Ghent University Academic Bibliography

Your filters: cql: publisher exact "EARLI"

Add to list
- Conference Paper
- C3
The role enactment of academic developers supporting teacher redesign teams in a university setting

Loulou Detienne, Tijs Rotsaert (UGent) and Tammy Schellens (UGent)

(2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts. p.111-111
Add to list
- Conference Paper
- C3
- open access
Development of a measurement instrument for upper primary students’ reading strategy use

Rielke Bogaert (UGent) , Emmelien Merchie (UGent) and Hilde Van Keer (UGent)

(2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts. p.95-96
Add to list
- Conference Paper
- C3
- open access
Development of a progress monitoring tool for upper primary students’ reading comprehension

Rielke Bogaert (UGent) , Koen Aesaert, Emmelien Merchie (UGent) and Hilde Van Keer (UGent)

(2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts. p.121-121
Add to list
- Conference Paper
- C3
Encouraging students’ autonomy, competence and satisfaction : the role of learning analytics

Elise Ameloot, Bart Rienties, Tijs Rotsaert (UGent) and Tammy Schellens (UGent)

(2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts. p.35-35
Add to list
- Conference Paper
- C3
Low-educated adults’ perceived educational needs and barriers to learning : evidence from PIAAC

Lisse Van Nieuwenhove (UGent) and Bram De Wever (UGent)

(2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts. p.299-300
Add to list
- Conference Paper
- C3
- open access
Students’ arguing skills : impact of teaching beliefs and students’ epistemological understanding

Iris Hulders, Michiel Voet (UGent) and Bram De Wever (UGent)

(2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts. p.120-120
Add to list
- Conference Paper
- C3
- open access
Unfolding interaction during reading with at-risk and not at-risk first and second graders

Silke Vanparys (UGent) and Hilde Van Keer (UGent)

(2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts. p.244-245
Add to list
- Journal Article
- A2
- open access
It’s not only what you say, but how you say it : investigating the potential of prosodic analysis as a method to study teacher’s talk

Raija Hämäläinen, Bram De Wever (UGent) , Teija Waaramaa, Anne-Maria Laukkanen and Joni Lämsä

(2018) FRONTLINE LEARNING RESEARCH. 6(3). p.204-227

Academic Bibliography

The role enactment of academic developers supporting teacher redesign teams in a university setting

Development of a measurement instrument for upper primary students’ reading strategy use

Development of a progress monitoring tool for upper primary students’ reading comprehension

Encouraging students’ autonomy, competence and satisfaction : the role of learning analytics

Low-educated adults’ perceived educational needs and barriers to learning : evidence from PIAAC

Students’ arguing skills : impact of teaching beliefs and students’ epistemological understanding

Unfolding interaction during reading with at-risk and not at-risk first and second graders

It’s not only what you say, but how you say it : investigating the potential of prosodic analysis as a method to study teacher’s talk

Contents

Support

Contact