dr.

(Marieke) M Meeuwisse

Profile

Marieke Meeuwisse (Ph.D.) is associate professor in Educational Sciences at Erasmus University Rotterdam. Her main research theme is (ethnic) diversity in higher education, with a special interest in the learning environment, student-teacher interaction and sense of belonging. She has extensive experience in course design and development and in teaching at the (under) graduate level. Marieke is the project leader of the EU funded Erasmus+ Strategic Partnership on diversity and inclusion in higher education (#Ibelong, https://ibelong.eu/). She is a research fellow of the Community for Learning and Innovation (CLI) with a project on the academic trajectories of diverse students at Erasmus University Rotterdam. Marieke was awarded with a Comenius fellowship to develop the practical module Intercultural Sensitivity & Competence. As a Comenius fellow, she is a member of the KNAW Comenius Network which is a network of acknowledged innovators in higher education, where knowledge, experience and inspiration for educational innovation in higher education are broadly shared and disseminated to society.

Research interests: diversity, belongingness, inclusion, academic success, higher education, transitions, learning environment, peer interaction, student-staff interaction.

Onderzoeksinteresses: diversiteit, inclusie, studiesucces, hoger onderwijs, transities, leeromgeving, student-student interactie, student-docent interactie.

• All publications (124)

  • Article (23)

    • Professional Publication (2)

      • S.E. Severiens, M. Meeuwisse & K.H.R. Ouwehand (2020). Diverse klas: Bereid leraar beter voor. Didactief.
      • M. Meeuwisse & S.E. Severiens (2012). Studiesucces en leeromgeving. Een studie naar thuis voelen, inzet en tijdbesteding. Hoger Onderwijs Management , 4 (1), 18-20.

    • Scholarly Publication (21)

