Work in progress
Ghysels, J., C. Haelermans & F. Prince (2018). The Role of Information in Learning. Information as a Learning Incentive in Secondary School – Evidence from a Randomized Experiment (submitted). (revise & resubmit)
Molin, F., S. Cabus, C. Haelermans, & W. Groot (2021). Do feedback strategies improve students’ learning gains? – Results of a randomized experiment using polling technology in physics classrooms. (revise & resubmit)
Haelermans, C., R. Korthals, M. Jacobs, S. de Leeuw, S. Vermeulen, L. van Vugt, B. Aarts, T. Prokic-Breuer, R. van der Velden, S. van Wetten & I. de Wolf (2021). Sharp increase in inequality in education in times of the COVID-19pandemic. (revise & resubmit)
Vooren, M., C. Haelermans, W. Groot & H. Maassen van den Brink (2020). Enrolment and study success in science, technology, engineering, and mathematics higher education. An analysis using longitudinal register data from the Netherlands (submitted). (revise & resubmit)
Heers, M., C. Haelermans & M. Monfrance (2020). In or Out? The Relationship Between Immigrant Concentration and Dropout of Native and Immigrant Students in Compulsory Education (submitted).
Haelermans, C. & J. Ghysels (2019). Effectively involving low-SES parents in human capital development: Evidence from a field experiment. Research Centre for Education and the Labour Market. ROA Research Memoranda, No. 008. (working paper). (submitted)
Haelermans, C. (2018). The Effects of Group Differentiation by Students’ Learning Strategies (submitted).
Monfrance, M., C. Haelermans, H. Leenders, J. de Jong and K. Coppens (2018). Differences in teacher practices regarding parental involvement in primary education explained (working paper). (submitted)
Cabus, S., C. Haelermans, I. Flink, C. Uwamahoro Gafiligi, J.F. Maniraho, K. Rutkowska & J. Peeraer (2020). Evaluating a certificate programme on educational mentorship and coaching leading to induction activities for new teachers in Rwandan primary schools. HIVA Working Paper D/2020/4718/011 – ISBN 9789088361074. (submitted to journal)
Molin, F., A. de Bruijn & C. Haelermans (2020). Developing a metacognitive framework to understand formative assessments with polling systems: The role of metacognitive prompts and diagnostic cues (submitted).
Vooren, M., C. Haelermans, W. Groot & H. Maassen van den Brink (2020). Make IT Work: the Labour Market Effects of Information Technology Retraining in the Netherlands. (submitted).
Haelermans, C., & B. van Geffen (2021). Residential mobility and educational outcomes. (submitted as book chapter)
Belfi, B. & C. Haelermans (2017). How School SES impacts school related psychosocial development in upper primary school: a propensity matching approach (working paper).
Haelermans, C. & T. Schils (2018). Unraveling gender differences in objective and subjective school performance outcomes: the role of personality characteristics (working paper).
Wouters, T., Z, Hermann & C. Haelermans (2018). Demand for secondary school characteristics - Evidence from school choice data in Hungary (working paper).
Haelermans, C., L. Ippel, M. Monfrance & A. Zaveri (2020). A cross-country comparison of the digital divide: on how socio-economic status influences the relation between ICT and student performance. (working paper)
Heers, M., C. Haelermans & M. Monfrance (2020). How Important is it With Whom You Go to School? The Relationship between Immigrant Peers and Educational Success Across the Entire School Career of Native and Immigrant Students (working paper).
Haelermans, C. & E. Dirks (2020). Use your hands! Effects of using Gestures in an Interactive Tutoring System on Vocabulary Learning in Kindergarten (Working paper).
Edmark, K., I. Hussain & C. Haelermans (2020). The Impact of Voucher Schools: Evidence from Swedish Upper Secondary Schools. Scandinavian working papers in economics, SOFI working paper series No 3/2020. (working paper).
Haelermans, C., K. Wessling, M. Monfrance, Ghysels, J. & I. Rud (2020). To what extend and for whom are summer schools effective in reducing the risk of grade retention? (working paper).
Haelermans, C., M. Jacobs, S. de Leeuw, L. van Vugt, R. van der Velden, & S. van Wetten (2021). The effect of family composition on students’ learning growth during the COVID-19 pandemic. (working paper)
Haelermans, C., M. Jacobs, L. van Vugt, B. Aarts, H. Abbink, C. Smeets, R. van der Velden, & S. van Wetten (2021). A full year COVID-19-crisis with interrupted learning and two school closures: The effects on learning growth and inequality in primary education. (working paper)
Aarts, B., C. Haelermans, M. Jacobs, R. van der Velden, L. van Vugt, S. van Wetten & T. Wijsman (2021). Does school quality matter? School differences during the pandemic. (working paper)