Prof Dr Trudie Schils (T.)

• Vergeer, J., van Weerdenburg, M., Schils, T., & Bakx, A. (2025). Teachers in Gifted Education: Their Perception of Involvement of and Interacting With Parents, School Leaders, and Other Teachers. Gifted Child Quarterly. Advance online publication. https://doi.org/10.1177/00169862251351940

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• Goertzen, L., Heeneman, S., & Schils, T. (2025). The impact of formative assessment on pupil academic achievement: An empirical study of the effects of a formative assessment practices program that was co-designed in a teacher community. Learning and Instruction, 99, Article 102153. https://doi.org/10.1016/j.learninstruc.2025.102153

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• Vergeer, J., van Weerdenburg, M., Schils, T., & Bakx, A. (2025). School Leaders in Gifted Education: Their Perceptions of Involvement of and Interacting with Parents, Teachers, and Other School Leaders. Education Sciences, 15(3), Article 281. https://doi.org/10.3390/educsci15030281

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• Monfrance, M., Haelermans, C., & Schils, T. (2024). Effects of summer schools: Who benefits the most? PLOS ONE, 19(4), Article e0302060. https://doi.org/10.1371/journal.pone.0302060

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• Goertzen, L., Schils, T., & Heeneman, S. (2023). Co-designing formative assessment practices: A collaboration between elementary school teachers and researchers to conceptualize and implement formative assessment as a unified practice. Teaching and Teacher Education, 134, Article 104306. https://doi.org/10.1016/j.tate.2023.104306

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• Beckers, J., Bolkenbaas, S., Verbree, A.-R., Schils, T., van Gog, T., & de Bruin, A. (2023). Easing the transition: do Talent Lessons and Talent Talks support students' self-regulated learning skills in the transition from primary to secondary education? Frontiers in Education, 8, Article 1149332. https://doi.org/10.3389/feduc.2023.1149332

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• Golle, J., Schils, T., Borghans, L., & Rose, N. (2023). Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study. Gifted Child Quarterly, 67(1), 64-79. https://doi.org/10.1177/00169862221104026

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• Cotofan, M., Diris, R., & Schils, T. (2022). Who Benefits from Attending the Higher Track? The Effect of Track Assignment on Skill Development and the Role of Relative Age. Journal of Human Capital, 16(2), 273-302. Article 718462. https://doi.org/10.1086/718462

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• Graus, M., van de Broek, A., Hennissen, P., & Schils, T. (2022). Disentangling aspects of teacher identity learning from reflective blogs: The development of a category system. Teaching and Teacher Education, 111, Article 103624. https://doi.org/10.1016/j.tate.2021.103624

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• Cornips, L., Klatter-Folmer, J., Schils, T., & Roumans, R. (2022). A Longitudinal Comparison of Literacy Abilities of Bidialectal and Monolingual Dutch Speaking Children: Bidialectal Children Score Higher in Grade 2 on Spelling and Reading Comprehension. In E. Saiegh-Haddad, L. Laks, & C. McBride (Eds.), Handbook of Literacy in Diglossia and in Dialectal Contexts: Psycholinguistic, Neurolinguistic, and Educational Perspectives (Vol. 22, pp. 219-245). Springer International Publishing. https://doi.org/10.1007/978-3-030-80072-7_11

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