      • R. Kickert, M. Meeuwisse, L.R. Arends, P. Prinzie & K.M. Stegers-Jager (2020). Assessment policies and academic progress: differences in performance and selection for progress. Assessment & Evaluation in Higher Education, 44, 1177-1190. doi: 10.1080/02602938.2020.1845607
      • C. Kuiper, M. Meeuwisse & C. Terlouw (2020). Wat is er (digitaal) te doen voor, in, en na de HO-poort in Corona-tijd? Tijdschrift voor Hoger Onderwijs, 38 (2), 1-4.
      • A.E. Krijnen, R.C.M. van Steensel, M. Meeuwisse & S.E. Severiens (2020). Measuring parental literacy beliefs in a socio-economically, linguistically and ethnically diverse sample. Early Education and Development. doi: 10.1080/10409289.2020.1785227
      • A.E. Krijnen, R.C.M. van Steensel, M. Meeuwisse, J. Jongerling & S.E. Severiens (2020). Exploring a refined model of home literacy activities and associations with children’s emergent literacy skills. Reading and Writing, 33, 207-238. doi: 10.1007/s11145-019-09957-4 [go to publisher's site]
      • S.G.A. van Herpen, M. Meeuwisse, W.H.A. Hofman & S.E. Severiens (2020). A head start in higher education: The effect of a transition intervention on interaction, sense of belonging, and academic performance. Studies in Higher Education, 45 (4), 862-877. doi: 10.1080/03075079.2019.1572088
      • J. Brouwer, E.P.W.A. Jansen, S.E. Severiens & M. Meeuwisse (2019). Interaction and belongingness in two student-centered learning environments. International Journal of Educational Research, 97, 119-130. doi: 10.1016?j.ijer.2019.07.006
      • S.E. Severiens, E. van der Boom, K.H.R. Ouwehand & M. Meeuwisse (2019). Schoolcompositie en kenmerken van onderwijskwaliteit op VO-scholen: Resultaten van secundaire analyses op de Nederlandse data in het OESO-TALIS 2013 bestand. Pedagogische Studiën, 95 (4), 254-271.
      • R. Kickert, M. Meeuwisse, K.M. Stegers-Jager, G.V. Koppenol-Gonzalez, L.R. Arends & P. Prinzie (2019). Assessment policies and academic performance within a single course: The role of motivation and self-regulation. Assessment and Evaluation in Higher Education : an international journal, 44 (8), 1177-1190. doi: 10.1080/02602938.2019.1580674
      • S.E. Severiens, E. van der Boom, K. Ouwehand & M. Meeuwisse (2019). Composition and teaching quality characteristics in schools for secondary education: Results from secondary analyses on the Dutch OECD-TALIS 2013 data [Schoolcompositie en kenmerken van docentkwaliteit op VO-scholen Resultaten van secundaire analyses op de Nederlandse data in het OESO-TALIS 2013 bestand]. Pedagogische Studiën, 95, 254-271.
      • R. Kickert, K.M. Stegers-Jager, M. Meeuwisse, P. Prinzie & L.R. Arends (2018). The role of the assessment policy in the relation between learning and performance. Medical Education, 52 (3), 324-335. doi: 10.1111/medu.13487
      • R. Rodrigues, M. Meeuwisse, T. Notten & S.E. Severiens (2018). Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds. Educational Research, 60 (2), 222-240. doi: 10.1080/00131881.2018.1463144
      • M. Meeuwisse, L.A.L. de Meijer, M.Ph. Born & S.E. Severiens (2017). The work-study interface: Similarities and differences between ethnic minority and ethnic majority students. Higher Education, 73 (2), 261-280. doi: 10.1007/s10734-016-0012-1
      • S. van Herpen, M. Meeuwisse, A. Hofman, S.E. Severiens & L.R. Arends (2017). Early predictors of first-year academic success at university: pre-university effort, pre-university self-efficacy, and pre-university reasons for attending university. Educational Research & Evaluation, 23 (1-2), 52-72. doi: 10.1080/13803611.2017.1301261
      • S.E. Severiens, M. Meeuwisse & M.Ph. Born (2015). Student experience and academic success: Comparing a student-centred and a lecture-based course programme. Higher Education, 70 (1), 1-17. doi: 10.1007/s10734-014-9820-3
      • M. Meeuwisse, M.Ph. Born & S.E. Severiens (2014). The family-study interface and academic outcomes: Differences and similarities between ethnic minority and ethnic majority students. Cultural Diversity and Ethnic Minority Psychology, 20 (3), 401-412. doi: 10.1037/a0036698
      • M. Meeuwisse, M.Ph. Born & S.E. Severiens (2013). Academic performance differences among ethnic groups: do the daily use and management of time offer explanations? Social Psychology of Education, 16 (4), 599-615. doi: 10.1007/s11218-013-9231-9
      • R.H. Hofman, J. de Boom, M. Meeuwisse & W.H.A. Hofman (2013). Educational innovation, quality and effects: an exploration of innovations and their effects in secondary education. Educational Policy, 27 (6), 843-866. doi: 10.1177/0895904811429288
      • M. Meeuwisse, M.Ph. Born & S.E. Severiens (2011). The family-study interface and academic outcomes: Testing a structural model. Journal of Educational Psychology, 103 (4), 982-990. doi: 10.1037/a0024420
      • M. Meeuwisse, S.E. Severiens & M.P. Born (2010). Learning environment, interaction, sense of belonging and study success in ethnically diverse student groups. Research in Higher Education, 51, 528-545. doi: 10.1007/s11162-010-9168-1
      • M. Meeuwisse, S.E. Severiens & M.P. Born (2010). Reasons for withdrawal from higher vocational education: A comparison of ethnic minority and majority non-completers. Studies in Higher Education, 35 (1), 93-111. doi: 10.1080/03075070902906780
      • S.E. Severiens & M. Meeuwisse (2008). Waarom stoppen zoveel allochtone pabostudenten met hun studie? Tijdschrift voor Hoger Onderwijs, 26 (1), 13-23.

  • Book / Monograph / Book editorial (1)

    • M. Meeuwisse, L.A.L. de Meijer, A.S. Broens & R. Wolff (2019). Trainer manual. Intercultural sensitivity and competence: Practical module Master programme Educational Sciences. Rotterdam: Erasmus School of Social and Behavioural Sciences

  • Part of book - Chapter (4)

    • Professional Publication (3)

