dr. C.L. Poortman (Cindy)

Dr. Cindy Poortman is an associate professor at the University of Twente in the Netherlands.

She is also the 4TU.CEE (Centre for Engineering Education) leader at the University of Twente.

Her research and teaching focus on teacher and school leader professional development in (doing research in) teams and networks. Leadership and sustainability are examples of themes she focuses on within this area. Cindy has co-founded and is coordinating the international network Professional Learning Networks within ICSEI (International Congress for School Effectiveness and Improvement). She has organized AERA’s Division H International Committee VP invited sessions from 2016-2019. She obtained the AERA research conference grant Professional Learning Networks in Education: Tearing Down Boundaries for School and System Improvement to organize a research conference in San Diego in 2019. She is also involved in research about professional development for teachers in Assessment for Learning (AfL).

Cindy teaches in the teacher education program, in the honours program, in the senior university teaching qualification program, and as a guest lecturer for higher education programs and conferences.

Publications include a book about the data team procedure (translated in Swedish 2016 and English – 2017 - main author Kim Schildkamp); special issues about data use; and journal papers about teacher professional development in networks. In 2018, the book she edited with Chris Brown about Networks for Learning was published (Routledge) and since 2018 they are the series editors of the Professional Learning Networks book series (Emerald).

Social Sciences

# Decision Making
# Educator
# Leader
# Leadership
# Learning
# Literacy
# Sustainability
# Teacher

Faculty of Behavioural, Management and Social Sciences (BMS), ELAN Teacher Development (ELAN)

Tappel, A. P. M. , Poortman, C. L. , Schildkamp, K. , & Visscher, A. (2023). Promoting Sustainable Educational Innovation Using the Sustainability Meter. Journal of professional capital and community, 8(3), 234-255. https://doi.org/10.1108/JPCC-02-2023-0008

Pei, L. , Poortman, C. , Schildkamp, K. , & Benes, N. (2023). Teachers’ and students’ perceptions of a sense of community in blended education. Education and information technologies. https://doi.org/10.1007/s10639-023-11853-y

Binkhorst, F. , Poortman, C. , McKenney, S. , & van Joolingen, W. (2022). Leadership in teacher design teams for professional development: research synthesis and applications for coaches. Irish Educational Studies. https://doi.org/10.1080/03323315.2022.2148264

Mercier, E., Lawrence, L. E. M., Ahn, J., Wegemer, C., Benichou, M., Kali, Y., Hod, Y., Borge, M., Gomez, K., Lee, U. S. , McKenney, S. , Poortman, C., Arce-Trigatti, P., & Cheng, B. H. (2022). Mapping the Complexities and Benefits of Research-Design Partnerships. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 1794-1801). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

Pei, L. , Poortman, C. L. , Schildkamp, K. , & Benes, N. E. (2022). Teachers’ and students’ perceptions and practices in promoting a sense of community for blended education - Preliminary findings. In 50th Annual Conference of The European Society for Engineering Education (pp. 2126-2132)

Wolterinck, C. H. D. (2022). Teacher professional development in Assessment for Learning. [PhD Thesis - Research UT, graduation UT, University of Twente]. University of Twente. https://doi.org/10.3990/1.9789036554664

Prenger, R. , Tappel, A. P. M. , Poortman, C. L. , & Schildkamp, K. (2022). How can educational innovations become sustainable? A review of the empirical literature. Frontiers in Education, 7, [970715]. https://doi.org/10.3389/feduc.2022.970715

Tappel, A. P. M. , Poortman, C. L. , Schildkamp, K. , & Visscher, A. J. (2022). Distinguishing aspects of sustainability. Journal of educational change. https://doi.org/10.1007/s10833-022-09465-3

MacLeod, M. A. J., Johnson, C. , Poortman, C. L. , & Visscher, K. (2022). Student motivation and disciplinary expertise in Challenge-Based Learning. In H-M. Jarvinen, S. Silvestre, A. Llorens, & B. V. Nagy (Eds.), SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings (pp. 2053-2058). (SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings). Societe Europeenne pour la Formation des Ingenieurs (SEFI). https://doi.org/10.5821/conference-9788412322262.1202

van den Boom-Muilenburg, S. N., de Vries, S., van Veen, K. , Poortman, C. , & Schildkamp, K. (2022). Leadership practices and sustained lesson study. Educational research, 64(3), 295-316. https://doi.org/10.1080/00131881.2022.2090982

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+31534896675

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c.l.poortman@utwente.nl

Visiting Address

University of Twente
Faculty of Behavioural, Management and Social Sciences
Ravelijn (building no. 10), room 5446
Hallenweg 17
7522NH Enschede
The Netherlands

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Mailing Address

University of Twente
Faculty of Behavioural, Management and Social Sciences
Ravelijn 5446
P.O. Box 217
7500 AE Enschede
The Netherlands

Faculty of Behavioural, Management and Social Sciences (BMS), ELAN Teacher Development (ELAN)

University of Twente Drienerlolaan 5
7522 NB Enschede

+31 (0)53 489 9111
info@utwente.nl
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