Ghent University Academic Bibliography

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Track prejudice in Belgian secondary schools : examining the influence of social-psychological and structural school features

Lorenz Dekeyser (UGent) , Mieke Van Houtte (UGent) , Charlotte Maene and Peter Stevens (UGent)

(2024) OXFORD REVIEW OF EDUCATION. 50(1). p.6-23
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The dynamics of multilingual assessment : exploring the impact of linguistic accommodations on science achievement

Fauve De Backer (UGent) , Wendelien Vantieghem (UGent) , Stef Slembrouck (UGent) and Piet Van Avermaet (UGent)

(2024) FRONTIERS IN COMMUNICATION. 9.
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Factors that support teachers as educational professionals doing doctoral studies : an integrative literature review

Joris Van Doorsselaere (UGent)

(2024) FRONTIERS IN EDUCATION. 9.
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Do teachers use distinct motivational styles for cognitively gifted learners? The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness

Sabine Sypré (UGent) , Joachim Waterschoot (UGent) , Bart Soenens (UGent) , Karine Verschueren and Maarten Vansteenkiste (UGent)

(2024) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 39(2). p.999-1025
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Me, my track and society : how track identification affects the relationship between general self‐esteem and perceived public track status

Lorenz Dekeyser (UGent) , Mieke Van Houtte (UGent) , Charlotte Maene and Peter Stevens (UGent)

(2024) SOCIOLOGICAL INQUIRY. 94(3). p.548-569

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Academic Bibliography

Track prejudice in Belgian secondary schools : examining the influence of social-psychological and structural school features

The dynamics of multilingual assessment : exploring the impact of linguistic accommodations on science achievement

Factors that support teachers as educational professionals doing doctoral studies : an integrative literature review

Do teachers use distinct motivational styles for cognitively gifted learners? The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness

Me, my track and society : how track identification affects the relationship between general self‐esteem and perceived public track status

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