Ghent University Academic Bibliography

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A multimodal approach to product presentations : persuasion in multilingual settings

Julia Valeiras-Jurado (UGent) and Geert Jacobs (UGent)

(2015) Procedia Social and Behavioral Sciences. In Procedia Social and Behavioral Sciences 173. p.252-258
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Using VISP (VIdeos for SPeaking), a mobile app based on audio description, to promote English language learning among Spanish students: a case study

Ana Ibáñez Moreno and Anna Vermeulen (UGent)

(2015) Procedia Social and Behavioral Sciences. 178. p.132-138
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A multimodal approach to product presentations

Julia Valeiras-Jurado (UGent) and Noelia Ruiz-Madrid

(2015) 32ND INTERNATIONAL CONFERENCE OF THE SPANISH ASSOCIATION OF APPLIED LINGUISTICS (AESLA) : LANGUAGE INDUSTRIES AND SOCIAL CHANGE. In Procedia Social and Behavioral Sciences 173. p.252-258
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Cyclic versus reactive planning for inventory routing

Birger Raa (UGent)

(2014) Procedia Social and Behavioral Sciences. In Procedia Social and Behavioral Sciences 111. p.909-917
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A research synthesis on effective writing instruction in primary education

Fien De Smedt (UGent) and Hilde Van Keer (UGent)

(2014) Procedia Social and Behavioral Sciences. 112. p.693-701
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Auto-correlation and entrainment in the synchronous reproduction of musical pulse: developments in childhood

Leo Van Noorden (UGent)

(2014) Procedia Social and Behavioral Sciences. 126. p.117-118
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A qualitative study about the implementation of tablet computers in secondary education: the teachers' role in this process

Hannelore Montrieux (UGent) , Ruben Vanderlinde (UGent) , Cédric Courtois (UGent) , Tammy Schellens (UGent) and Lieven De Marez (UGent)

(2014) Procedia Social and Behavioral Sciences. 112. p.481-488
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Educational packages about the risks on social network sites : state-of-the-art

Ellen Vanderhoven (UGent) , Tammy Schellens (UGent) and Martin Valcke (UGent)

(2014) Procedia Social and Behavioral Sciences. 112. p.603-612
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Involving parents in school programs about safety on social network sites

Ellen Vanderhoven (UGent) , Tammy Schellens (UGent) , Martin Valcke (UGent) and Ellen De Koning

(2014) Procedia Social and Behavioral Sciences. 112. p.428-436
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Learning from text in late elementary education : comparing think-aloud protocols with self-reports

Emmelien Merchie (UGent) and Hilde Van Keer (UGent)

(2014) International Conference on Education & Educational Psychology 2013 (ICEEPSY 2013). In Procedia Social and Behavioral Sciences 112. p.489-496
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Web 2.0 presentation tools as an alternative to real-life performance

Jordi Casteleyn (UGent) , André Mottart (UGent) and Valerie Van Vooren (UGent)

(2013) Procedia Social and Behavioral Sciences. 93. p.221-224
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Studying self-efficacy beliefs in medical education

Sevgi Turan, Martin Valcke (UGent) , Leen Aper (UGent) , Sebastiaan Koole (UGent) and Anselme Derese (UGent)

(2013) Procedia Social and Behavioral Sciences. p.1311-1314
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Spontaneous mind map use and learning from texts : the role of instruction and student characteristics

Emmelien Merchie (UGent) and Hilde Van Keer (UGent)

(2013) INTERNATIONAL CONFERENCE ON EDUCATION & EDUCATIONAL PSYCHOLOGY (ICEEPSY 2012). In Procedia Social and Behavioral Sciences 69. p.1387-1394
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Prevalence and risk of injury in Europe by driving with alcohol, illicit drugs and medicines

Inger Marie Bernhoft, Tove Hels, Allan Lyckegaard, Sjoerd Houwing and Alain Verstraete (UGent)

(2012) Procedia Social and Behavioral Sciences. In Procedia Social and Behavioral Sciences 48. p.2907-2916
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Spontaneous mind map use and learning from texts: the role of instruction and student characteristics

Emmelien Merchie (UGent) and Hilde Van Keer (UGent)

(2012) Procedia Social and Behavioral Sciences. 69. p.1387-1394
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A qualitative study of in-service teachers' evaluation beliefs

Qiaoyan He (UGent) , Martin Valcke (UGent) and Antonia Aelterman (UGent)

(2012) Procedia Social and Behavioral Sciences. 69. p.1076-1085
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Social media's learning outcomes within writing instruction in the EFL classroom: exploring, implementing and analyzing storify

Delphine Laire (UGent) , Jordi Casteleyn (UGent) and André Mottart (UGent)

(2012) Procedia Social and Behavioral Sciences. 69. p.442-448
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Presenting material via graphic organizers in science classes in secondary education

Jordi Casteleyn (UGent) and André Mottart (UGent)

(2012) Procedia Social and Behavioral Sciences. 69. p.458-466
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The impact of teachers' beliefs on grammar instruction and students' grammar competences

Valerie Van Vooren (UGent) , Jordi Casteleyn (UGent) and André Mottart (UGent)

(2012) Procedia Social and Behavioral Sciences. 69. p.641-648
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Fostering university students' metacognitive regulation through peer tutoring

Liesje De Backer (UGent) , Hilde Van Keer (UGent) and Martin Valcke (UGent)

(2012) Procedia Social and Behavioral Sciences. 69. p.1594-1600

Academic Bibliography

A multimodal approach to product presentations : persuasion in multilingual settings

Using VISP (VIdeos for SPeaking), a mobile app based on audio description, to promote English language learning among Spanish students: a case study

A multimodal approach to product presentations

Cyclic versus reactive planning for inventory routing

A research synthesis on effective writing instruction in primary education

Auto-correlation and entrainment in the synchronous reproduction of musical pulse: developments in childhood

A qualitative study about the implementation of tablet computers in secondary education: the teachers' role in this process

Educational packages about the risks on social network sites : state-of-the-art

Involving parents in school programs about safety on social network sites

Learning from text in late elementary education : comparing think-aloud protocols with self-reports

Web 2.0 presentation tools as an alternative to real-life performance

Studying self-efficacy beliefs in medical education

Spontaneous mind map use and learning from texts : the role of instruction and student characteristics

Prevalence and risk of injury in Europe by driving with alcohol, illicit drugs and medicines

Spontaneous mind map use and learning from texts: the role of instruction and student characteristics

A qualitative study of in-service teachers' evaluation beliefs

Social media's learning outcomes within writing instruction in the EFL classroom: exploring, implementing and analyzing storify

Presenting material via graphic organizers in science classes in secondary education

The impact of teachers' beliefs on grammar instruction and students' grammar competences

Fostering university students' metacognitive regulation through peer tutoring

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