      • E.B. Klatter & M. Meeuwisse (2018). Hink-stap-sprong. De Rotterdamse route naar hoger onderwijs. In Samen talenten en kansen versterken. Manifest voor onderwijs van kenniswerkplaats Rotterdams Talent (pp. 20-25). Rotterdam: Kenniswerkplaats Rotterdams Talent
      • R.C.M. van Steensel, A.E. Krijnen, S. de la Rie & M. Meeuwisse (2016). Stimulering van taal en geletterdheid: ouderbetrokkenheid organiseren. In Onderwijs en opvoeding in stedelijke context. Van startbekwaam naar stadsbekwaam (pp. 235-246). Bussum: Coutinho
      • C. Suhre & M. Meeuwisse (2012). Effectief studiegedrag, tijdsbesteding en time management. In H. van Berkel, E. Jansen & A. Bax (Eds.), Studiesucces bevorderen: het kan en het is niet moeilijk (pp. 23-36). Den Haag: BOOM|Lemma uitgevers

    • Scholarly Publication (1)

      • R.P. Wolff, S.E. Severiens & M. Meeuwisse (2010). Attracting and retaining diverse student teachers. In OECD, Educating Teachers for Diversity. Meeting the Challenge (pp. 137-162). Paris: OECD doi: 10.1787/9789264079731-en

  • Report (10)

    • Professional Publication (6)

      • S.G.A. van Herpen, M. Meeuwisse & S.E. Severiens (2015). De effecten van een Pre-Academic Programme. Rotterdam: Risbo
      • W.A. de Vos, M. Boonstra, L. van den Bulk, M. Meeuwisse & S.E. Severiens (2014). Taakspel: Het bevorderen van welbevinden in de klas. Rotterdam: Risbo
      • M. Meeuwisse, P. van Wensveen & S.E. Severiens (2011). Tijd om te studeren. Een onderzoek naar tijdbesteding en studiesucces in leeromgevingen. (Extern rapport). Den Haag: Ministerie van OCW
      • W.A. de Vos, S.E. Severiens, J. de Boom, M. Meeuwisse & P.W. Hermus (2010). Met meer plezier naar school. Een onderzoek naar de effecten van brede scholen in het Rotterdamse voortgezet onderwijs. (Extern rapport). Rotterdam: Risbo
      • M. Meeuwisse & M.P. Born (2009). Familie- (bij)baan- vrije tijd- school interferentie en facilitatie voor studenten van diverse etnische achtergronden. (Intern rapport). onbekend: College van Bestuur
      • S.E. Severiens, R.P. Wolff, M. Meeuwisse, S. Rezai & W. Vos (2008). Waarom stoppen zoveel allochtone studenten met de pabo? Samenvatting van vijf studies. (Extern rapport). Den Haag: SBO

    • Scholarly Publication (4)

      • F. Spierings, T. Tudjman, M. Meeuwisse & J. Onstenk (2015). Literatuurstudie risicojongeren. Onderwijs, arbeid, zorg en veiligheid. (Extern rapport). Rotterdam: Kenniswerkplaats Rotterdams Talent
      • M. Meeuwisse & S.E. Severiens (2013). Werken aan primaire preventie: Verkenning voor het nieuwe beleidskader jeugd op het gebied van onderwijs. (Extern rapport). Rotterdam: Kenniswerkplaats Rotterdam
      • S.G.A. van Herpen & M. Meeuwisse (2012). Eerste resultaten Instroommonitor 2011: het studiekeuzeproces en de studieverwachtingen van eerstejaarsstudenten 2011-2012. (Intern rapport). Rotterdam: Risbo
      • S.G.A. van Herpen, M. Meeuwisse & L. Vreeke (2012). Studiesucces voorspellen voor de poort. De invloed van eerdere prestaties en studiekeuzegedrag op het academisch succes van eerstejaars studenten 2011-2012. (Intern rapport). Rotterdam: Risbo - Erasmus Universiteit Rotterdam

  • Website / portal (1)

    • M. Meeuwisse#IBelong - Towards a sense of belonging in an inclusive learning environment. . Retrieved Aug 26, 2020, from https://ibelong.eu/#top

  • Lecture (54)

    • Professional Publication (19)

