prof.dr. S.E. McKenney (Susan)

I am especially interested in exploring and supporting the interplay between curriculum development and teacher professional development. This includes the supportive role of technology in curriculum and teacher development, as well as particular attention for these issues in the fields of science education, citizenship development, and early childhood literacy. I am also committed to exploring how educational research can serve the development of scientific understanding while also developing solutions to real problems in educational practice. Since educational design research lends itself to these dual aims, I work on developing and explicating ways to conduct design research. Much of my work has been carried out in collaboration with organizations in developing countries, but I also enjoy research and consultancy in the Netherlands, the USA and Europe.

For current engagements, announcements and comprehensive listings of scientific work, please visit http://www.EducationalDesignResearch.org.

Social Sciences

# Curriculum
# Knowledge
# Learning
# Literacy
# Pupil
# Research Planning
# Research Practice
# Teacher

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

North-West University (NWU), South Africa
Extraordinary Professor

Jacobsen, M. , & McKenney, S. (2023). Educational design research: grappling with methodological fit. Educational technology research and development. Advance online publication. https://doi.org/10.1007/s11423-023-10282-5

Popa, N., Anderson, E. R., Denner, J. , McKenney, S., & Peurach, D. J. (2023). Belonging to a research-practice partnership: Lessons from 15 think-pieces about the COVID-19 pandemic and a call for action. Journal of the learning sciences, 32(4-5), 682-704. https://doi.org/10.1080/10508406.2023.2253529

van der Linden, S. , Papadopoulos, P. M. , Nieveen, N. , & McKenney, S. (2023). ReflAct: Formative assessment for teacher reflection in video-coaching settings. Computers & education, 203, Article 104843. https://doi.org/10.1016/j.compedu.2023.104843

Rotink, J. M. , Visser, T. C. , & McKenney, S. (2023). Burgerschapsvorming in de scheikunde lessen. Poster session presented at Onderwijs Research Dagen, ORD 2023, Amsterdam, Netherlands.

Bopardikar, A. D. (2023). How designers create scalable science curricula. [PhD Thesis - Research UT, graduation UT, University of Twente]. University of Twente. https://doi.org/10.3990/1.9789036556835

Bopardikar, A., Bernstein, D. , & McKenney, S. (2023). Boundary Crossing in Student-Teacher-Scientist-Partnerships: Designer Considerations and Methods to Integrate Citizen Science with School Science. Instructional science, 51, 847-886. https://doi.org/10.1007/s11251-022-09615-3

de Araujo, A. , Papadopoulos, P. M. , McKenney, S. , & Jong, T. D. (2023). Automated coding of student chats, a trans-topic and language approach. Computers and Education: Artificial Intelligence, 4, Article 100123. https://doi.org/10.1016/j.caeai.2023.100123

van Dulmen, T. H. H. , Visser, T. C. , Coenders, F. G. M., Pepin, B. , & McKenney, S. (2023). Learning to teach chemical bonding: A framework for preservice teacher educators. Chemistry education : research and practice, 24(3), 896-913. https://doi.org/10.1039/D2RP00049K

van Dulmen, T. H. H. , Visser, T. C., Pepin, B. , & McKenney, S. (2023). Teacher and student engagement when using learning materials based on the context of cutting-edge chemistry research. Research in science & technological education, 41(4), 1617-1638. https://doi.org/10.1080/02635143.2022.2070147

Dimitrova, V. V. , McKenney, S., & Kirschner, P. A. (2023). Second and foreign language teachers’ problem-solving schemata development through informal problem-solving: the relationship between experience and expertise. Innovation in Language Learning and Teaching, 17(2), 202-216. https://doi.org/10.1080/17501229.2021.2011894

Books

McKenney, S. & Reeves, T. (2019). Conducting Educational Design Research, 2nd Ed. London: Routledge.

McKenney, S. & Reeves, T. (2012). Conducting Educational Design Research. London: Routledge.

Van den Akker, J., Gravemeijer, K., McKenney, S. & Nieveen, N. (2006). Educational design research. London: Routledge.

Special issues

West, R., Ertmer, P. & McKenney, S. (Eds.) (2020). The Role of Theory in Learning Design and Technology Research and Practice. Special issue: Educational Technology Research & Development.

McKenney, S. & Visscher, A. (Eds.) (2019). Technology for teacher learning and performance. Special issue: Technology, Pedagogy and Education.

Könings, K. & McKenney, S. (Eds.) (2017). Participatory design of (built) learning environments. Special issue: European Journal of Education.

Kopcha, T. J., Schmidt, M. & McKenney, S. (Eds.) (2015). Educational Design Research. Special issue: Australasian Journal of Educational Technology.

Kali, Y., McKenney, S. & Sagy, O. (Eds.) (2015). Special issue. Teachers as Designers of Technology-Enhanced Learning. Instructional Science.

Voogt, J., McKenney, S., Fisser, P. & van Braak, J. (Eds.) (2012). Special Issue on Research-Practice Interactions in Education. Pedagogische Studiën, 89(6).

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Twente Graduate School

Courses in the current academic year are added at the moment they are finalised in the Osiris system. Therefore it is possible that the list is not yet complete for the whole academic year.

201200036 - Final Project EST

+31534892890

+31534893560 (if no answer)

susan.mckenney@utwente.nl

www.EducationalDesignResearch.org

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University of Twente
Faculty of Behavioural, Management and Social Sciences
Ravelijn (building no. 10), room 5430
Hallenweg 17
7522NH Enschede
The Netherlands

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University of Twente
Faculty of Behavioural, Management and Social Sciences
Ravelijn 5430
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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