Ghent University Academic Bibliography

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Exploring teacher–parent relationships in times of Covid-19 : teachers’ expectations and parental home-schooling strategies in a Flemish context

Marloes Hagenaars (UGent) , Peter Stevens (UGent) , Piet Van Avermaet (UGent) and Fanny D'hondt (UGent)

(2024) TEACHERS AND TEACHING. p.1-15
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- Journal Article
- A1
- open access
School dropout as the result of a complex interplay between individual and environmental factors : a study on the perspectives of support workers

Lana Van Den Berghe (UGent) , Stijn Vandevelde (UGent) and Sarah De Pauw (UGent)

(2022) TEACHERS AND TEACHING. 28(5). p.603-617
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- Journal Article
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- open access
Teachers’ first year in the profession : the power of high-quality support

Laura Thomas (UGent) , Melissa Tuytens (UGent) , Nienke Moolenaar, Geert Devos (UGent) , Geert Kelchtermans and Ruben Vanderlinde (UGent)

(2019) TEACHERS AND TEACHING. 25(2). p.160-188
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- A1
- open access
Teacher evaluation policy as perceived by school principals : the case of Flanders (Belgium)

Melissa Tuytens (UGent) and Geert Devos (UGent)

(2018) TEACHERS AND TEACHING. 24(3). p.209-222
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How do professional learning communities aid and hamper professional learning of beginning teachers related to differentiated instruction?

Debbie De Neve (UGent) and Geert Devos (UGent)

(2017) TEACHERS AND TEACHING. 23(3). p.262-283
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The role of feedback from the school leader during teacher evaluation for teacher and school improvement

Melissa Tuytens (UGent) and Geert Devos (UGent)

(2017) TEACHERS AND TEACHING. 23(1). p.6-24
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Student and novice teachers' stories about collaborative learning implementation

Ilse Ruys (UGent) , Hilde Van Keer (UGent) and Antonia Aelterman (UGent)

(2014) TEACHERS AND TEACHING. 20(6). p.688-703
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- Journal Article
- A1
- open access
Differentiated instruction in teacher education : a case study of congruent teaching

Ilse Ruys (UGent) , Stijn Defruyt (UGent) , Isabel Rots (UGent) and Antonia Aelterman (UGent)

(2013) TEACHERS AND TEACHING. 19(1). p.93-107
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Learning from dilemmas: teacher professional development through collaborative action and reflection

Natalie Pareja Roblin (UGent) and Leonor Margalef

(2013) TEACHERS AND TEACHING. 19(1). p.18-32
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- Journal Article
- A2
Gender in teaching : a literature review

Elien Sabbe (UGent) and Antonia Aelterman (UGent)

(2007) TEACHERS AND TEACHING. 13(5). p.521-538

Academic Bibliography

Exploring teacher–parent relationships in times of Covid-19 : teachers’ expectations and parental home-schooling strategies in a Flemish context

School dropout as the result of a complex interplay between individual and environmental factors : a study on the perspectives of support workers

Teachers’ first year in the profession : the power of high-quality support

Teacher evaluation policy as perceived by school principals : the case of Flanders (Belgium)

How do professional learning communities aid and hamper professional learning of beginning teachers related to differentiated instruction?

The role of feedback from the school leader during teacher evaluation for teacher and school improvement

Student and novice teachers' stories about collaborative learning implementation

Differentiated instruction in teacher education : a case study of congruent teaching

Learning from dilemmas: teacher professional development through collaborative action and reflection

Gender in teaching : a literature review

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