      • M. Meeuwisse (2020, januari 29). Diversiteit, Belonging en Inclusie. Noordwijk, Nationaal Sport Forum.
      • M. Meeuwisse (2020, januari 21). Towards a sense of belonging in an inclusive learning environment. Utrecht, Studiedag #Feel Connected.
      • M. Meeuwisse, R.P. Wolff, A.S. Broens & L.A.L. de Meijer (2019, juni 6). Interculturele sensitiviteit via video-logs. Utrecht, Comeniusfestival.
      • E. Jansen, J. Brouwer, S.E. Severiens & M. Meeuwisse (2018, augustus 30). Exploration of social and academic integration and belongingness in student-centered learning. Giessen, EARLI.
      • A.E. Krijnen, R.C.M. van Steensel, M. Meeuwisse & S.E. Severiens (2018, juli 20). Parental Literacy Beliefs and Associations with Parental Support of Children’s Emergent Literacy Development. An Exploratory Study. Brighton, United Kingdom, Conference of Scientific Studies of Reading.
      • A.E. Krijnen, R.C.M. van Steensel, M. Meeuwisse & S.E. Severiens (2018, augustus 29). Parental Literacy Beliefs and Associations with Parental Input During a Literacy Activity. Berlin, Germany, Conference Early Childhood Education, SIG 5 of EARLI.
      • M. Meeuwisse, S.E. Severiens, J. Brouwer & E. Jansen (2018, juni 15). Een verkenning van sociale interactie, academische interactie en thuisvoelen in studentgecentreerde leeromgevingen. Nijmegen, Onderwijs Research Dagen.
      • S.E. Severiens, K.H.R. Ouwehand & M. Meeuwisse (2018, september 6). Do professional learning communities improve teacher self-efficacy in diverse schools? Secondary analyses on the TALIS-2013 data from the Netherlands. Bolzano, ECER.
      • I. Sincer, M.L.L. Volman, M. Meeuwisse & S.E. Severiens (2018, september 7). Ethnic school composition and sense of school belonging: the moderating role of an open classroom climate. Bolzano, Italy, ECER 2018.
      • I. Sincer, M.L.L. Volman, M. Meeuwisse & S.E. Severiens (2018, augustus 31). School composition and sense of school belonging: the role of an open classroom climate. London, UK, ESA Mid-term conference.
      • M. Meeuwisse & R.P. Wolff (2018, november 13). Knowing and showing (what works... or not!). Towards inclusion in higher education. Rotterdam, Opening Education Lab.
      • M. Meeuwisse, S.E. Severiens & E. van der Boom (2017, juni 29). Scholen als lerende organisaties in Nederland. Antwerpen, België, Onderwijs Research Dagen.
      • A.E. Krijnen, R.C.M. van Steensel, M. Meeuwisse & S.E. Severiens (2017, september 1). Implementing PLCs to Sustain a Family Literacy Program in Dutch Urban Elementary Schools. Tampere, Finland, EARLI Conference 2017.
      • M. Meeuwisse (2016, mei 27). De student experience: de rol van studiebetrokkenheid en studenttevredenheid in het vergroten van onderwijskwaliteit en studiesucces. Rotterdam, Onderwijs Research Dagen.
      • L.A.L. de Meijer & M. Meeuwisse (2016, juli 13). Diversity in Higher Education. Amsterdam, Higher Education Conference.
      • S.G.A. van Herpen, M. Meeuwisse, W.H.A. Hofman & S.E. Severiens (2016, juli 13). Types of adjustment during the transition to university: changes in effort, self-efficacy and performance. Amsterdam, Higher Education Conference.
      • A.E. Krijnen, M. Meeuwisse, S.E. Severiens & R.C.M. van Steensel (2015, november 4). Ouderbetrokkenheid in de voor- en vroegschoolse educatie: omgang met diverse oudergroepen en bevordering van duurzaamheid. Amersfoort, NRO congres.
      • M. Meeuwisse, L.A.L. de Meijer, M.Ph. Born & S.E. Severiens (2014, augustus 28). Learning. Earning, Leisure, and Family. Life Domains and Academic Careers (part 1). Padova, Italy, Open Spaces for Interaction and Learning Diversities.
      • L.A.L. de Meijer, M. Meeuwisse, M.Ph. Born & S.E. Severiens (2014, augustus 28). Learning. Earning, Leisure, and Family. Life Domains and Academic Careers (part 2). Padova, Italy, Open Spaces for Interaction and Learning Diversities.

