Roel Ariës is postdoctoral researcher at the ‘Academische Werkplaats Onderwijs’. He received a B.Ed. in history education at Fontys Applied University in 2003 and started his teaching activities in secondary education in the same year. During his teaching, he obtained an M.Ed. in history education at Fontys Applied University in Tilburg in 2007 and an M.Sc. in Evidence Based Innovation in Teaching at Maastricht University’s Top Institute for evidence-based Education Research (TIER) in 2011. After graduation, Roel worked as a university teacher and coordinator of the Minor in Education program (Maastricht University). He also obtained a teaching position in the Master of Evidence Based Innovation in Teaching program at TIER. He also was the Senior Educational Advisor of Zuyd Applied University’s Faculty of International Business and Communication. During his PhD-research (2018), Roel worked on practice-based working memory training in secondary education. He made two research visits to MIT’s Gabrieli Lab for Cognitive and Affective Neuroscience in Boston, Massachusetts. He also researched parent involvement strategies to improve test scores.
Ariës, Ghysels, Groot, Maassen van den Brink (2017) Does influencing student motivation through classroom based working memory training improve reasoning skills of low performers in secondary history education? TIER working paper series 17/12.
Ariës, Ghysels, Groot, Maassen van den Brink (2017) Does N-back training in a school-based context improve reasoning? A literature review. TIER working paper series 17/08.
Ariës, Ghysels, Groot, Maassen van den Brink (2016) Is working memory training effective in enhancing school based reasoning achievements? A systematic review. TIER working paper series 14/04.
Ariës, R.J. (2018). An evidence-based approach to working-memory-based training in secondary education to improve reasoning test achievements. Maastricht: Maastricht University. ISBN: 9789400301375. DOI: 10.26481/dis.20180517ra
Ariës, Ghysels, Groot, Maassen van den Brink (2016) Combined working memory capacity and reasoning strategy training improves reasoning skills in secondary social studies education: evidence from an experimental study. Thinking Skills and Creativity, 22: 233-246. DOI: 10.1016/j.tsc.2016.10.008.
Cabus and Ariës (2016) What do parents teach their children? On birth order and performance differences in Dutch compulsory education. Educational Review, 69(3): 285-302. DOI: 10.1080/00131911.2016.1208148
Ariës and Cabus (2015) Parental homework improves test scores: a review of the literature. Review of Education, 3(2): 179-199. DOI: 10.1002/rev3.3055
Ariës, R.J. Groot, W. Maassen van den Brink, H. (2015) Improving reasoning skills in secondary history education by working memory training. British Educational Research Journal, 41(2): 210-228. DOI: 10.1002/berj.3142.
Ariës en Cabus (2017). Verbeteren toetsscores wanneer ouders betrokken zijn bij het huiswerk van hun kind? Een verslag van een literatuuronderzoek. Tijdschrift voor Onderwijsrecht en Onderwijsbeleid, 4: 266-272.
Cabus, S.J., Ariës, R.J. (2015) Ouderbetrokkenheid beïnvloedt leerprestaties. Economisch-Statistische Berichten, 100(4709): 266-268.