Ghent University Academic Bibliography

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Quality of teaching in segregated low SES classes : a mixed-methods study

Lisa Dewulf (UGent) , Johan van Braak (UGent) and Mieke Van Houtte (UGent)

(2022) JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK. 27(2). p.103-126
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- Journal Article
- A1
Strategic human resource management in primary and secondary schools : an explorative study in Flanders (Belgium)

Melissa Tuytens (UGent) , Eva Vekeman (UGent) and Geert Devos (UGent)

(2022) EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP.
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How stakeholders see the implementation of language education policy : a Q-study

Marieke Vanbuel (UGent)

(2022) CURRENT ISSUES IN LANGUAGE PLANNING. 23(1). p.57-76
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Soft power : teachers’ friendly implementation of a severe monolingual policy

Jürgen Jaspers and Kirsten Rosiers (UGent)

(2022) JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT. 43(4). p.295-308
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- Journal Article
- A1
- open access
Effectiveness of psychosocial school interventions in Finnish schools for refugee and immigrant children, 'Refugees Well School' in Finland (RWS-FI) : a protocol for a cluster randomized controlled trial

Reeta Kankaanpää, Sanni Aalto, Mervi Vänskä, Riina Lepistö, Raija-Leena Punamäki, Emma Soye, Charles Watters, Arnfinn Andersen, Per Kristian Hilden, Ilse Derluyn (UGent) , et al.

(2022) TRIALS. 23(1).
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- Journal Article
- A1
- open access
Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

Mari Bergroth, Júlia Llompart, Nathalie Pepiot, Karin van der Worp, Tjaša Dražnik and Sven Sierens (UGent)

(2022) EUROPEAN EDUCATIONAL RESEARCH JOURNAL.
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‘It’s difficult to help when I am not sitting next to them’ : how COVID-19 school closures interrupted teachers’ care for newly arrived migrant and refugee learners in Denmark

Nina Langer Primdahl, Anne Sofie Borsch, An Verelst (UGent) , Signe Smith Jervelund, Ilse Derluyn (UGent) and Morten Skovdal

(2021) VULNERABLE CHILDREN AND YOUTH STUDIES. 16(1). p.75-85
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Language development in Turkish-Dutch bilingual children

Evelien D'haeseleer (UGent) , Julie Daelman (UGent) , Feyza Altinkamis (UGent) , Anne-Sophie Smet, Elise Ryckaert and Kristiane Van Lierde (UGent)

(2021) FOLIA PHONIATRICA ET LOGOPAEDICA. 73. p.491-501
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- Journal Article
- A1
Two pathways to self-harm in adolescence

Stepheni Uh, Edwin S. Dalmaijer, Roma Siugzdaite (UGent) , Tamsin J. Ford and Duncan E. Astle

(2021) JOURNAL OF THE AMERICAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY. 60(12). p.1491-1500
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Classed patterns in the course and outcome of parent-teacher interactions regarding educational decision-making

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

(2021) EDUCATIONAL REVIEW. 73(4). p.417-435

Academic Bibliography

Quality of teaching in segregated low SES classes : a mixed-methods study

Strategic human resource management in primary and secondary schools : an explorative study in Flanders (Belgium)

How stakeholders see the implementation of language education policy : a Q-study

Soft power : teachers’ friendly implementation of a severe monolingual policy

Effectiveness of psychosocial school interventions in Finnish schools for refugee and immigrant children, 'Refugees Well School' in Finland (RWS-FI) : a protocol for a cluster randomized controlled trial

Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

‘It’s difficult to help when I am not sitting next to them’ : how COVID-19 school closures interrupted teachers’ care for newly arrived migrant and refugee learners in Denmark

Language development in Turkish-Dutch bilingual children

Two pathways to self-harm in adolescence

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

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