Ghent University Academic Bibliography

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Developing and validating a video-based measurement instrument for assessing teachers’ professional vision of language-stimulation interactions in the ECE classroom

Lien Dorme (UGent) , Anne-Lotte Stevens, Wendelien Vantieghem (UGent) , Kris Van den Branden and Ruben Vanderlinde (UGent)

(2025) EDUCATION SCIENCES. 15(2).
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Empowering vocational students : a research-based framework for computational thinking integration

Seppe Hermans, Tom Neutens (UGent) , Francis wyffels (UGent) and Peter Van Petegem

(2024) EDUCATION SCIENCES. 14(2).
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Designing dialogic peer feedback in collaborative learning : the role of Thinq Tank

Amber Van Hoe (UGent) , Joel Wiebe, Jim Slotta, Tijs Rotsaert (UGent) and Tammy Schellens (UGent)

(2024) EDUCATION SCIENCES. 14(11).
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Designing synchronous online learning and teaching lab : an online professional development program to foster the technical and social competences of synchronous online teachers

Maaike Grammens (UGent) , Fien De Smedt (UGent) and Bram De Wever (UGent)

(2024) EDUCATION SCIENCES. 14(12).
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Unknown is not chosen : university student voices on group formation for collaborative writing

Karen Putzeys (UGent) , Hilde Van Keer (UGent) and Bram De Wever (UGent)

(2024) EDUCATION SCIENCES. 14(1).
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Enhancing teachers’ interdisciplinary professional development through teacher design teams : exploring facilitating conditions and sustainability

Tina Gryson (UGent) , Katrien Strubbe (UGent) , Tony Valcke (UGent) and Ruben Vanderlinde (UGent)

(2024) EDUCATION SCIENCES. 14(4).
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Science achievement of multilingual pupils : a study on the effectiveness of a read-aloud assessment accommodation

Fauve De Backer (UGent) and Lisa Dewulf (UGent)

(2024) EDUCATION SCIENCES. 14(5).
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Teaching in a shared classroom : unveiling the effective teaching behavior of beginning team teaching teams using a qualitative approach

Dries Marien, Ruben Vanderlinde (UGent) and Elke Struyf

(2023) EDUCATION SCIENCES. 13(11).
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‘Let’s teach as we preach’ : the design of a professional development initiative to support teacher educators’ responsiveness to diversity

Benjamin Ponet (UGent) , Wendelien Vantieghem (UGent) , Hanne Tack (UGent) and Ruben Vanderlinde (UGent)

(2023) EDUCATION SCIENCES. 13(7).
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Building vocabulary bridges : exploring pre-service primary school teachers’ dispositions on L2 vocabulary instruction for emergent bilinguals through interactive book reading

Eline Decraene (UGent) , Silke Vanparys (UGent) , Maribel Montero Perez (UGent) and Hilde Van Keer (UGent)

(2023) Education Sciences. 13(12).

Academic Bibliography

Developing and validating a video-based measurement instrument for assessing teachers’ professional vision of language-stimulation interactions in the ECE classroom

Empowering vocational students : a research-based framework for computational thinking integration

Designing dialogic peer feedback in collaborative learning : the role of Thinq Tank

Designing synchronous online learning and teaching lab : an online professional development program to foster the technical and social competences of synchronous online teachers

Unknown is not chosen : university student voices on group formation for collaborative writing

Enhancing teachers’ interdisciplinary professional development through teacher design teams : exploring facilitating conditions and sustainability

Science achievement of multilingual pupils : a study on the effectiveness of a read-aloud assessment accommodation

Teaching in a shared classroom : unveiling the effective teaching behavior of beginning team teaching teams using a qualitative approach

‘Let’s teach as we preach’ : the design of a professional development initiative to support teacher educators’ responsiveness to diversity

Building vocabulary bridges : exploring pre-service primary school teachers’ dispositions on L2 vocabulary instruction for emergent bilinguals through interactive book reading

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