- ORCID iD
- 0000-0001-6959-0115
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Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction
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Measuring and investigating secondary education teachers’ professional vision of inclusive classrooms through video-based comparative judgement
(2020) -
Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions
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Op weg naar inclusieve schoolculturen : zit het in de muren?
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Inclusie : zit het tussen je oren?
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Inclusie & klasmanagement : een moeilijk huwelijk?
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Measuring teachers’ professional vision of inclusive classrooms through video-based comparative judgement. What does it mean to misfit?
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Implementatie van een instrument om de attitude en het bekwaamheidsgevoel ten aanzien van diversiteit mee in kaart te brengen
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Beliefs as filters for comparing inclusive classroom situations : connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips
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Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions