Ass.-Prof.Dr.in
Surette van Staden
Assistenzprofessorin
+43 512 507 44463
Surette.Van-Staden@uibk.ac.at
Innrain 52a, 6020 Innsbruck, 3. Stock
Büro Nr.: 03D010
Surette van Staden holds a PhD in Assessment and Quality Assurance in Education since 2011. She worked at the Centre for Evaluation and Assessment (CEA) at the Faculty of Education, University of Pretoria in South Africa where she was director since January 2018. She is the National Research Coordinator for the Progress in International Reading Literacy Study (PIRLS) 2021, and served on the PIRLS 2021 Questionnaire Development Group (QDG) appointed by the International Association for the Evaluation of Education Achievement (IEA). She is the associate editor for Reading and Writing, a journal which is housed by the Literacy Association of South Africa (LITASA). She holds National Research Foundation C1 rating, has published in numerous national and internationaljournals on topics of international large scale assessment using PIRLS data, formative assessment and factors that predict success in early school years. Surette supervised a number of Phd and MEd students to completion of their studies and presented her work in South Africa and internationally to a wide range of audiences.
GENERAL INFORMATION
Citizenship: South African
Place of birth: Johannesburg
Date of birth: 27 July 1977
ACADEMIC QUALIFICATIONS OBTAINED
Degree/ Diploma Field of study Higher education institution Year Distinctions
BA Psychology University of Pretoria 1999 With distinction
Honours Psychology University of Pretoria 2000
MA Research Psychology University of Pretoria 2003 With distinction
PhD1 Assessment and University of Pretoria 2011
Quality Assurance
WORK EXPERIENCE TO DATE
Name of employer Capacity and/or type of work Period From (mm//yy tomm//yy)
CEMCO, Department of Psychology, UP Research Psychology Intern January 2001- December 2001
Department of Psychology, UP Junior lecturer January 2002-June2002
Omnicor Psychometric tools developer July 2002-July 2003
Centre for Evaluation and Assessment, Researcher and project manager August 2003-May 2011
Faculty of Education, University of Pretoria
Department Science, Maths and Senior Lecturer and project manager June 2011-January 2018
Technology Education, Faculty of
Education, University of Pretoria
Centre for Evaluation and Assessment (CEA) Acting Director February-December2018
Centre for Evaluation and Assessment (CEA) Director January 2019-October 2022
Department Science, Maths and Associate professor January 2021-October 2022
Technology Education, Faculty of
Education, University of Pretoria
Institute for Teacher Education Associate professor November 2022-currently
and School Development,
University of Innsbruck
TEACHING ACTIVITIES
Courses presented (UP = University of Pretoria, UIBK = University of Innsbruck)
Course Level (e.g. second year, Masters)
Research Methodology Third Year (UP)
(Psychology Department, UP, 2001)
Developmental Psychology Second Year (UP)
(Psychology Department, UP, 2001)
Health Psychology Second Year (UP)
(Psychology Department, UP, 2002)
Measurement and Instrument Design (UP) MEd AQA (UP)
Foundations of Education (UP) Second Year (UP)
Assessment (UP) PGCE (UP)
Assessment in Practice (UP) Honours (UP)
Foundations of Educational Research (UP) Honours (UP)
Educational Research Methods (UP) Honours (blended course) (UP)
Educational Research Methods (UP) Distance Education (blended course) (UP)
Quantitative Research Design (UP) MEd/PhD support sessions (UP)
Introduction to SPSS (UP) MEd/PhD support sessions (UP)
Lernforschung, LehrerInnenbildung &
Professionalisierung, Schulforschung,
Leadership- und
Schulentwicklungsforschung (UIBK) MA (UIBK)
Diagnostik und Beratung (UIBK Bachelor (UIBK)
LehrerInnenbildung & Schulforschung MA (UIBK)
Forschung im Bereich formale Bildung
und Schulpraktikum (UIBK) MA (UIBK)
Bildungsforschung und
Entwicklung von Schule und Unterricht MA (UIBK)
Other education and pedagogic courses presented
Course Year Institution
Introduction to quantitative methods 2006 SANPAD support session programme
Introduction to SPSS 2009 Gordon Institute of Business Studies
Introduction to quantitative methods 2013 University of Johannesburg
Lebensweltliche Mehrsprachigkeit und Interkulturalität im Schul- 2020 University of Innsbruck
und Bildungssystem (Real world multilingualism and interculturality
in the school and education system)
Globale Bildung und Internationale Schulleistungsvergleichsstudien 2022 University of Innsbruck
(Global Education and International Comparative Studies)
OTHER TEACHING CONTRIBUTIONS
Teaching contributions outside of formal employment
- Presenter at the South Africa Netherlands Program (SANPAD) training sessions at the University of Cape Town, July 2006 and the University of South Africa, April 2007.
- Presenter at the University of Johannesburg postgraduate support sessions, March 2012.