    • Scholarly Publication (33)

      • M. Meeuwisse (2020, februari 17). Sense of belonging in higher education. Rotterdam, Goal Setting Lab, Rotterdam School of Management.
      • M. Meeuwisse & R.P. Wolff (2020, november 30). Sense of belonging, sense of success. The learning community, diversity and inclusion in Dutch higher education. Erasmus University Rotterdam, Guest Lecture Master Educational Sciences/ Human Learning and Performance.
      • L.A.L. de Meijer, M. Meeuwisse, R.P. Wolff & A.S. Dias - Broens (2019, mei 23). Comenius Fellowship: Building Intercultural Sensitivity and Competence of Students in Higher Education. Erasmus University Rotterdam, The Netherlands, Colloquium.
      • R. Kickert, M. Meeuwisse, K.M. Stegers-Jager, P. Prinzie & L.R. Arends (2019, mei 14). Motivation, self-regulation and academic performance under various assessment policies. CLI lab, CLI research lunch.
      • K.H.R. Ouwehand, M. Meeuwisse, E. van der Boom & S.E. Severiens (2019, augustus 15). Happy schools, happy teachers: A comparison between schools with high versus lower teacher job satisfaction and self-efficacy among teachers on PLC characteristics. Aachen, 18th Biennial EARLI Conference for Research on Learning and Instruction (EARLI).
      • L.A.L. de Meijer, A.S. Dias - Broens & M. Meeuwisse (2019, augustus 15). Building intercultural competences of students in higher education: The role of multicultural beliefs. Aachen, 18th Biennial EARLI Conference for Research on Learning and Instruction (EARLI).
      • R. Kickert, M. Meeuwisse, K.M. Stegers-Jager, P. Prinzie & L.R. Arends (2019, augustus 15). The curricular fit theory of motivation. Aachen, 18th Biennial EARLI Conference for Research on Learning and Instruction (EARLI).
      • M. Meeuwisse, A.S. Broens, L.A.L. de Meijer & R.P. Wolff (2019, oktober 29). Building intercultural competence of students in higher education. Ghent, 28th annual European Access Network (EAN) conference.
      • M. Meeuwisse, M. Buse, M. Burfeind, J. Van Marlen & R.P. Wolff (2019, oktober 29). Touching a sense of belonging: Experiencing the Erasmus+ project #IBelong. Ghent, 28th annual European Access Network (EAN) conference.
      • M. Meeuwisse (2019, november 20). Towards a sense of belonging in an inclusive learning environment. Osnabruck, Multiplier Event #IBelong - Making Inclusion Work.
      • M. Meeuwisse & R.P. Wolff (2019, december 6). Knowing and showing (what works or not): Towards inclusion in higher education. Hasselt, Onderwijsdag 2019.
      • L.A.L. de Meijer, M. Meeuwisse, R.P. Wolff & A.S. Dias - Broens (2019, oktober 17). Building Intercultural Sensitivity and Competences of Students in Higher Education: The Development of a Practical Skills Module. Erasmus University Rotterdam, Center for Learning & Innovation: Research Lunch.
      • R. Kickert, M. Meeuwisse, K.M. Stegers-Jager, P. Prinzie & L.R. Arends (2019, augustus 16). Assessment policies and academic performance: The role of motivation and self-regulation. Aachen, 18th Biennial EARLI Conference for Research on Learning and Instruction (EARLI).
      • L.A.L. de Meijer, A.S. Dias-Broens & M. Meeuwisse (2019, juni 26). Rol van persoonlijke overtuigingen bij ontwikkeling van interculturele vaardigheden in hoger onderwijs. Heerlen, Nederland, Onderwijs ResearchDagen (ORD).
      • R. Kickert, K.M. Stegers-Jager, M. Meeuwisse, L.R. Arends & P. Prinzie (2017, juni 9). The role of the assessment system in the relation between learning and performance. Rotterdam, Erasmus University College, CEL innovation room.
      • R. Kickert, K.M. Stegers-Jager, M. Meeuwisse, L.R. Arends & P. Prinzie (2017, februari 21). De rol van zelfregulerend leren en participatie in het behalen van studieprestaties onder een vernieuwd toetsingssysteem. Rotterdam, Erasmus Education Research (EER) lunchmeeting.
