Ghent University Academic Bibliography

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Do teachers self‑report teaching more effectively during team teaching? A large‑scale survey study with multilevel analysis

Aron Decuyper (UGent) , Hanne Tack (UGent) , Ridwan Maulana, Mathea Simons and Ruben Vanderlinde (UGent)

(2025) INSTRUCTIONAL SCIENCE.
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- Journal Article
- A1
- open access
Teacher versus student perspectives on instructional quality in mathematics education across countries

Xin Liu (UGent) , Kajsa Yang Hansen, Jan De Neve (UGent) and Martin Valcke (UGent)

(2024) INSTRUCTIONAL SCIENCE. 52(3). p.477-513
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Mind maps as primers when reading-for-learning in elementary grades? An eye tracking study

Emmelien Merchie (UGent) , Leen Catrysse and Hilde Van Keer (UGent)

(2021) INSTRUCTIONAL SCIENCE. 49(1). p.23-65
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Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning

Sofie Heirweg, Mona De Smul (UGent) , Emmelien Merchie (UGent) , Geert Devos (UGent) and Hilde Van Keer (UGent)

(2020) INSTRUCTIONAL SCIENCE. 48(4). p.337-369
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- Journal Article
- A1
- open access
Effects of immersion in inquiry-based learning on student teachers’ educational beliefs

Michiel Voet (UGent) and Bram De Wever (UGent)

(2018) INSTRUCTIONAL SCIENCE. 46(3). p.383-403
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How important are student-selected versus instructor-selected literature resources for students' learning and motivation in problem-based learning?

Lisette Wijnia, Sofie MM Loyens, Eva Derous (UGent) and Henk G Schmidt

(2015) INSTRUCTIONAL SCIENCE. 43(1). p.39-58
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Socially shared metacognitive regulation during reciprocal peer tutoring: identifying its relationship with students' content processing and transactive discussions

Liesje De Backer (UGent) , Hilde Van Keer (UGent) and Martin Valcke (UGent)

(2015) INSTRUCTIONAL SCIENCE. 43(3). p.323-344
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Exploring the potential impact of reciprocal peer tutoring on higher education students' metacognitive knowledge and regulation

Liesje De Backer (UGent) , Hilde Van Keer (UGent) and Martin Valcke (UGent)

(2012) INSTRUCTIONAL SCIENCE. 40(3). p.559-588
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- Journal Article
- A1
Cross-age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support

Marijke De Smet (UGent) , Hilde Van Keer (UGent) and Martin Valcke (UGent)

(2009) INSTRUCTIONAL SCIENCE. 37(1). p.87-105
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- Journal Article
- A1
Regular feedback from student ratings of instruction: do college teachers improve their ratings in the long run?

Jonas Lang (UGent) and M Kersting

(2007) INSTRUCTIONAL SCIENCE. 35(3). p.187-205

Academic Bibliography

Do teachers self‑report teaching more effectively during team teaching? A large‑scale survey study with multilevel analysis

Teacher versus student perspectives on instructional quality in mathematics education across countries

Mind maps as primers when reading-for-learning in elementary grades? An eye tracking study

Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning

Effects of immersion in inquiry-based learning on student teachers’ educational beliefs

How important are student-selected versus instructor-selected literature resources for students' learning and motivation in problem-based learning?

Socially shared metacognitive regulation during reciprocal peer tutoring: identifying its relationship with students' content processing and transactive discussions

Exploring the potential impact of reciprocal peer tutoring on higher education students' metacognitive knowledge and regulation

Cross-age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support

Regular feedback from student ratings of instruction: do college teachers improve their ratings in the long run?

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