معرفی
Dr. Moniek Schaars serves as an Assistant Professor in the Department of Educational Sciences within Utrecht University's Faculty of Social and Behavioural Sciences. She is actively involved in multiple academic programs including the Academic Teacher Training Primary Education (ALPO), Educational Sciences: Learning in Interaction (Master), and Educational Sciences (Bachelor) programs. Her institutional affiliation centers on the Leerstoel Janssen Education and Learning: Development in Interaction research group.
Her research focuses on individual variation in literacy development, particularly examining longitudinal patterns in reading acquisition during primary education. Key areas include cognitive and linguistic precursors of reading development, digital media's impact on literacy instruction, and educational inequality. Recent work investigates reading instruction during pandemic-related school closures through projects like JeDi Longitudinaal onderzoek Jeugd en Digitalisering and WOU-GO Werkplaatsonderzoek Leesinterventies in de school.
Analysis of her publication history reveals consistent focus on literacy development trajectories, with recent emphasis on crisis-responsive education during the pandemic. Her work bridges empirical research with practical application, examining how teachers adapt reading instruction to digital environments while addressing educational disparities. The longitudinal nature of her research provides valuable insights into developmental patterns from kindergarten through primary grades.
Dr. Schaars actively supervises students in educational research contexts and contributes to both academic and professional discourse through peer-reviewed journals and practitioner publications. Her teaching responsibilities span multiple educational science programs, emphasizing research design and quantitative methodology. She participates in the DoY - Becoming Adults in a Changing World and DoY - Early Childhood research initiatives, focusing on developmental trajectories in educational contexts.
Her laboratory work centers on the Development in Interaction research framework, examining how children's literacy development interacts with instructional approaches, digital environments, and individual learning differences. Current projects investigate the long-term impacts of pandemic-era educational disruptions on reading development while developing evidence-based strategies for resilient literacy instruction.