POSTGRADUATE SUPERVISION (UP = University of Pretoria, UIBK = University of Innsbruck)
Name of student To completion Supervisor Co-supervisor(s) Graduated
J Stols MEd AQA (UP) S van Staden SJ Howie 2011
K Roux MEd AQA (UP) SJ Howie S van Staden 2014
V Khumalo MEd AQA (UP) S van Staden 2014
A Le Roux MEd ECE (UP) I Joubert S van Staden 2016
R Longueira MEd AQA (UP) S van Staden 2016
P Motsamai MEd AQA (UP) S van Staden 2017
C Botha MEd AQA (UP) S van Staden 2017
N Mtsatse MEd AQA (UP) S van Staden 2017
N Sitsha MEd AQA (UP) S van Staden C Combrinck 2018
G Brits MEd AQA (UP) S van Staden A Harding 2018
N Phahlamohlaka MEd AQA (UP) S van Staden 2018
B Nkgodi MEd AQA (UP) S van Staden 2020
Z Bosch MEd Ed Psych (UP) L Ebersohn S van Staden/M Graham 2020
B Onouro-Oguno MEd AQA (UP) S van Staden 2021
V Nkuna MEd AQA (UP) S van Staden 2021
S Zeelie MEd AQA (UP) S van Staden K Roux 2021
L Sinandandwa MEd AQA (UP) S van Staden C Combrinck 2021
J Tomlinson MEd Ed Psych (UP) L Ebersohn S van Staden 2021
K Mashela MEd AQA (UP) C Combrinck S van Staden 2023
IM Harcourt PhD Ed Psych (UP) R Ferreira S van Staden 2018
M Dliwayo PhD AQA (UP) S van Staden N Mcleod Palane 2019
P Dzifamesi PhD AQA (UP) M Graham S van Staden 2021
K Roux PhD AQA (UP) S van Staden E Pretorius 2021
V Khumalo PhD AQA (UP) S van Staden M Graham 2021
S Moyo PhD AQA (UP) S van Staden W Fraser/C Combrinck 2021
C Jonker PhD Ed Psych (UP) L Ebersohn S van Staden/M Graham 2022
J Versfeld PhD Ed Psych (UP) L Ebersohn M Graham/S van Staden 2022
N Twele PhD, University of Hamburg K Schwippert S van Staden 2023
S de Beer MEd AQA (UP) S van Staden 2023
K Mashela MEd AQA (UP) C Combrinck S van Staden 2023
G Brits PhD AQA (UP) I Eloff S van Staden 2024
A Zoller MA (UIBK) S van Staden 2025
H. Assmann MA (UIBK) S van Staden 2025
RESEARCH FUNDING
Origin of research funds Title of research project or programme Year obtained Money allocated
(R)NRF Thuthuka Grant Assessing the proficiency of adult learners’ 2007- 2009 R40 000.00
reading literacy in South Africa.
Postgraduate Mentorship Reading between the Lines: Contributing Factors 2009 R90 000.00
Bursary Programme that Affect Grade 5 Reading Literacy Achievement
RDP A secondary analysis of PIRLS 2011 data 2012 R20 000.00
Staff Exchange Bursary Programme A secondary Analysis of prePIRLS 2011 data 2012 R28 000.00
Knowledge, Interchange and Exploring possible effects of Differential Item 2014 R25 000.00
Collaboration grant Functioning on reading achievement across
language subgroups: A South African perspective
Department of Basic Education School Monitoring Survey 2018 R200 000.00
USAID Teacher Assessment Resources for Monitoring 2018 R6 679 252.00
and Improving Instruction (TARMII) project
Department of Basic Education Early Grade Reading Study video training material 2019 R20 000.00
Curro Holdings Grade 3, 6 and 9 Test Development 2019 R329 963.75
Department of Basic Education PIRLS 2021 2019 R46 500 000.00
TEAMWORK AND COLLABORATIONS WITH OTHERS
Other researchers (national and international)
Co-author of paper entitled ‘Factors that Affect South African Reading Literacy Achievement: Evidence from prePIRLS 2011’ with prof. Roel Bosker, Director: Groningen Institute for Educational Research (GION), University of Groningen, the Netherlands. Co-author of paper entitled ‘Differences in achievement between home language and language of learning in South Africa: Evidence from prePIRLS 2011’, also with prof. Roel Bosker.
International Research Network Coordinator in collaboration with the University of Hamburg on Writing, Literacy and Digital Literacy. This network was established as part of the World Education Research Association research networks and initially only focused on projects that involved reading literacy interventions for children from disadvantaged communities. A need arose to include aspects of writing and digital literacy as well.
Other research institutions (national and international)
Collaborations with the Research on Socio Economic Policy (ReSEP) group with prof Servaas van der Berg, University of Stellenbosch.
Industry
Success for All Foundation, UK
National Foundation for Education Research (NFER), UK
Membership in national and international bodies
Executive committee member for the Reading Association of South Africa (RASA): Gauteng Branch, 2009-2011.
Convener for the World Education Research Association’s International Research Network entitled "Reading Literacy and Associated Reading Interventions for High-Risk Children from Disadvantaged Communities”
South African PIRLS 2006, 2011 and 2016 National Steering Committee Member.
Member of the Annual National Assessment task team appointed by the National Department of Basic Education to review the ANA instruments for 2012, South Africa.
Co-National Research Coordinator for South Africa for the Progress in International Reading Literacy Study (PIRLS) 2011 under the auspices of the International Association for the Evaluation of Educational Achievement (IEA).
Selected for the African Science Leadership Programme as inaugural fellow, June 2015.
