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Matthijs Koopmans

Dr. Matthijs Koopmans, professor of educational leadership, joined the faculty at Mercy College in 2011. Previously, he worked for several educational research organizations, including the Strategic Education Research Partnership Institute, Academy for Educational Development and Metis Associates. He has taught at several colleges in the greater New York metropolitan region (Hofstra University, York College/City University of New York, Adelphi University and Yeshiva University). As an independent contractor, he has conducted evaluations for MGT of America, Institute for Student Achievement, National Urban Technology Center and Newark Public Schools. He published his research in numerous peer-reviewed journals and continues to present his work at national and international scholarly conferences. He is a founding editor of the International Journal of Complexity in Education and serves on the editorial board of Nonlinear Dynamics, Psychology, and Life Sciences. He earned his Doctorate in 1988 from the Harvard Graduate School of Education.

CV: https://mkoopmans.wixsite.com/mkoopmans-vitae

 

 

 

Education

Ed. D. HARVARD UNIVERSITY, Cambridge, MA. Graduate School of Education, 1988. Human Development.

Ed. M. HARVARD UNIVERSITY, Cambridge, MA. Graduate School of Education, 1984. Non-specialized.

Drs. RIJKSUNIVERSITEIT UTRECHT, Utrecht, Netherlands. Institute of Pedagogical and Andragological Sciences, 1983. Clinical Pedagogy.

Kand. RIJKSUNIVERSITEIT UTRECHT, Utrecht, Netherlands. Institute of Pedagogical and Andragological Sciences, 1979.  B. A. in Pedagogy.

Current Research

  • Using Data for Instruction and Educational Policy: Principles and Guidelines for Effective Leadership. Book Prospectus for Sage Publications

I am working on a prospectus for a book entitled Using data for instruction and educational policy: Principles and guidelines for effective leadership. The book will provide an overview of how data can be used to influence educational policy decisions at the school building and district levels. The book focuses on the needs of educational leaders (prospective school principals, district superintendents, policy makers) to bring their knowledge about educational research up to date and to encourage effective use of data to inform classroom instruction and educational policy at the school building and district levels. The book has the same title as a course I am teaching on this subject, and it is intended for professionals such as those who are taking this course.

 

  • The Estimation of Fractal Dimensions in Time Series Simulations and Residuals. Data Analysis. 

Fractals are self-similar forms, and they are interesting because they are so striking. In times series data, fractals are often seen as suggesting complex adaptive behavior in the system being measured, and therefore, many statistical techniques are available to estimate those patterns in time series data. How well can these approaches differentiate fractal patterns from other ones, such as white noise, seasonal cycles, and short-range correlations? How much consistency there is across techniques in the fractal estimates they produce? This analysis seeks to answer those questions. It works with eight data scenarios, with 100 realizations generated by each, and it focuses specifically on a statistical program called Fractal Dimensions. This project is an addendum to previously published research focusing on other fractal estimation techniques, and it uses the same simulation data and the same analytical approach.

  • Complexity in Educational Leadership. Theory and practice. 

Few educational leaders would dispute that education is a complex affair, with multiple systemic structures and facets, as well as nonlinear and unpredictable transformations. Yet the application of complexity theory in the educational leadership has been going in fits and starts thus far, without rigorous empirical research, or theory building, nor any coherent efforts to come to a more definitive statement about how complexity applies to the field. This project seeks to address this situation by developing an internally consistent terminological framework for complexity in educational leadership, policy making, and educational reform.

 

Selected Publications

Koopmans, M., & Stamovlasis, D. (2021). Breaking new ground in complexity and education. Proceedings of the fifth satellite symposium on complex systems and education: Research and practice. International Journal of Complexity in Education, 2(2), 1-4.

Koopmans, M. (2021). On the distinction between fractal and seasonal dependencies in time series data. Fractals, 29(7), Article No. 2150180. https://doi.org/10.1142/S0218348X21501802

Stamovlasis, D., & Koopmans, M. (2021). Complexity in education: The new era is growing – Editorial. International Journal of Complexity in Education, 2(1), 1-2.

