Academic Bibliography

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How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

Mona De Smul (UGent) , Sofie Heirweg (UGent) , Hilde Van Keer (UGent) , Geert Devos (UGent) and Sabrina Vandevelde (UGent)

(2018) TEACHING AND TEACHER EDUCATION. 71. p.214-225
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Exploring educational taboos through school movies : a rhetorical analysis of student-teachers' reflections

Laura Van Beveren (UGent) , Kris Rutten (UGent) , Geert Vandermeersche (UGent) and Ive Verdoodt (UGent)

(2018) TEACHING AND TEACHER EDUCATION. 75. p.187-198
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Teachers and their implementation of differentiated instruction in the classroom

Muhamad Nanang Suprayogi (UGent) , Martin Valcke (UGent) and Raymond Godwin

(2017) TEACHING AND TEACHER EDUCATION. 67. p.291-301
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Preparing pre-service history teachers for organizing inquiry-based learning : the effects of an introductory training program

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

(2017) TEACHING AND TEACHER EDUCATION. 63. p.206-217
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How school teams perceive and handle multilingualism : the impact of a school’s pupil composition

Lies Strobbe, Anouk Van Der Wildt (UGent) , Piet Van Avermaet (UGent) , Koen Van Gorp, Kris Van den Branden and Mieke Van Houtte (UGent)

(2017) TEACHING AND TEACHER EDUCATION. 64. p.93-104
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History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context

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

(2016) TEACHING AND TEACHER EDUCATION. 55(1). p.57-67
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Teachers' beliefs about students, and the intention of students to drop out of secondary education in Flanders

Mieke Van Houtte (UGent) and Jannick Demanet (UGent)

(2016) TEACHING AND TEACHER EDUCATION. 54. p.117-127
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Ethnic composition of the primary school and educational choice : does the culture of teacher expectations matter?

Sarah Thys (UGent) and Mieke Van Houtte (UGent)

(2016) TEACHING AND TEACHER EDUCATION. 59. p.383-391
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Relating school leadership to perceived professional learning community characteristics: a multilevel analysis

Bénédicte Vanblaere (UGent) and Geert Devos (UGent)

(2016) TEACHING AND TEACHER EDUCATION. 57. p.26-38
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University teacher judgments in problem-based learning: Their accuracy and reasoning

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

(2016) TEACHING AND TEACHER EDUCATION. 59. p.203-212

Academic Bibliography

How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

Exploring educational taboos through school movies : a rhetorical analysis of student-teachers' reflections

Teachers and their implementation of differentiated instruction in the classroom

Preparing pre-service history teachers for organizing inquiry-based learning : the effects of an introductory training program

How school teams perceive and handle multilingualism : the impact of a school’s pupil composition

History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context

Teachers' beliefs about students, and the intention of students to drop out of secondary education in Flanders

Ethnic composition of the primary school and educational choice : does the culture of teacher expectations matter?

Relating school leadership to perceived professional learning community characteristics: a multilevel analysis

University teacher judgments in problem-based learning: Their accuracy and reasoning

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