      • R. Kickert, K.M. Stegers-Jager, M. Meeuwisse & L.R. Arends (2018, april 15). The role of the assessment policy in the relation between learning and performance. New York, AERA conference 2018.
      • R. Kickert, K.M. Stegers-Jager, M. Meeuwisse, L.R. Arends & P. Prinzie (2017, april 25). The role of the assessment system in the relation between learning and performance. Rotterdam, Erasmus Medical Center, IMERR labmeeting.
      • R. Kickert, M. Meeuwisse, K.M. Stegers-Jager, P. Prinzie & L.R. Arends (2017, augustus 23). Academic progress under various assessment systems. Kopenhagen, ECER conference.
      • R. Kickert, K.M. Stegers-Jager, M. Meeuwisse, L.R. Arends & P. Prinzie (2017, maart 30). De rol van zelfregulerend leren en participatie in het behalen van studieprestaties onder een vernieuwd toetsingssysteem. Breda, Avans Hogeschool, Kenniskring.
      • R. Kickert, K.M. Stegers-Jager, M. Meeuwisse, L.R. Arends & P. Prinzie (2017, april 20). The role of the assessment system in the relation between learning and performance. Utrecht, ICO National Spring School.
      • R. Kickert, K.M. Stegers-Jager, M. Meeuwisse, P. Prinzie & L.R. Arends (2016, juli 13). The role of motivation, learning strategies and participation in academic performance under a renewed examination system: refitting a structural model. Amsterdam, Higher Education Conference.
      • R. Kickert, K.M. Stegers-Jager, M. Meeuwisse, P. Prinzie & L.R. Arends (2016, mei 25). De rol van motivatie, leerstrategieën en participatie in het behalen van studieprestaties onder een vernieuwd examensysteem. Rotterdam, Onderwijs Research Dagen.
      • A.E. Krijnen, R.C.M. van Steensel, M. Meeuwisse, J. Jongerling & S.E. Severiens (2016, augustus 25). Associations Between Parental Literacy Beliefs, Home Literacy Activities and Children´s Emergent Literacy Skills. Dublin, ECER 2016.
      • R. Kickert, M. Meeuwisse, K.M. Stegers-Jager, P. Prinzie & L.R. Arends (2016, november 2). Academic progress under various assessment regimes. Bad Schussenried, ICO International Fall School 2016.
      • A.E. Krijnen, R.C.M. van Steensel, M. Meeuwisse, J. Jongerling & S.E. Severiens (2016, januari 1). Extending the Home Literacy Model: a new typology of parent-child home literacy activities and associations with children´s emergent literacy skills. Bad Schüssenried, ICO Fall School.
      • M. Meeuwisse, L.A.L. de Meijer, M.Ph. Born & S.E. Severiens (2016, augustus 23). Learning, earning, family and leisure. Life domains and academic careers. Dublin, ECER.
      • A.E. Krijnen, R.C.M. van Steensel, M. Meeuwisse & S.E. Severiens (2015, juni 19). Opvattingen van ouders in een family literacy programma over hun rol in de talige en geletterde ontwikkeling van kleuters. Eerste resultaten van een kwalitatieve studie. Leiden, ORD.
      • S.G.A. van Herpen, M. Meeuwisse & L.R. Arends (2015, augustus 23). Early predictors of first-year academic achievement: effort, self-efficacy and college choice. Limassol, Cyprus, 20th JURE Conference.
      • S.G.A. van Herpen, M. Meeuwisse & L.R. Arends (2015, augustus 25). Early predictors of first-year academic achievement: effort, self-efficacy and college choice. Limassol, Cyprus, 16th Biennial EARLI Conference for Research on Learning and Instruction 2015.
      • S.G.A. van Herpen, M. Meeuwisse, W.H.A. Hofman & S.E. Severiens (2015, juni 17). De effecten van een Pre-Academic Programma op studiesucces in het eerste jaar. Leiden, Onderwijs Research Dagen.
      • M. Meeuwisse, L.A.L. de Meijer, M.Ph. Born & S.E. Severiens (2015, juni 17). Studeren met een (bij)baan: overeenkomsten en verschillen tussen autochtone en niet-westerse allochtone studenten. Leiden, Onderwijs Research Dagen.
      • M. Meeuwisse, W.A. De Vos, L. van Schie & S.E. Severiens (2015, augustus 27). Wellbeing of pupils in prevocational secondary education: The influence of the Good Behavior Game. Limassol, Cyprus, 16th Biennial Earli Conference for Research on Learning and Instruction 2015.

