Ghent University Academic Bibliography

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An empirical validation study of Spolsky's language policy model

Victoria Van Oss (UGent) , Piet Van Avermaet (UGent) , Esli Struys and Wendelien Vantieghem (UGent)

(2021) CURRENT ISSUES IN LANGUAGE PLANNING. p.1-19
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The strength of cross-language interdependence for listening comprehension proficiency in Turkish-Dutch emergent bilinguals : testing three hypotheses

Sven Sierens (UGent) , Koen Van Gorp, Stef Slembrouck (UGent) and Piet Van Avermaet (UGent)

(2021) LANGUAGE LEARNING.
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- Journal Article
- A1
Classed patterns in the course and outcome of parent-teacher interactions regarding educational decision-making

Marie Seghers (UGent) , Simon Boone and Piet Van Avermaet (UGent)

(2021) EDUCATIONAL REVIEW.
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Meanings attached to intergenerational language shift processes in the context of migrant families

Floor Verhaeghe (UGent) , Piet Van Avermaet (UGent) and Ilse Derluyn (UGent)

(2021) JOURNAL OF ETHNIC AND MIGRATION STUDIES.
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- Book Chapter
Multilingual assessment : beliefs and practices of geography teachers

Fauve De Backer (UGent) , Eva De Cooman, Stef Slembrouck (UGent) and Piet Van Avermaet (UGent)

(2020) Multilingual approaches for teaching and learning : from acknowledging to capitalising on multilingualism in European mainstream education.
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- Journal Article
- A4
- open access
Functional use of multilingualism in assessment : opportunities and challenges

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

(2020) RESEARCH NOTES (CAMBRIDGE ASSESSMENT ENGLISH). p.35-43
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Does pre-schooling contribute to equity in education? Participation in universal pre-school and fourth-grade academic achievement

Sven Sierens (UGent) , Piet Van Avermaet (UGent) , Mieke Van Houtte (UGent) and Orhan Agirdag

(2020) EUROPEAN EDUCATIONAL RESEARCH JOURNAL. 19(6). p.564-586
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Assessment policies and practices in contexts of diversity : unravelling the tensions

Joke Ysenbaert (UGent) , Mieke Van Houtte (UGent) and Piet Van Avermaet (UGent)

(2020) EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY. 32(2). p.107-126
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Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

Wendelien Vantieghem (UGent) , Iris Roose (UGent) , Esther Gheyssens (UGent) , Júlia Griful-Freixenet, Karolien Keppens (UGent) , Ruben Vanderlinde (UGent) , Katrien Struyven and Piet Van Avermaet (UGent)

(2020) STUDIES IN EDUCATIONAL EVALUATION. 67.
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Separating newcomers : pragmatism or ideology? Schools’ responses to newly arrived migrants in Flanders

Robin Kemper (UGent) , Lieve Bradt (UGent) , Ines Keygnaert (UGent) , Reinhilde Pulinx, Piet Van Avermaet (UGent) and Ilse Derluyn (UGent)

(2020) INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION.

Academic Bibliography

An empirical validation study of Spolsky's language policy model

The strength of cross-language interdependence for listening comprehension proficiency in Turkish-Dutch emergent bilinguals : testing three hypotheses

Classed patterns in the course and outcome of parent-teacher interactions regarding educational decision-making

Meanings attached to intergenerational language shift processes in the context of migrant families

Multilingual assessment : beliefs and practices of geography teachers

Functional use of multilingualism in assessment : opportunities and challenges

Does pre-schooling contribute to equity in education? Participation in universal pre-school and fourth-grade academic achievement

Assessment policies and practices in contexts of diversity : unravelling the tensions

Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

Separating newcomers : pragmatism or ideology? Schools’ responses to newly arrived migrants in Flanders

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