Julie Kaas Seerup

Researcher, PhD-Scholar

Children, Adolescents and Families
Daycare, School and Education

Key Expertise:

Vulnerable persons,
Professionals,
Public school,
Gender and identity,
Education,
Meta analysis,
VIVE Campbell

Areas of work

Julie Kaas Seerup is employed as an analyst in the research unit VIVE Campbell. Here she collects and catalogues research under particular societal subjects, for instance what effects are found when pupils are tested frequently or less frequently, and what effect voluntary work has on elderly people’s health.

Methods

Julie Kaas Seerup mainly uses quantitative methods. She has competencies in evaluation of experimental design and assessment of effects, and she possesses thorough knowledge of the statistical methods required in meta-analysis.

Background

Julie Kaas Seerup has an MA in Sociology from Copenhagen University, where she graduated in the spring of 2018. She has worked with systematic research reviews and meta-analysis since she starting working for SFI (nu VIVE), where she started as a student and continued as an analyst after graduation. Her research interests are mainly centred around the themes of welfare, inequality and social mobility.

Selected publications

Working paper
11. DEC 2018

Daycare, school and education

Dietrichson, J., Filges, T., Seerup, J. K., & Viinholt, B. A. (2018, Dec 11). Testing frequency and student achievement: A systematic review. The Campbell Collaboration. Campbell Title

Working paper
1. SEP 2022

Children, youth and family
Daycare, school and education

Dietrichson, J., Thomsen, M. K., Seerup, J. K., Viinholt Nielsen, B. C., Strandby, M. W., & Bengtsen, E. (2022, Sept 1). PROTOCOL: School-based language, math, and reading interventions for executive functions in children and adolescents: A systematic review. (3 ed.) The Campbell Collaboration. Campbell Protocol https://doi.org/10.1002/cl2.1262

Working paper
1. MAR 2022

Daycare, school and education

Thomsen, M. K., Seerup, J. K., Dietrichson, J., Bondebjerg, A., & Viinholt, B. C. A. (2022, Mar 1). PROTOCOL: Testing frequency and student achievement: A systematic review. Campbell Protocol https://doi.org/10.1002/cl2.1212

Scientific article
7. APR 2021

Social issues
Children, youth and family
Daycare, school and education

Dietrichson, J., Filges, T., Seerup, J. K., Henriksen Klokker, R., Viinholt Nielsen, B. C., Bøg, M., & Eiberg, M. (2021). Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review. Campbell Systematic Reviews, 17(2), Article e1166. https://doi.org/10.1002/cl2.1152