    • Semiscientific Publication (2)

      • M. Meeuwisse, L.A.L. de Meijer & S.E. Severiens (2019, januari 28). The Knowledge Workshop Rotterdam talent. Rotterdam, Kick-off meeting Pillar Behavioral Change.
      • M. Meeuwisse & L. Dominguez Alvarez (2017, oktober 6). School als lerende organisatie: wat heb je als school nodig? Amersfoort, Lerarencongres.

  • Other output (25)

    • Professional Publication (4)

      • M. Tupan-Dankbaar, I. Stanojev, D. Tupan & M. Meeuwisse (2020). #IBelong Osnabruck. Inclusiveness Meet-up: Osnabruck (2019, november 20 - 2019, november 20).
      • M. Meeuwisse (2019). Niet iedereen krijgt evenveel kansen.
      • M. Meeuwisse & R.P. Wolff (2018). Inclusive and culturally sensitive education. bEURs: Rotterdam (2018, september 19 - 2018, september 19).
      • M. Meeuwisse & S. Crafter (2014). Diversity in classrooms. ICO fall school: Blankenberge (2014, november 10 - 2014, november 14).

    • Scholarly Publication (10)

      • L.A.L. de Meijer, M. Meeuwisse, R.J. Zijderveld & A.S. Dias - Broens (2019). Personal and Professional Development of Students: Academic and work trajectories of ACPA- and premaster students in Pedagogical Sciences (gehonoreerd). 2019: Rotterdam (2019, september 1 - 2021, augustus 31).
      • S.E. Severiens, M. Meeuwisse, R. Pulinx, J. Vietze & S.G.A. Van Herpen (2019). Kortlopend onderzoek Hoger Onderwijs [NRO 2019]: Zelfselectie aan de poort door studenten. [awarded].
      • S.E. Severiens, M. Meeuwisse, R. Pulinx, J. Vietze & S.G.A. van Herpen (2019). Zelfselectie aan de poort door studenten.
      • M. Meeuwisse, R.P. Wolff, A.A.C.M. Smeets & J.J.M. Takkenberg (2018). #IBelong - Towards a Sense of Belonging in an Inclusive Learning Environment.
      • R. Kickert, M. Meeuwisse, P. Prinzie, L.R. Arends & K.M. Stegers-Jager (2015). De invloed van 'Nominaal is Normaal' (N=N) op de tijdbesteding van studenten. Onderwijs Research Dagen: Leiden (2015, juni 17 - 2015, juni 19).
      • M. Meeuwisse, S.E. Severiens, L.M. Vermeulen & M.P. Born (2009). Reasons for withdrawal from higher vocational education. 13th biennial conference of the European Association for Research on Learning and Instruction (EARLI): Amsterdam (2009, augustus 1).
      • M. Meeuwisse, S.E. Severiens & M.P. Born (2009). Learning environment, interaction, sense of belonging and study success in ethnically diverse student groups. 13th biennial conference of the European Association for Research on Learning and Instruction (EARLI): Amsterdam (2009, augustus 1).
      • M. Meeuwisse, M.P. Born & S.E. Severiens (2009). The family-study interface: Differences and similarities between ethnic minority and ethnic majority students. Annual conference of the Dutch Association of Researchers in the field of Industrial and Organizational Psychology (WAOP): [s.l.] (2009, november 1).
      • M. Meeuwisse, S.E. Severiens & M.P. Born (2008). Uitval in het hbo.Uitvalredenen voor niet-westers allochtone en autochtone studenten. ORD: Eindhoven (2008, juni 1).
      • M. Meeuwisse, S.E. Severiens & M.P. Born (2008). Exploring reasons for withdrawal from higher vocational education in the Netherlands. A comparison of ethnic minority and nonminority students. EARLI: Gothenborg (2008, mei 1).