Invited international committee member for the PIRLS 2021 Questionnaire Development Group (QDG).
PIRLS 2021 National Research Coordinator for South Africa.
Advisory Board member for the Tshwane University of Technology Faculty of Education, 2017-2021.
Chairperson of the Onderwyskommissie vir die Suid-Afrikaanse Akademie vir Wetenskap en Kuns (Education Commission for the South African Academy for Science and Arts).
Visits to local and overseas universities or research institutes as guest professor or researcher
Study visit from 1-15 July 2009 to prof. Roel Bosker at the GION Institute at the University of Groningen, the Netherlands.
Staff Exchange Bursary programme visit prof. Roel Bosker at the GION Institute at the University of Groningen, the Netherlands 11-17 August 2012.
Invited visit, Faculty of Education, Prof Ingrid Gogolin, University of Hamburg 24-26 March 2018.
MANAGEMENT AND ADMINISTRATIVE DUTIES
Involvement in departmental activities (e.g. administrative functions), faculty (e.g. Faculty Committees) or other university activities.
- Appointed as Director for the Centre for Evaluation and Assessment, 2019-2023, Faculty of Education, University of Pretoria.
- Acting director, Centre for Evaluation and Assessment, February-December 2018, Faculty of Education, University of Pretoria.
- UP Welcoming Day committee since 2011, Faculty of Education, University of Pretoria.
- Honours, MEd and PhD AQA course coordinator, Faculty of Education, University of Pretoria.
- Member of the Faculty of Education’s Ethics Committee, 2011-2017, Faculty of Education, University of Pretoria.
- Serving as member of the Ethics committee Exco from January 2016-December 2017, Faculty of Education, University of Pretoria.
- Mentor for students in the Buddy/Mentoring Systems at the University of Innsbruck (2023 - 2025).
- Organisation of the Research Colloquiem within the ILS.
- Ethikbeirat Reviewer, Faculty of Teacher Education, University of Innsbruck.
- Selection panel member: Tenure Track Schulpädagogik und Allgemeine Didaktik.
COMMUNITY SERVICE OR PROFESSIONAL SKILLS
Outreach projects
- Used Thuthuka funding to provide two ABET centres in Limpopo province with books for adult learners to read for enjoyment with the assistance of Stimela Publishers.
- I initiated a community project from 2016 to 2018 in two schools in Olievenhoutbosch and Mamelodi respectively. This project was done in collaboration with the Success for All Foundation in the UK who provided pro bono teacher training to Foundation Phase teachers in teaching reading in both these schools.
Professional service performed
(e.g. courses presented, lectures at professional associations/clubs, radio or TV appearances, outside expert or appointment committee, etc.)
- SPSS Workshop presentation at GIBS Business Institute, 31 July 2007.
- Radio appearance following the PIRLS 2006 results, 27 November 2007, 702 Talk Radio.
- Invited lecture at CPUT on the PIRLS 2006 study and results, July 2008.
- Invited lecture at the Teacher’s Upfront Seminar Series, Sci Bono, Johannesburg, on the PIRLS 2011 study and results, 13 February 2013.
- Invited lecture at WITS on the PIRLS 2011 study and results, 20 February 2013.
- Invited lecture at CPUT, UCT and Stellenbosch on the PIRLS 2011 study and results, 11-13 April 2013.
- Participated in Talk Radio 702 interview on the state of reading literacy in South African primary schools.
- Invited television appearance, KykNet verslag, 25 Junie 2019.
- Invited television appearance, Prontuit, 9 September 2019.
- Invited speaker, School Principals’ Seminar for the Skole Ondersteuningsentrum (SOS) (School support centre), 22 January 2021.
- Featured on Radio Sonder Grense (Radio without Borders) Morning Monitor on World Literacy Day, 8 September 2021.
Interviewed on Cape Talk Radio, Declines in reading ability, reason, and focus,18 March 2025.
Invited panel member, Suid Afrikaanse Onderwys Unie (SAOU), 2 September 2025 (Online).
Involvement with other universities/scientific institutions
(e.g. external examiner, editor of journal, advisory council, CSIR, SA Council for Scientific Professions)
External examiner for Rhodes University:
M.J. Jackson
11 February 2013
‘Exploring linguistic thresholds and reading comprehension skills-transfer in a Grade 6 IsiXhosa-English additive bilingual context’
External examiner for North West University:
M. Britz
19 November 2013
‘Die verband tussen leesvlotheid en leesbegrip van Graad 4 leerders’
L.F. Ntwape
7 October 2023
‘Teacher self-directed learning development for classroom assessment practices in the 21st century’
P. van der Berg
3 June 2024
´Practice-based teaching practicum assessment and feedback using the Perusall platform: An action research study ‘
External examiner for Cape Peninsula University of Technology:
Benita Blease
26 March 2014
‘Exploring writing practices in two foundation phase rural multigrade classes’
Cecelia Peceur
26 May 2017
‘Ouerbetrokkenheid van leerders met leergestemdhede in skole in `n arm landelike gebied in the Wes Kaap.’
External examiner for UNISA:
R.B. Gama
15 February 2016
‘An exploration of Life Orientation educators’ knowledge and the teaching of study skills in further education and training phase in Ekudibeng Cluster, Gauteng East.’