Koopmans, M. (2021). Using time series to analyze long-range fractal patterns (Sage University Papers on Quantitative Applications in the Social Sciences, Vol. 185). Sage.

Koopmans, M. (2020). Problem formation and problem resolution in American schools. International Journal of Complexity in Education, 1(2), 165-183.

Koopmans, M., & Stamovlasis, D. (2020). Complexity in education: A new era begins – Editorial. International Journal of Complexity in Education, 1(1), 1-7. https://complexityineducation.com/index.php/ljce

Koopmans, M. (2020). Using time series analysis to estimate complex regular cycles in daily high school attendance. Fluctuation and Noise Letters, 19(1). DOI: 10.1142/S0219477520500030.

Koopmans, M. (2019). Fractality and power law distributions: Shifting perspectives in educational research. Northeast Journal of Complex Systems, 1, Article 2. https://orb.binghamton.edu/nejcs/vol1/iss1/2/

Koopmans, M. (2019). Education is a dynamical system: Challenges for research. Journal of Experimental Educationhttps://www.tandfonline.com/doi/full/10.1080/00220973.2019.1566199

Koopmans, M., & Sayama, H. (Eds.) (2018). Special issue: Proceedings of the Second Satellite Symposium on Complex Systems and Education, held at the Conference on Complex Systems, Cancun, Mexico, September 20, 2017. Complicity: An International Journal for Complexity and Education, 18(1), 1-44.

Koopmans, M., & Sayama, H. (2018). Editorial introduction. Complicity: An International Journal for Complexity and Education, 18(1), 1-3.

Koopmans, M. (2018). Exploring the effects of creating small high schools on daily attendance: A statistical case study, Complicity: An International Journal for Complexity and Education, 18(1), 19-30.

Koopmans, M. (2018). On the pervasiveness of long range memory processes in daily high school attendance rates. Nonlinear Dynamics, Psychology and Life Sciences, 22(2), 243-262.

Koopmans, M. (2017). Nonlinear processes in time-ordered observations: Self-organized criticality in daily high school attendance. Complicity: An International Journal for Complexity and Education, 14(2), 78-87.

Stamovlasis, D., & Koopmans, M. (2017). Editorial introduction. Complicity: An International Journal for Complexity and Education, 14(2), 1-6.

Stamovlasis, D., & Koopmans, M. (Eds.) (2017). Special issue: Proceedings of the Symposium on Complex Systems in Education: Questions, methods and implications for practice, held at the Conference on Complex Systems, Amsterdam, Netherlands; September 20, 2016. Complicity: An International Journal for Complexity and Education, 14(2), 1-115.

Koopmans, M. (2017). Perspectives on complexity, its definition and applications in the field. Complicity: An International Journal of Complexity and Education, 14(1), 16-35.

Koopmans, M. (2017). Estimating perturbation and meta-stability in the daily attendance rates of six small high schools. Fluctuation and Noise Letters, 16(3). doi: 10.1142/S0219477517500213.

Koopmans, M. (2017). Using data to improve practice. Review of Action Research in the Classroom: Helping Teachers Assess and Improve their Work, by Sr. Mary Ann Jacobs and Bruce S. Cooper. Global Education Review, 4(1), 118-119.

Koopmans, M. (2017). Mixed methods in search of a problem: Perspectives from complexity theory. Journal of Mixed Methods Research, 11(1), 16-18. doi:10.1177/1558689816676662.

Koopmans, M. (2016). Addressing the policy churn in public education in the United States. Nonlinear Dynamics, Psychology and Life Sciences, 20(3), 401-422.

Koopmans, M. (2016). Betting on people: An essay review of Dale Russakoff’s The prize: Who is in charge of America’s schools? Education Review // Reseñas Educativas, 23 (June). http://edrev.asu.edu/index.php/ER/article/view/2036

Koopmans, M. (2016). Investigating the long memory process in daily high school attendance data. In M. Koopmans, & D. Stamovlasis (Eds.) Complex dynamical systems in education: Concepts, methods and applications (pp. 299-321). Springer.