    • Other Publication (11)

      • M. Meeuwisse (2018). Making inclusive education happen. College Café: Rotterdam (2018, oktober 2 - 2018, oktober 2).
      • M. Meeuwisse, L.A.L. de Meijer & R.P. Wolff (2017). Reflecteren aan de hand van video-logs: een practicummodule Interculturele Sensitiviteit & Competentie voor studenten Onderwijswetenschappen. Comeniusbeurs Teaching Fellow 2018 (gehonoreerd): .
      • A.E. Krijnen, R.C.M. van Steensel, M. Meeuwisse & S.E. Severiens (2016). Een uitbreiding van het Home Literacy Model: de relaties tussen ouderlijke opvattingen over vroege taal- en leesontwikkeling, thuisactiviteiten en de taalvaardigheid van jonge kinderen. Onderwijs Research Dagen: Rotterdam (2016, mei 25 - 2016, mei 27).
      • A.E. Krijnen, R.C.M. van Steensel, M. Meeuwisse & S.E. Severiens (2016). Nieuwe inzichten in het geletterd gezinsklimaat: relaties tussen thuisactiviteiten, ouderlijke opvattingen en de ontluikende geletterdheid van jonge kinderen. Onderwijs Research Dagen 2016: Rotterdam.
      • L.A.L. de Meijer, M.J.M. van den Berg & M. Meeuwisse (2016). Transitie van MBO naar arbeidsmarkt: de rol van student, opleiding en werkveld bij de overgang van studie naar baan. Beleidsgericht Onderwijsonderzoek 2016: .
      • R. van der Aa, S.E. Severiens, E. van der Boom & M. Meeuwisse (2015). Teaching and Learning International Survey (TALIS) 2018.
      • G.J. de Bruijn, M. Meeuwisse, L.A.L. de Meijer & P.C.M. Luijk (2015). Healthy Learning Communities: an RCT to improve adolescent health in low vocational schools via Gezonde School and Professional Learning Communities. PP5 Opvoeding en Onderwijs: .
      • L.A.L. de Meijer, M. Meeuwisse, M.Ph. Born & S.E. Severiens (2015). The leisure-study interface and academic outcomes: Testing a structural model. 16th Biennial EARLI Conference for Research on Learning and Instruction 2015: Cyprus (2015, augustus 25 - 2015, augustus 29).
      • S.E. Severiens, T. Tudjman, R. van der Aa, E. van der Boom, H. de Koning & M. Meeuwisse (2015). Differentiated teaching in Europe: A comparative study. NRO - Differentiation in Education: .
      • M. Meeuwisse, S.E. Severiens & W.H.A. Hofman (2014). De invloed van N=N op studiegedrag van studenten.
      • R.C.M. van Steensel, M. Meeuwisse & S.E. Severiens (2014). Ouderbetrokkenheid in de voor- en vroegschoolse educatie: omgang met diverse oudergroepen en bevordering van duurzaamheid.

  • Journal editorship / Referee (1)

    • M. Meeuwisse (Ed.). (2020-2020) Tijdschrift voor Hoger Onderwijs.

  • Award (3)

    • Scholarly Publication (1)

      • M. Meeuwisse (2019). Diverse students in search for belonging in higher education: The validation of a multidimensional sense of belonging scale. EUR Fellowship: Erasmus University Rotterdam. Wetenschappelijk.

    • Other Publication (2)

      • M. Meeuwisse (2018). The student-curriculum interplay: Academic trajectories of diverse students at the Erasmus University Rotterdam. Research fellowship - Community for Learning & Innovation: Rotterdam. Overig.
      • M. Meeuwisse (2017). Inclusive learning environments in European higher education. Support Programme National and International Projects (SNIP): Rotterdam. Overig.

  • Doctoral thesis (1)

    • M. Meeuwisse (2012, maart 23). Being smart is not enough. The role of psychosocial factors in study success of ethnic minority and ethnic majority students. EUR (167 pag.) Prom./coprom.: prof.dr. M.Ph. Born & prof.dr. S.E. Severiens.

  • Scientific positions (1)

    • M. Meeuwisse (2013-2023). Member of Editorial Board. International Studies in Widening Participation.

• Teaching (1)

  1.2C Intro. to Educational Sciences

  Title

  1.2C Intro. to Educational Sciences

  Year

  2020

• Present position

  Associate Professor

  University

  Erasmus University Rotterdam

  School

  Erasmus School of Social and Behavioural Sciences

  Department

  Department of Psychology, Education & Child Studies/Educational and Developmental Psychology

  Country

  The Netherlands