O.B. Ajayi
8 January 2019
‘Teachers’ and learners’ views on the role that entrepreneurship education plays in career choice decision-making of business studies learners in Ekhuruleni Gauteng East district’.
N. Ramjatan
23 October 2013
‘Effects of sibling parenting on orphaned and vulnerable children in the role of parents’
External examiner for Tshwane University of Technology:
M.Q. Moloi
11 January 2016
‘A national framework for reporting the results of large-scale assessment studies in South Africa’.
External examination for the University of Cape Town:
S.J. Hall
7 June 2017
‘Does chunking syntactic units improve reading outcomes of university students with self-reported reading difficulties?’
External examiner for the University of Johannesburg
L.B. Tshidumo
10 December 2020
‘Learning to read in Afrikaans: The progress of a Grade 1 Setswana speaking girl’
M.L.K. Vaz
4 December 2023
‘Alphabetic Knowledge, Oral Reading Fluency and Text Fidelity Factors as Determiners of Reading Comprehension Among Grade 4 Sesotho Learners.’
External examiner for the University of Stellenbosch:
J. Kotze
14 August 2017
‘Social Gradients, Early Childhood Education and Schools Performing Above the Demographic Expectation: Empirical Insights into Educational Issues’
L. Tshuma
20 September 2017
‘The relationship between language competency and intermediate phase mathematics instruction: A case of the Eastern Cape province’
A. O’Riordan
23 November 2020
‘Methodological Advances for Deepening the Interrogation of Data from Education Evaluations’
N.L. Mohohlwane
13 September 2023
‘(How) Should the language policy promote mother-tongue instruction or a straight-for-English approach in
primary schooling in South Africa: what doesempirical data contribute?’
Referee duties
- Editorial Board Member, School Effectiveness and School Improvement.
- Associate editor from May 2019-currently, Reading and Writing.
- Reviewer for the South African Journal of Education, November 2012.
- Reviewer for Quality Assurance in Education, April 2012.
- Reviewer for Die Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie (The South African Journal for Science and Technology), October 2014, November 2023.
- Reviewer for the World Education Research Association, February 2015.
- Reviewer for the TIMSS 2015 extended report commissioned by the Human Sciences Research Council.
- Reviewer for School Effectiveness and School Improvement, June 2015, January 2016, July 2020, August 2021, October 2023, January 2024.
- Reviewer for Pythagoras, August 2022.
- Guest editor, South African Journal of Education, Beyond language policy intention to implementation – Evidence of multilingualism in South African primary school classrooms, October 2021.
- Guest editor, Frontiers in Education, How do we collect all this data? A performative account of International Large-Scale Assessment data collection in times of systemic diversity, Forthcoming 2025.
AWARDS AND SCIENTIFIC/SCHOLARLY RECOGNITION
- National Research Foundation C1 rating, December 2021.
- Recipient of the Dean’s Award for Excellence in Research, November 2015.
- Recipient of the Dean’s Award for Best Supervisor, Most Number of Masters Students Graduated in Minimum Period, 2021.
Publications in peer-reviewed or refereed journals: Accredited journals
Dittrich, A.K. & van Staden, S. (2025). Teacher Satisfaction and Grade 4 Reading Literacy Achievement: An Austrian Perspective Using International Large-Scale Assessment Data. International Journal of Instruction 18(1), 95 - 110. http://dx.doi.org/10.29333/iji.2025.1816a
Brits, G.P.; Eloff, I. & van Staden, S. (2025). Using Extended Curriculum Programmes to Improve Student Success at Universities. International Journal of African Higher Education 11(2), 58 - 83. http://dx.doi.org/10.6017/ijahe.v11i2.17771
Van Staden, S. & Grobler, S. (2024). From policy to practice: monitoring SDG targets with PIRLS 2021 Austrian data. Studia Paedagogica 2024(3), 52 - 79. http://dx.doi.org/10.5817/SP2024-3-3
Roux, K., van Staden, S., & Pretorius, E. J. (2022). Investigating the differential item functioning of a PIRLS Literacy 2016 text across three languages. Journal of Education (University of KwaZulu-Natal), (87), 135-155. http://dx.doi.org/10.17159/2520-9868/i87a07.
Khumalo, V. L., van Staden, S. & Graham, M. A. (2022). Weathering the storm: Learning strategies that promote mathematical resilience. Pythagoras, 43(1), 11. https://doi.org/10.4102/pythagoras.v43i1.655.
Moyo, S.E., Combrinck, C. & Van Staden, S. (2022). Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher- Order-Thinking Skills in Mathematics. Frontiers in Education, (7)771437. https://doi: 10.3389/feduc.2022.771437.
Graham M, Dzamesi, P. & van Staden, S. (2021). Communicating Lesson Objectives and Effective Questioning in the Mathematics Classroom: The Ghanaian Junior High School Experience. International Journal of Instruction, 14(4), 965-984.
Mtsatse, N. & van Staden, S. (2021). Exploring Differential Item Functioning on reading achievement: A case for isiXhosa. South African Journal of African Languages 41(1), 1-11. https://doi.org/10.1080/02572117.2021.1902127.
Van Staden, S.; Graham, M. & Harvey, J. (2020). An Analysis of TIMSS 2015 Science Reading Demands. Perspectives in Education, 38(2), 285-302. https://doi.org/10.18820/2519593X/pie.v38.i2.19.
