Jos de Kock

Prof. Dr. Jos de Kock

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Research Focus & Metrics

Academic Career Length

23Years (2004-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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1 June 2004 in Review of Educational Research
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Journal Article
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Jos de KockJos de Kock
Jos de Kock
PSPeter Sleegers
Peter Sleegers
MVMarinus J. M. Voeten
Marinus J. M. Voeten
This article presents a new classification scheme for learning environments in secondary education, based on a review of recent literature on new learning and a review of existing classification schemes. This new classification scheme emphasizes new forms of learning and is organized around three main aspects of learning environments that may be assumed to influence such learning: (a) learning goals, (b) the division of teacher and learner roles, and (c) the roles of the learners in relation to each other. It is then argued that teachers might use this classification scheme to design and evaluate their own learning environments. In addition, the scheme provides a clear framework for a next generation of process–product research.

1 October 2005 in Teaching and Teacher Education
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Journal Article
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Jos de KockJos de Kock
Jos de Kock
PSPeter Sleegers
Peter Sleegers
MVMarinus J.M. Voeten
Marinus J.M. Voeten

2 January 2019 in Identity
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Journal Article
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ABAnne-Marije de Bruin-Wassinkmaat
Anne-Marije de Bruin-Wassinkmaat
Jos de KockJos de Kock
Jos de Kock
EVElsbeth Visser-Vogel
Elsbeth Visser-Vogel
CBCok Bakker
Cok Bakker
MBMarcel Barnard
Marcel Barnard

1 March 2012 in Religious Education
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Journal Article
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EVElsbeth Visser-Vogel
Elsbeth Visser-Vogel
JWJanneke Westerink
Janneke Westerink
Jos de KockJos de Kock
Jos de Kock
MBMarcel Barnard
Marcel Barnard
CBCok Bakker
Cok Bakker
The aim of this article is to present a framework for studying the religious identity development of highly religious Christian and Muslim adolescents. Building on existing theories on identity development, the authors define highly religious Christian and Muslim adolescents as orthoprax adolescents and explore the consequences of this for reflection on the religious identity development of these groups of youngsters. This study is a first step toward gaining qualitative insights into the religious identity development of orthoprax adolescents and filling up a perceived gap in research on religious identity development.

4 May 2015 in Journal of Muslims in Europe
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EVElsbeth Visser-Vogel
Elsbeth Visser-Vogel
Jos de KockJos de Kock
Jos de Kock
MBMarcel Barnard
Marcel Barnard
CBCok Bakker
Cok Bakker
This interview study examines sources for the religious exploration of orthoprax Muslim adolescents in the Netherlands. We use the term sources to emphasize that we are also interested in sources other than parents and other persons. By using our interview guidelines, we succeeded in discovering sources other than persons: for example, specific events and opinions of others in the societal context of the Netherlands. This study also gives insight into which sources stimulate religious identity development, and how they are of importance in the process of religious identity development. Lastly, we distinguish five actions perceived as being important to success.

25 June 2020 in Journal of Beliefs & Values
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Journal Article
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ABAnne-Marije de Bruin-Wassinkmaat
Anne-Marije de Bruin-Wassinkmaat
Jos de KockJos de Kock
Jos de Kock
EVElsbeth Visser-Vogel
Elsbeth Visser-Vogel
CBCok Bakker
Cok Bakker
MBMarcel Barnard
Marcel Barnard
This qualitative study examines the religious identity commitments of 18 emerging adults who grew up in strictly Reformed contexts in the Netherlands. During in-depth narrative interviews with photo elicitation, the participants reflected on who they are and the meaning of religion to their identity. Our thematic data analysis reveals that the participants’ religious identity commitments are diverse and diffuse, although they all were religiously socialised in more or less the same way. It, therefore, is inadequate to label the participants as Christian or not and as strictly Reformed or not. Second, the analysis reveals four commitments to trusting God, self, rational belief and not knowing yet.