Keynote title: 'Gender and STEM: Opting in versus dropping out.'
Professor Jacquelynne Eccles is the Wilbert McKeachie and Paul Pintrich University Professor of Psychology and Education, and a research scientist at the Institute for Social Research at the University of Michigan. She has served as chair of the Advisory Committee for the Social, Behavioral and Economic Directorate at the NSF and the MacArthur Foundation on Successful Pathways through Middle Childhood. She is past president of the Society for Research on Adolescence (SRA) and was a member of the MacArthur Foundation Network on Successful Adolescent Development.
Dr. Eccles has been the associate editor of Child Development and editor of the Journal of Research on Adolescence. She is currently the editor of Developmental Psychology. She is co-author/co-editor of 15 books/special issues including Women and Sex-Roles; Managing to Succeed, and most recently, Understanding Women’s Choice of Mathematics- and Science-Related Careers; and Gender and Occupational Outcome. She has received several major awards recognizing her scholarship including life time career achievement awards from SRA, APS, Division 15 of APA, and the Society for Research on Human Development. She was elected to the National Academy of Education in 1998. Her research interests focus on the development and socialization of psychological, particularly self-system, influences on motivation, activity choice, and engagement.
Keynote title: 'Sex differences: all in the brain?'
Lydia Krabbendam is full professor of Educational Neuropsychology at the VU University Amsterdam. Her research focuses on individual differences in social cognition during adolescence and emerging adulthood and how these relate to school performance and development of psychopathology. Key topics include the development of self-regulation, perspective-taking, empathy and trust, and the neural correlates of these functions.
Lydia Krabbendam obtained her PhD (2000) in cognitive neuropsychiatry at the Department of Psychiatry and Neuropsychology, Maastricht University, and continued working in that area for several years. Meanwhile, she obtained her clinical registrations as health care psychologist and clinical neuropsychologist. In 2009, she joined the Educational Neuropsychology group at the Department of Special Education at the VU University in Amsterdam, broadening her research focus to include normal development of neuropsychological functions with a focus on the period of adolescence and emerging adulthood.
Keynote title: Teacher- and classroom characteristics of effective STEM education for boys and girls- recent findings and practical implications.
Angela Ittel is a Full Professor of Educational Psychology at the Institute of Education in the Faculty of Human Science at the Institute of Technology in Berlin, Germany. After receiving a Master of Science Degree and a PhD in Developmental Psychology from the University of California at Santa Cruz, USA, she was a postdoctoral researcher at the Friedrich Schiller University in Jena, Germany and took on an assistant professorship at the Freie Unviersität Berlin, as well as visiting professorships in Berlin and Munich. Her work covers a wide range of issues related to psychosocial development and learning of adolescent boys and girls.
In her STEM related research, she is interested in gender specific factors of (academic) interest development, gendered educational and occupational choices, and the development of teacher competencies. In her more applied work, she develops strategies schools and universities implement to foster STEM related interests and examines their effectiveness. She also conducts teacher trainings and workshops to communicate her work directly into teaching practice. Angela Ittel is currently Associate Editor for the International Journal of Developmental Science, and serves on several national and international review boards. Her latest STEM related publication, titled “Dealing with diversity in mathematics and science classes (in German: “Differenzierung im mathematisch-naturwissenschaftlichen Unterricht”), which she co-edited with her collaborator Rebecca Lazarides, was supported by the De Gruyter Foundation.
Jens Möller, PhD, is Professor for Educational Psychology and Director of the Teacher Education Centre at the University of Kiel, Germany. His main research interests are: Self-concept, reading motivation, and second language learning. He has published in various journals, e.g., Journal of Educational Psychology.
Maartje Raijmakers is professor cognitive development at the psychology department of the University of Amsterdam, and she is affiliated to science center NEMO. Het major interest concerns the development of learning, from infancy to adulthood. The focus of her research is on distinct learning processes, such as rational learning (forming explicit, rule-based representations) and associative learning (forming exemplar-based representations). A major interest concerns individual differences in terms of learning strategies within and between individuals and the way different learning strategies interact in knowledge acquisition. She collaborates in interdisciplinary research groups, such as the priority program Brain and Cognition at the University of Amsterdam. Science learning, especially in informal settings, is a specific case that she studies, because it concerns learning about phenomena that people experienced frequently before studying it in a more explicit way. For her research on science learning she collaborates with science center NEMO and in the national project Curious Minds (TalentenKracht), financed by the Ministry of Education (OC&W en Platform Bèta Techniek).