Ghent University Academic Bibliography

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The role of teacher trust in segregated elementary schools: a multilevel repeated measures examination

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

(2017) SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 28(2). p.259-275
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- journalArticle
- A2
- open access
Trust in school: a pathway to inhibit teacher burnout?

Dimitri Van Maele (UGent) and Mieke Van Houtte (UGent)

(2015) JOURNAL OF EDUCATIONAL ADMINISTRATION. 53(1). p.93-115
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- journalArticle
- A1
- open access
Mathematical abilities in elementary school children with autism spectrum disorder

Daisy Titeca (UGent) , Herbert Roeyers (UGent) , Tom Loeys (UGent) , Anneliesje Ceulemans (UGent) and Annemie Desoete (UGent)

(2015) INFANT AND CHILD DEVELOPMENT. 24(6). p.606-623
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- journalArticle
- A1
- open access
Preservice elementary school teachers' knowledge of fractions: a mirror of students' knowledge?

Hendrik Van Steenbrugge (UGent) , E Lesage, Martin Valcke (UGent) and Annemie Desoete (UGent)

(2014) JOURNAL OF CURRICULUM STUDIES. 46(1). p.138-161
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- dissertation
Students' autonomous reading motivation: A study into its correlates and promotion strategies in late elementary classrooms

Jessie De Naeghel (UGent)

(2013)
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Teachers' views of mathematics textbook series in Flanders: does it (not) matter which mathematics textbook series schools choose?

Hendrik Van Steenbrugge (UGent) , Martin Valcke (UGent) and Annemie Desoete (UGent)

(2013) JOURNAL OF CURRICULUM STUDIES. 45(3). p.322-353
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- conference
- C3
Recreational and academic reading motivation in elementary school

Jessie De Naeghel (UGent) , Hilde Van Keer (UGent) and Maarten Vansteenkiste (UGent)

(2011) Meeting of the American Educational Research Association, Abstracts.

Academic Bibliography

The role of teacher trust in segregated elementary schools: a multilevel repeated measures examination

Trust in school: a pathway to inhibit teacher burnout?

Mathematical abilities in elementary school children with autism spectrum disorder

Preservice elementary school teachers' knowledge of fractions: a mirror of students' knowledge?

Students' autonomous reading motivation: A study into its correlates and promotion strategies in late elementary classrooms

Teachers' views of mathematics textbook series in Flanders: does it (not) matter which mathematics textbook series schools choose?

Recreational and academic reading motivation in elementary school

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