Trudie Schils

University of International Business and Economics — China

Psychology · Social Sciences

14h-index834citations91works0.32yr avg
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Research Topics

Education, Achievement, and Giftedness(12), School Choice and Performance(11), Retirement, Disability, and Employment(11), Labor market dynamics and wage inequality(10), Dutch Social and Cultural Studies(10)

Publications91 total

Teachers in Gifted Education: Their Perception of Involvement of and Interacting With Parents, School Leaders, and Other Teachers
Gifted Child Quarterly·2025Open Access
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·2025Open Access
School Leaders in Gifted Education: Their Perceptions of Involvement of and Interacting with Parents, Teachers, and Other School Leaders
Education Sciences·2025· 1 citedOpen Access
IMAGE: Passend onderwijs voor begaafde leerlingen: Wat werkt en waardoor? Booklet voor onderwijsprofessionals en ouders van begaafde leerlingen
Radboud Repository (Radboud University)·2025
IMAGE: Passend onderwijs voor begaafde leerlingen: Wat werkt en waardoor? Booklet voor leerlingen in het basisonderwijs en voortgezet onderwijs
Radboud Repository (Radboud University)·2025
Managementsamenvatting van impactonderzoek IMAGE naar passend onderwijs voor begaafde leerlingen: Aanbevelingen voor beleid
Radboud Repository (Radboud University)·2025
Effects of summer schools: Who benefits the most?
PLoS ONE·2024· 1 citedOpen Access
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·2023· 12 citedOpen Access
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·2023· 3 citedOpen Access
Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study
Gifted Child Quarterly·2022· 36 citedOpen Access
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·2022· 3 citedOpen Access
Disentangling aspects of teacher identity learning from reflective blogs: The development of a category system
Teaching and Teacher Education·2022· 19 citedOpen Access
A Longitudinal Comparison of Spelling and Reading Comprehension of Bidialectal and Monolingual Dutch Speaking Children in Primary School
Literacy studies·2022
Track placement and the development of cognitive and non-cognitive skills
Education Economics·2021· 10 citedOpen Access
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits.
Journal of Educational Psychology·2021· 39 cited
Who are the low educational achievers? An analysis in relation to gender, emotional stability and conscientiousness
Applied Economics·2021· 8 citedOpen Access
Een plusklas voorkomt onderpresteren in het voortgezet onderwijs
Data Archiving and Networked Services (DANS)·2021
Jugendliche und die Coronazeit (JUNCO): Eine Untersuchung im Dt.-Nl. Grenzgebiet
Data Archiving and Networked Services (DANS)·2021Open Access
Junco - Tieners en de Coronatijd - Een onderzoek in het Duits-Nederlands grensgebied
Research Publications (Maastricht University)·2021Open Access
Contributors
Elsevier eBooks·2021
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Frequent Co-authors

Lex Borghans(11), Didier Fouarge(5), Bart Golsteyn(4), Caroline Wehner(4), Roxanne Korthals(3), Eva Feron(3), Ron Diris(3), Andries de Grip(2), Hans Bosma(2), Bas ter Weel(2), Hester Houwing(2), Paul D. Beer(2), Maria Cotofan(2), Maartje Willeboordse(1), Maria Jansen(1), S. N. van den Heijkant(1), A. Simons(1), Björn Winkens(1), Renate H. M. de Groot(1), Nina Bartelink(1)