Koopmans, M. (2016). Ergodicity and the merits of the single case. In M. Koopmans, & D. Stamovlasis (Eds.) Complex dynamical systems in education: Concepts, methods and applications (pp. 119-139). Springer.

Koopmans, M., & Stamovlasis, D. (2016). Introduction to education as a complex dynamical system. In M. Koopmans, & D. Stamovlasis (Eds.) Complex dynamical systems in education: Concepts, methods and applications (pp. 1-7). Springer.

Koopmans, M., & Stamovlasis, D. (Eds.) (2016). Complex dynamical systems in education: Concepts, methods and applications. Springer.

Koopmans, M. (2015). When time makes a difference: Addressing ergodicity and complexity in education. Complicity: An International Journal of Complexity and Education, 12(2), 5-25.

Koopmans, M. (2015). Large-Scale studies and their impact on theory and professional practice. Challenging Organizations and Society: Reflective Hybrids, 4(2), 782-795.

Koopmans, M. (2015). Lessons on whole system reform. Review of Leading Educational Change, edited by Helen J. Malone. Global Education Review, 2(1), 56-57.

Koopmans, M. (2015). A dynamical view of high school attendance: An assessment of short-term and long-term dependencies in five urban schools. Nonlinear Dynamics, Psychology and Life Sciences, 19, 65-80.

Koopmans, M. (2014). Change, self-organization and the search for causality in educational research and practice. Complicity: An International Journal of Complexity and Education, 11, 20-39.

Koopmans, M. (2014). Nonlinear change and the black box problem in educational research. Nonlinear Dynamics, Psychology and Life Sciences, 18, 5-22.

Stamovlasis, D. & Koopmans, M. (2014). Editorial introduction: Education is a dynamical system. Nonlinear Dynamics, Psychology and Life Sciences, 18, 1-4.

Koopmans, M. (2012). Review of New Thinking in Complexity for the Social Sciences and Humanities by Ton Jörg. Nonlinear Dynamics, Psychology and Life Sciences, 16, 498-500.

Koopmans, M. (2012). An appreciation of the Yellow Book past 20. SCTPLS Newsletter, 20, 6-7.

Koopmans, M. (2009). Epilogue: Psychology at the edge of chaos. In S. J. Guastello, M. Koopmans, & D. Pincus (Eds.) Chaos and Complexity in Psychology: The Theory of Nonlinear Dynamical Systems (Pp. 506-526). Cambridge University Press.

Guastello, S. J., Koopmans, M., & Pincus, D. (Eds.) (2009). Chaos and Complexity in Psychology: The Theory of Nonlinear Dynamical Systems. Cambridge University Press.

 

Teaching Focus

I teach graduate students in the program of Educational Administration and Supervision at the School of Education. My regular teaching schedule includes the following courses:

  • EDSA 510: Using Data for Instruction and Educational Policy
  • EDSA 520: Curriculum and Learning: Theories into Practice
  • EDSA 551: Organizational Dynamics and Culture of School Systems
  • EDSA 597: Governance and Policy Issues for School District Leaders
  • EDUC 611: Topics in Education: Thesis Seminar
  • EDUC 500: Educational Foundations from Diverse Perspectives

In the educational leadership  courses, my teaching focuses on the use of data for the improvement of organizations such as schools and school districts, organizational development, and educational reform. I spent many years doing consulting work for schools and districts across the nation and assisted educational and youth development organizations with strategic planning activities. In my courses, I share what I learned in these settings, and discuss the latest thinking about how to support effective instructional leadership in the schools to create better opportunities for learning for all students in the United States and elsewhere. 

The Educational Foundations course was recently added to my teaching roster. This course provides an overview of the conceptual foundations to the educational enterprise, and we discuss why they matter.

Contact Info

Picture MK
Matthijs Koopmans
  • Professor, Educational Leadership
MeH SE 25E