Van Staden, S., Combrinck, C., Roux, K., Tshele, M. & Mcleod Palane, N. (2019). Moving beyond league table standings: How Measures of Opportunity to Learn (OTL) can inform educational quality and policy directives. South African Journal of Childhood Education, 9(1), a712. http://dx.doi.org/10.4102/sajce.v9i1.712.
Mihai, M. & van Staden, S. (2019). Experiences, challenges and successes: Early reading comprehension practices in resource-constrained settings with children from linguistically diverse backgrounds. Journal of Humanities, 3(59), 436-450. doi.org/10.17159/2224- 7912/2019/v59n3a8.
Bergbauer, A. & van Staden, S. (2018). Social Interaction Determinants of South African Reading Literacy Achievement: Evidence from prePIRLS 2011. International Journal of Instruction, 11(2), 555-568. https://doi.org/10.12973/iji.2018.11238a.
Van Staden, S. & Motsamai, P. (2017). Differences in the quality of school-based assessment: Evidence in Grade 9 mathematics achievement. Pythagoras, 38(1), a367. https://doi.org/10.4102/pythagoras.v38i1.367.
Van Staden, S., Bosker, R. & Bergbauer, A. (2016). Differences in achievement between home language and language of learning in South Africa: Evidence from prePIRLS 2011. South African Journal of Childhood Education, 6(1), a441. http://dx.doi.org/10.4102/sajce.v6i1.441.
Van Staden, S. (2016). Bridging the gap from implementation to attainment: Utilising results from international comparative studies. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie, 35(1), 1-6. https://doi.org/10.4102/satnt.v35i1.1304.
Combrinck, C., Van Staden, S. & Roux, K. (2014). Developing early readers: Patterns in introducing critical reading skills and strategies to South African children. Reading & Writing, 5(1), Art. #45, 9 pages. http://dx.doi.org/10.4102/rw.v5i1.45.
Van Staden, S. & Bosker, R. (2014). Factors that affect South African reading literacy achievement. South African Journal of Education 35(1), 1-9. http://dx.doi.org/10.4102/satnt.v35i1.1304.
Van Staden, S. & Howie, S.J. (2014). Reflections on Creemers’ Comprehensive Model of Educational Effectiveness for Reading Literacy: South African Evidence from PIRLS 2006. Perspectives in Education, 32(3), 172-192.
Van Staden, S. (2013). Die verband tussen voeding en die leesprestasie van graad 4-leerders in Suid-Afrika: bevindinge van prePIRLS 2011. Suid- Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie, 32(1), 1-7. http://dx.doi.org/10.4102/satnt.v32i1.399.
Van Staden, S. & Howie, S.J. (2012). Reading between the Lines: Contributing Factors that Affect Grade 5 Student Reading Performance. Educational Research and Evaluation, 18(1), 85-98. https://doi.org/10.1080/13803611.2011.641270.
Van Staden, S. & Howie, S.J. (2010). South African teacher profiles and emerging teacher factors: The picture painted by PIRLS 2006. Reading and Writing, 1(1), 47-60.
Howie, S.J., Venter, E. & van Staden, S. (2008). The effect of multilingual policies on performance and progression in reading literacy in South African primary schools. Educational Research and Evaluation, 14(6), 551-561. https://doi.org/10.1080/138036108025767.
Books and/or chapters in books
Mihajlovska, B.; van Staden, S.; Đukić, D.; Karalić, E. & Randjelović, B. (2025). National Curriculum on Language as a Basis for Teaching and Students’ Achievement in Reading Comprehension. In Ž. Džumhur; P. Koršňáková & S. Meinck (Eds.). Dinaric Perspectives on PIRLS 2021 - Prerequisites and Conditions for Teaching and Learning to Read. Cham: Springer Nature.
Mihajlovska, B.; van Staden, S.; Đukić, D. & Mitrevska, T.A. (2025). Comparing Texts Used in PIRLS With Mother Tongue Textbooks in the Dinaric Region: Are Students Well Prepared to Take the Test? In Ž. Džumhur, P. Koršňáková; S. Meinck (Eds.). Dinaric Perspectives on PIRLS 2021 - Prerequisites and Conditions for Teaching and Learning to Read. Cham: Springer Nature.
Van Staden, S.; Koršňáková, P. & Wagner, J.P. (2025). Assessing Reading Achievement in the Dinaric Region: An Introduction. In Ž. Džumhur; P. Koršňáková & S. Meinck (Eds.). Dinaric Perspectives on PIRLS 2021 - Prerequisites and Conditions for Teaching and Learning to Read. Cham: Springer Nature.
Van Staden, S. (2025). Against the Odds: Grade 6 PIRLS 2021 Achievement During COVID-19.
In M. Cekiso; F. Olifant & K. Mokhtari. Teaching Reading Comprehension to English Learners in Secondary Schools: A Research-Based Approach. Hershey, PA: IGI Global.
Van Staden, S. (2024). Early school, teacher and home signals that shape achievement prediction. In C. Schreiner, G. Schauer & C. Kraler. Pädagogische Diagnostik und Lehrer:innenbildung - Bildungswissenschaftliche und fachdidaktische Perspektiven. Bad Heilbrunn: Klinkhardt.
