Ariës, R
Roel Ariës is postdoctoral researcher at the ‘Academische Werkplaats Onderwijs’. He received a B.Ed. in history education at Fontys Applied University in 2003 and started his teaching activities in secondary education in the same year. During his teaching, he obtained an M.Ed. in history education at Fontys Applied University in Tilburg in 2007 and an M.Sc. in Evidence Based Innovation in Teaching at Maastricht University’s Top Institute for evidence-based Education Research (TIER) in 2011. After graduation, Roel worked as a university teacher and coordinator of the Minor in Education program (Maastricht University). He also obtained a teaching position in the Master of Evidence Based Innovation in Teaching program at TIER. He also was the Co-ordinator of Quality Control of Zuyd Applied University’s Faculty of International Business and Communication education programs. During his PhD-research (2018), Roel worked on practice-based working memory training in secondary education. He made two research visits to MIT’s Gabrieli Lab for Cognitive and Affective Neuroscience in Boston, Massachusetts. He also researched parent involvement strategies to improve test scores.
Recent Publications
- Aries, R. J., Groot, W., & van den Brink, H. M. (2015). Improving reasoning skills in secondary history education by working memory training. British Educational Research Journal, 41(2), 210-228. https://doi.org/10.1002/berj.3142
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Ariës, R., Ghysels, J., Groot, W., & Maassen van den Brink, H. (2016). Combined working memory capacity and reasoning strategy training improves reasoning skills in secondary social studies education: evidence from an experimental study. Thinking Skills and Creativity, 22, 233-246. https://doi.org/10.1016/j.tsc.2016.10.008
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Ariës, R. J. F. (2018). An evidence-based approach to working-memory based training in secondary education to improve reasoning test achievements. (no. XII ed.). Maastricht : TIER. https://doi.org/10.26481/dis.20180517ra
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Cabus, S., & Ariës, R. (2016). What do Parents Teach their Children? – The Effects of Parental Involvement on Student Performance in Dutch Compulsory Education. Educational Review, 66(3), 285-302. https://doi.org/10.1080/00131911.2016.1208148
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Ariës, R., & Cabus, S. (2015). Parental homework improves test scores: a review of the literature. Review of Education, 3(2), 179-199. https://doi.org/10.1002/rev3.3055
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Ariës, R., & Cabus, S. (2017). Verbeteren toetsscores wanneer ouders betrokken zijn bij het huiswerk van hun kind? Een verslag van een literatuuronderzoek. Tijdschrift voor Onderwijsrecht en Onderwijsbeleid, 2016-17(4), 266-272.
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Bles, P., van der Velden, R., & Ariës, R. (2019). Zo match je kansen met opbrengsten. Didactief, 49(3), 26-27.
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Ariës, R., & de Wolf, I. (2018). Vergelijking van het Nederlandse onderwijs met andere landen. Poster session presented at Onderwijsinspectie: Academische Werkplaats Onderwijskwaliteit, .
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Cabus, S., & Ariës, R. (2015). Ouderbetrokkenheid beïnvloedt leerprestaties. Economisch Statistische Berichten, 100(4709), 266-268.
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Ariës, R., Bles, P., & van der Velden, R. (2018). Kansen, rendement en prestaties in VO: Trade-off, voorkeuren of kwaliteit?. Paper presented at Conferentie Academische Werkplaats, Utrecht, Netherlands.
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