- ORCID iD
- 0000-0001-6455-4334
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E-course meertaligheid en leren
(2023) -
PIAAC Flanders: Doorstep Interview – Toward Reducing Bias and Achieving Comparability: Field Test Case Study on Registry Country
(2023) -
ICT-skills of Flemish young adults according to PIAAC : the role of formal and non-formal education
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Quality of teaching in segregated low SES classes : a mixed-methods study
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Examining reading comprehension in disadvantaged segregated classes : the role of class composition, teacher trust, and teaching learning strategies
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De wisselwerking tussen de klassamenstelling, de kwaliteit van de leerkracht en de schoolresultaten in Vlaamse concentratiescholen
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Interpersonal citizenship skills of primary school students : the role of class composition
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Teacher beliefs and teaching quality in segregated primary school classes : a study into the effects on students’ language achievement
(2019) -
Listening Comprehension in Segregated Elementary Schools. Does Teaching Quality Matter?
(2018) -
Reading comprehension in socially and ethnically segregated classes : the role of teaching quality
(2017) -
Reading and listening progress in segregated primary schools : does ethnic and socioeconomic classroom composition matter?
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The role of teacher trust in segregated elementary schools : a multilevel repeated measures examination
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Reading and listening comprehension in socially and ethnically segregated elementary schools: the role of class compositional characteristics.
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Leerwinst in sociaal-etnisch gesegregeerde basisscholen: begrijpend lezen, luisteren & rekenen
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- Miscellaneous
- open access
PIEO onder de loep: longitudinaal onderzoek naar het effect van onderwijsinnovatie op de leerresultaten, leerwinst en het welbevinden van leerlingen in sociaal-etnisch gesegregeerde basisscholen
(2015) -
Segregated primary classes and reading comprehension: a multilevel repeated measures examination
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Sociaal-etnisch gesegregeerde basisscholen: excelleren en innoveren
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Teaching quality in socially and ethnically segregated classes: the interplay between teachers and class characteristics in language lessons
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The relation between teacher perceptions and language achievement in socially and ethnically segregated primary schools
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Het verband tussen leerkrachtenpercepties en taalprestaties in sociaal-etnisch gesegregeerde basisscholen