Van Staden, S. & Combrinck, C. (2023). Tracking changes in South African children’s reading literacy achievement: A developing context perspective. Brill: Leiden.
Van Staden, S. & Roux, K. (2022). South Africa. In K.A. Reynolds, E. Wry, I.V.S. Mullis, and M. von Davier (Editors). PIRLS 2021 Encyclopedia Education Policy and Curriculum in Reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Van Staden, S. & Gustafsson, M. (2022). What a decade of PIRLS reveals about early grade reading in South Africa: 2006, 2011 and 2016. In N. Spaull and E. Pretorius (Eds). Early Reading in South Africa. Oxford University Press: Cape Town.
Van Staden, S. (2020). Reading Comprehension in Early Childhood: Putting New Evidence of Trend Growth in South Africa into Perspective. In K. S. Adeyemo (ed.), The Education Systems of Africa, Global Education Systems. Springer: Switzerland. https://doi.org/10.1007/978-3-030-43042-9_50-1.
Van Staden, S. (2020). Multilinguale Traditionen: Das Beispiel Südafrikas. In I. Gogolin, A. Hansen, S. McMonagle & D. Rauch. Handbuch Mehrsprachigkeit und Bildung. Springer VS: Wiesbaden. https://doi.org/10.1007/978-3-658-20285-9.
Van Staden, S. & Palane McLeod, N. (2019). The Language in Education conundrum from an empirical perspective: Using evidence to inform policy. In M. Omidire. Multilingualism in the classroom. Cape Town: UCT Press.
Van Staden, S. (2019). Curriculum in Primary Education: South Africa. Bloomsbury Education and Childhood Studies digital resource. https://www.becs- bloomsbury.com/article?docid=b- 9781350995925&tocid=b-9781350995925-001&st=.
Van Staden, S. (2018). Exploring possible effects of Differential Item Functioning on reading achievement across language subgroups. A South African perspective. In F. J. Levine and L.D. Hill (2018). Global Perspectives on Education Research. Routledge. https://doi.org/10.4324/9781351128421.
Van Staden, S. & Scherman, V. Considering school-based interventions: What do you need to think about? In I. Eloff and E. Swart. (2018). Understanding Educational Psychology. Cape Town: Juta.
Howie, S.J. and van Staden, S. South Africa. In I.V.S Mullis, M.O. Martin, C.A. Minnich, K.T. Drucker, & M.A. Ragan. (2012). PIRLS 2011 Encyclopedia: Education Policy and Curriculum in Reading, Volumes 1 and 2. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Howie, S.J., van Staden, S., Tshele, M., Dowse, C. & Zimmerman, L. (2012). PIRLS 2011 South African Children’s Reading Literacy Achievement Research Monograph. Pretoria: Centre for Evaluation and Assessment.
Howie, S.J., Venter, E.J., van Staden, S., Zimmerman, L., Long, C., Scherman, V. & Archer. E. (2009). South African Children’s Reading Achievement: Summary report on PIRLS 2006. Pretoria: Centre for Evaluation and Assessment.
Howie, S. J., Scherman, V., & van Staden, S. (2017). Frameworks for the Analysis of Monitoring Data Related to Achievement. In V. Scherman, R.J. Bosker and S.J.Howie. Monitoring the quality of education in schools. Leiden: Brill Sense. https://doi.org/10.1163/9789463004534_012
Van Staden, S & Zimmerman, L. (2017). Evidence from the Progress in International Reading Literacy Study (PIRLS) and how teachers and their practice can benefit. In V. Scherman, R.J. Bosker and S.J. Howie. Monitoring the quality of education in schools. Leiden: Brill Sense. https://doi.org/10.1163/9789463004534_010.
Van Staden, S. Survey design. SAGE Online Publication: Research Methods Collection. https://methods.sagepub.com/case/survey-research-south-african-progress-international- reading-literacy-study?fromsearch=true. https://dx.doi.org/10.4135/9781473971080.
Van Staden, S & Smit, B. Functions of Learning-Centred/Person-Centred Approaches to Assessment in Relation to Teacher Education. In D.J. Clandinin and J. Hussu. International Handbook of Research in Teacher Education. London: Sage Publications. https://dx.doi.org/10.4135/9781529716627.n56.
Van Staden, S. (2018). Exploring Possible Effects of Differential Item Functioning on Reading Achievement across Language Subgroups: A South African Perspective. In L.D. Hill & F.J.F. Levine. Global Perspectives on Education Research (pp. 205-226). Routledge.
Published full-length conference papers/keynote addresses
Van Staden, S. Assessment in HEIs in the context of learning. 10th Flexible Futures 2024 - Reimagining Assessment in Higher Education, Pretoria, 21 August 2024 (Online).
Van Staden, S. (2021). How do PIRLS 2016 benchmark results translate into reading skills? Invited keynote address, 28 September 2021, SANTS Private Higher Education Institution, Pretoria.
Van Staden, S. (2018). The burden of proof: An example of using large-scale assessment data to inform policy. Invited plenary speaker, 26 September 2018, Evidence 2018 Conference, CSIR, Pretoria.
Ehlers, R., Crafford, G., & Van Staden, S. (2016, November). Multilevel analysis of Grade 5 reading literacy. In Annual Proceedings of the South African Statistical Association Conference (Vol. 2016, No. Congress 1, pp. 25-32). South African Statistical Association (SASA).
Howie, S.J., Scherman, V. & van Staden, S. (2014). Frameworks for analysis of monitoring data. 2nd SAERA Conference, 13-15 Augustus 2014, Durban.
Howie, S.J, van Staden, S, Dowse, C. & Tshele, M. (2014). Can they read now? National results of Grade 4 learners in South Africa in prePIRLS 2011. 2nd SAERA Conference, 13-15 Augustus 2014, Durban.
Labuschagne, H., van Staden, S. & Howie, S.J. (2014). Exploring inequality in educational attainment using the Gini coefficient: A South African perspective. 2nd SAERA Conference, 13-15 Augustus 2014, Durban.
Van Staden, S. & Combrinck, C. (2014). Factors that affect reading achievement: Utilising Maslow’s Hierarchy of Needs. 2nd SAERA Conference, 13-15 Augustus 2014, Durban. 2nd SAERA Conference, 13-15 Augustus 2014, Durban.
Roux, K, Howie, S.J. & van Staden, S. (2014). Identifying the relationship between the home environment, parental attributes and learner achievement in reading literacy. 2nd SAERA Conference, 13-15 Augustus 2014, Durban.
Van Staden, S. Keynote speaker, 25-28 October 2013, Reading Association of South Africa (RASA) National Conference, Johannesburg.
Howie, S.J., Venter, E., van Staden, S., & van Gelder, M. (2007). The effect of multilingual policies on performance and progression in reading literacy in South African primary schools. In C. Papanastasiou (Ed): Proceedings of the International Research Conference 2006 – PIRLS. Washington (USA): International Association for the Evaluation of Educational Achievement. 14 (6), 551-560. https://doi.org/10.1080/13803610802576775.
Howie, S.J. and van Staden, S. (2006). Assessing the proficiency of adult learners in reading literacy in South Africa. Proceedings of the 4th Sub-Regional Conference on Assessment in Education, 26-30 June 2006.
Non-refereed publications or popular articles
Featured in ‘Reading Today’ as part of a US-led delegation to investigate the reading literacy landscape in South Africa, August 2010.
Featured in Mail and Guardian, ‘Reading is the write way to go’, 1 March 2013.
Featured in Huisgenoot on the state of education in comparison with Finland’s education system, June 2014.
Featured in The Conversation, International study shows where South Africa’s education system needs more help, April 2020.
Technical reports
Van Staden, S. (2010). Evaluation of the Implementation of the Further Education and Training (FET) National Curriculum Statement in Gauteng Secondary/Combined Schools: Technical Report, March 2010.
Van Staden, S (2016). Language and Grade 4 reading literacy achievement in prePIRLS 2011. Working paper 07/16. Available from www.ekon.sun.ac.za/wpapers.
Participation in conferences, workshops and short courses
Van Staden, S. (2025). Questionnaire design and development. JURE 2025 Pre-conference workshop presentation, Graz, 23-25 August 2025.
Van Staden, S., Pham Xuan, R. & Groß Ophoff, J. (2025). From School Climate to Student Outcomes: The Interplay of Leadership Perception and Reading Literacy. IEA 11th International Research Conference (IRC), Rome, 27 June 2025.
Van Staden, S. & Combrinck, C. (2025). Tracking Changes in South African Reading Literacy Achievement: A Developing Context Perspective. IEA 11th International Research Conference (IRC), Rome, 26 June 2025.
Van Staden, S. (2025). Against the Odds in South Africa: Sixth Grade PIRLS 2021 Achievement During COVID-19. IEA 11th International Research Conference (IRC), Rome, 25 June 2025.
Grobler, S. & van Staden, S. (2024). Supporting SDG4 Targets: Evidence from PIRLS 2021 Austrian Data. International Conference on Sustainable Development (ICSD), 19 September 2024 (Online).
Van Staden, S., Kraler, C.; Schreiner, C. & Bacher, S. (2024). Wissen und Einstellungen von Lehramtsstudierenden zu Wissenschaft und Forschungsmethoden: Eine explorative Studie. ÖFEB Kongress 2024, Vienna, 26 September 2024.
Van Staden, S. & Roux, K. (2023). South African PIRLS 2021 Results Release, 16 May 2023, Pretoria.
Van Staden, S. (2023). Putting New Evidence of Trend Growth in South Africa into Perspective: A South African Example. IEA 10th International Research Conference (IRC), 28-30 June 2023, Dublin, Ireland.
Van Staden, S. (2023). Outsiders to reading and scientific language: An analysis of TIMSS 2015 science reading demands. IEA 10th International Research Conference (IRC), 28-30 June 2023, Dublin, Ireland.
Van Staden, S. & Schreiner, C. (2021). Making national sense of international large-scale assessment data: Differences in reading instruction practices from two country perspectives. European Conference for Education Research, 6-10 September 2021.
Van Staden, S. (2018). The implementation of the UK ‘Success for All’ literacy programme in two resource constrained schools in South Africa. Invited Symposium presentation, Multilingual Classrooms – Global Challenges, Local Solutions. European Conference for Education Research, 4-7 September 2018, Bolzano, Italy.
