Pia Kreijkes

Pia Kreijkes

Pia Kreijkes

I am a mixed-methods researcher with a background in Psychology and Education. I joined Cambridge University Press and Assessment in January 2022, where I conduct research in the Education and Curriculum team. Current projects involve examining representations of culture in the UK national curricula for English Language and Literature and identifying the main themes related to curriculum in publications within jurisdictions of interest to the organisation.

I am interested in a range of topics related to the improvement of education. In particular, I am fascinated by how students’ experiences in school shape their motivation for learning and ideas of ability. I completed my PhD in Education at the University of Cambridge in 2020, which examined the antecedents of teachers’ fixed-ability practices as well as the consequences of such practices for students’ motivation and achievement. Prior to the PhD, I studied for a MSc in Developmental and Educational Psychology at the UCL Institute of Education and a BSc in Psychology at the University of Groningen, the Netherlands.

When I am not working, I love spending time with my family and playing with my toddler. I also enjoy traveling, gardening, and baking.

Publications

2023

Differential effects of subject-based and integrated curriculum approaches on students’ experiences and outcomes: A review of reviews.

Kreijkes, P. (2023, September 12–14). Differential effects of subject-based and integrated curriculum approaches on students’ experiences and outcomes: A review of reviews [Paper presentation]. Annual Conference of the British Educational Research Association (BERA), Aston University, UK.

Who controls what and how? A comparison of regulation and autonomy in the UK nations’ education systems

Kreijkes, P., & Johnson, M. (2023). Who controls what and how? A comparison of regulation and autonomy in the UK nations’ education systems. Research Matters: A Cambridge University Press & Assessment publication, 35, 60-79.

In this paper we explore the concept of the middle tier in education systems, outlining how it is a crucial element that links high-level education policy to the practices that are carried out in schools. Reflecting on the similarities and differences in the profiles of the middle tiers of the four nations of the United Kingdom (UK), we observe how they are part of a complex educational ecosystem. While noting that there are variations in the profiles of the middle tiers we also highlight how they share some common functions that are key to mediating the way that policy links with schools. Using a four nations comparative approach to analyse the middle tier allows us a more nuanced understanding of how education policy works in general, but also how policy works in each particular national context.

Research Matters 35: Spring 2023
  • Foreword Tim Oates
  • Editorial Tom Bramley
  • Creating Cambridge Learner Profiles: A holistic framework for teacher insights from assessments and evaluationsIrenka Suto
  • A conceptual approach to validating competence frameworksSimon Child, Stuart Shaw
  • Teachers’ and students’ views of access arrangements in high stakes examinationsCarmen Vidal Rodeiro, Sylwia Macinska
  • Who controls what and how? A comparison of regulation and autonomy in the UK nations’ education systemsPia Kreijkes, Martin Johnson
  • Assessment in England at a crossroads: which way should we go?Tony Leech
  • Research NewsLisa Bowett

2022

A bird’s-eye view on curriculum publications concerning seven countries: A bibliometric analysis
Kreijkes, P. (2022, July 14). A bird’s eye view on curriculum publications concerning seven countries: A bibliometric analysis. [Paper presentation]. 10th European Conference on Education, UCL, London, UK and Online.
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Research Matters

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