doi.org/10.1037/edu0000051
More information about this publication - Ghysels, J., & Haelermans, C. (2018). New evidence on the effect of computerized individualized practice and instruction on language skills. Journal of Computer Assisted Learning, 34(4), 440-449. https://doi.org/10.1111/jcal.12248
More information about this publication - Haelermans, C., & De Witte, K. (2015). Does residential mobility improve educational outcomes? Evidence from the Netherlands. Social Science Research, 52(1), 351-369. https://doi.org/10.1016/j.ssresearch.2015.02.008
More information about this publication - Vooren, M., Haelermans, C., Groot, W., & Maassen van den Brink, H. (2019). The effectiveness of active labour market policies: A meta-analysis. Journal of Economic Surveys, 33(1), 125-149. https://doi.org/10.1111/joes.12269
More information about this publication - Belfi, B., Haelermans, C., & de Fraine, B. (2016). The long-term differential achievement effects of school socioeconomic composition in primary education: A propensity score matching approach. British Journal of Educational Psychology, 86(4), 501-525.
https://doi.org/10.1111/bjep.12120
More information about this publication - Cabus, S., Haelermans, C., & Franken, S. (2017). SMART in mathematics? Exploring the Effectiveness of Teaching with the Interactive Whiteboard. British Journal of Educational Technology, 48(1), 145-161. https://doi.org/10.1111/bjet.12350
More information about this publication - Haelermans, C., Ghysels, J., & Prince, F. (2015). Increasing performance by differentiated teaching? - Experimental evidence of the student benefits of digital differentiation. British Journal of Educational Technology, 46(6), 1161. https://doi.org/10.1111/bjet.12209
More information about this publication - Haelermans, C., & Ruggiero, J. (2017). Nonparametric Estimation of the Cost of Adequacy in Education: The Case of Dutch Schools. Journal of the Operational Research Society, 68(4), 390. https://doi.org/10.1057/jors.2015.68
More information about this publication - Haelermans, C., Ghysels, J., & Prince, F. (2015). A Dataset of Three Educational Technology Experiments on Differentiation, Formative Testing and Feedback. British Journal of Educational Technology, 46(5), 1102. https://doi.org/10.1111/bjet.12334
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