Combrinck, C. & van Staden, S. (2018). Sampling and psychometric validity in large-scale assessment. PsySSA conference, Johannesburg, 11-14 September 2018.
Van Staden, S., Graham, M. & Harvey, J. (2018). An analysis of TIMSS 2015 Science Reading Demands. PsySSA conference, Johannesburg, 11-14 September 2018.
Van Staden, S., Combrinck, C., Roux, K., Tshele, M. & Mcleod Palane, N. (2018). Moving beyond league table standings: How Measures of Opportunity to Learn (OTL) can inform educational quality and policy directives. Invited symposium, International Large-Scale Assessment programmes, World Education Research Association, Cape Town, 3-5 August 2018.
Van Staden, S. (2018). Implementing Success for All in South Africa: Implications for intervention research theory and practice. Invited international research network symposium, Reading literacy and associated interventions for High-Risk Children from Disadvantaged Communities, World Education Research Association conference, Cape Town, 3-5 August 2018.
Van Staden, S. & Kruger, H. (2017). Implementing the hybrid model of teaching and learning: A case study of Foundations of Educational Research Module at the University of Pretoria. DETA Conference, Kigali, Rwanda, 23-25 August 2017.
Van Staden, S. & Smit, B. (2017). Problematising success: Does it mean the same for all? World Education Research Association Conference, Hong Kong, 1-3 December 2017.
Mtsatse, N. & van Staden, S. (2017). Exploring Differential Item Functioning on reading achievement between English and isiXhosa language subgroups: Providing evidence of item bias. World Education Research Association Conference, Hong Kong, 1-3 December 2017.
Bergbauer, A. & van Staden, S. (2017). Social interaction determinants of South African reading literacy achievement. IEA’s 7th International Research Conference (IRC), Prague, Czech Republic, 26-28 June 2017.
Mihai, M. & van Staden, S. (2017). Experiences, challenges and successes: Early reading comprehension practices in resource-constrained settings with children from linguistically diverse backgrounds. International Reading Literacy Conference, University of the Western Cape, Cape Town, 1-3 March 2017.
Van Staden, S, Bosker, R. & Bergbauer, A. (2016). Reading Achievement in Home Language and Language of Learning in South Africa: Evidence from prePIRLS 2011. American Educational Research Association, Washington DC, 8-12 April 2016.
Van Staden, S. & Howie, S.J. (2014). Exploring possible effects of Differential Item Functioning on reading achievement: A South African perspective. World Education Research Association, (WERA) Conference, 19-20 November 2014, Edinburgh, Scotland.
Van Staden, S. (2013). PIRLS and prePIRLS 2011 Results. Invited speaker at the Teachers’ Upfront Seminar Series, Sci Bono, 13 February 2013, Johannesburg.
Van Staden, S. PIRLS 2011 Results. Invited speaker: WITS School of Education, Johannesburg, 21 February 2013.
Van Staden, S. PIRLS 2011 Results Open Discussion. Invited speaker: Stellenbosch ,11 April 2013, ReSEP (Research on Economic Policy).
Van Staden, S. PIRLS 2011: Evidence of progress or crisis? Invited speaker: Cape Peninsula University of Technology (CPUT) Research seminar, Cape Town, 12 April 2013.
Van Staden, S. & Bosker, R. (2013). Factors that affect South African Reading Literacy Achievement. IEA 5th International Research Conference (IRC), Singapore, 26- 28 June 2013.
Van Staden, S. & Howie, S.J. (2012). Reflections on a South African model of Reading Effectiveness: Is the underlying framework a square peg in a round whole? European Conference of Educational Research (ECER), Cadiz, Spain, 18-20 September, 2012.
Van Staden, S. & Howie, S.J. (2010). Reading between the lines: Contributing Factors that Affect Grade 5 Learner Reading Performance as Measured Across South Africa’s 11 languages. IEA 3rd International Research Conference (IRC), Taipei18-20 September 2008.
Howie, S.J. and van Staden, S. South African teacher profiles in teaching reading: The picture painted by PIRLS 2006. Reading Association of South Africa (RASA), University of Kwa-Zulu Natal, 7-9 November, 2008.
Howie, S.J. and van Staden, S. South African teacher profiles in teaching reading: The picture painted by PIRLS 2006. Teacher Education Programme Concluding Conference, Johannesburg, 4-5 September, 2008.
Van Staden, S. and Howie, S.J. Developing early readers: Patterns in introducing critical reading skills and strategies to South African children. Reading Association (RASA), University of Kwa-Zulu Natal, 7-9 November, 2008.
Howie, S.J., Venter, E. and van Staden, S. Profiling Language Teachers and their Instructional Practices at Grade 4. Teacher Education Programme Concluding Conference, Johannesburg, 28-29 May 2007.
Van Staden, S. and Howie, S.J. Assessing the proficiency of adult learners’ reading literacy in South Africa. 4th Sub-Regional Conference on Assessment in Education, Johannesburg, 26-30 June 2006.
Van Staden, S. and Howie, S.J. PIRLS of wisdom: The what, where, when and how of the international reading literacy study in South Africa. Consortium for Research on School Quality Seminar, Stellenbosch, 7-9 April 2006.