Projects

Abstract

Education for Sustainable Development is seen by policymakers and scientists, both internationally and in Flanders, as a main driver towards a sustainable future. Embedding Education for Sustainable Development within schools is therefor the focus of research, practice and policy (UNESCO 2020). Yet, internationally validated instruments mapping education for sustainable development within school organizations are not readily available. In this project, we set out to apply and validate the Education for Sustainable Development School Organization Questionnaire (ESD-SOQ) across cultural and geographic boundaries. By answering to what extent the ESD-SOQ is valid and reliable for measuring the characteristics of the framework for the ESD-effective school organization, outside of the Flemish educational context, this research project will address the need for more empirically substantiated ESD research. The main objective of this project is thus developing the ESD-SOQ into an internationally usable and validated instrument, usable for comparative ESD-research.

Researcher(s)

• Promoter: Verhelst Dries

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

IMP>ACT aims to better understand and provide recommendations on how to measure what learners actually learn in sustainability and climate change education (SCCE). Central to achieving this goal is the development and validation of the IMP>ACT assessment framework for users in policy and practice. SCCE is still relatively new in the EU context. There is still a lack of understanding of what effective SCCE looks like and how its impact can be measured. As a result, an evidence base to inform decisions for further development of programs and policies is still lacking. Existing evidence is scattered across scientific fields and societal actors, often resulting in underutilised feedback loops between monitoring, evaluation and implementation. These gaps hinder effective policy making and achievement of SCCE learning outcomes. At the core of the IMP>ACT assessment framework are the concepts of action competence (key observable learning outcome of SCCE) and action-orientation (key qualities of teaching, driving learning in SCCE). IMP>ACT will design and validate the framework in a user-centred, iterative approach through small-scale interventions, followed by six large-scale case studies, selected to cover the lifelong learning scope of SCCE. IMP>ACT brings together an interdisciplinary consortium with partners from SCCE research, policy and practice. In each country a national stakeholder group (35 committed organisations) actively co-develops and validates the IMP>ACT assessment framework, contributing to its validity and viability beyond the project lifetime. The IMP>ACT assessment framework will allow designers and implementers of SCCE policies, curricula and practices to collect information on the impact they achieve, and as such drive improved feedback loops between research, policy and practice. This ensures that SCCE materials, tools, interventions, and curricula stay relevant, and leads to evidence-based quality improvement of SCCE policies and practices.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project investigates the impact of the process of growing digitalization in public schools upon social inclusion of parents with a migratory background, in Belgium and in Italy. The research addresses the nexus between digitalization and social inclusion of migrant parents by bringing together two distinct domains of literature: the studies about digitalization and the impact of digital technologies on the education field and those about migrants' social inclusion at school level. Drawing from both fields of literature, the project contributes to further expanding the research about migrant parents' social inclusion in schools, which remains a small research strand within the curernt state of the art which focuses more on 'migrant' pupils. Differently from previous research, this work is interested not only in the characteristics of parents' communications and interpersonal interactions with teachers but also in parents' sense of belonging and inclusion in the school context, emerging from these interactions. Moreover, the analysis contributes to the domain of research about digitalization and its impact on the education field as well. Namely, it is one of the first studies that analyze, in a systematic and in-depth manner, the advantages and/or disadvantages that digital technologies may bring to the interactions and relations between teachers and migrant parents as well as to parents' sense of belonging. This research project not only hopes to advance our understanding of these processes from an academic perspective, but also to support migrant parents, communities and school actors in their mutual interactions and relations.

Researcher(s)

• Promoter: Clycq Noel
• Fellow: Landini Irene

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, an exploration tool, which is supportive for their study choice and transition to higher education. Also feedback perception and the relationship with study succes in first year higher education are investigated.

Researcher(s)

• Promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

School governing boards occupy a particularly prominent, but and also too often underestimated place in the educational landscape. However, they are responsible for various policy aspects and strongly determine the powers, responsibilities and autonomy of school leaders in schools (and school networks). They organise education and, from a legal perspective, have the final responsibility over the quality of that education. Thus, the government cannot pursue a policy regarding educational quality without involving school governing boards in the policy agenda. Yet, due to a number of reasons, it is unclear which regulatory mechanisms the government can use to promote the effectiveness of school governing boards. The constitutional freedom of education implies that Flemish school governing boards adopt different legal forms and organisational structures. Specifically, this means that the same Flemish educational policy objective requires a differentiated legal-technical approach that fits optimally within the legal and administrative characteristics of each type of school governing board. However, the issue of school governing boards has barely received explicit attention in empirical research over the past decades. Thus, to date, it is rather unclear what the determinants are of effective school board functioning. There is little systematically collected empirical evidence on the composition, functioning and effectiveness of school governing boards, and conceptualisations are descriptive rather than analytical in nature. In this regard, research on the relationship between school boards and school management has been fragmented until now. In addition, the government remains in the dark about how to translate this knowledge base into fitting policy strategies. After all, the societal role of the government to direct, monitor and support school boards, and how to shape this role, must fit within the framework of fundamental rights and legal positions in education. This requires a substantiated and detailed view of which regulatory mechanisms and corresponding instruments the Flemish government can use in this regard. The central research question in this study therefore is which regulatory mechanisms the Flemish government can develop to promote the functioning of school governing boards. To underpin and answer this research question, a multi-method research approach is used in which several sub-questions are addressed. The research activities are clustered into three components. The conceptual-legal component inventories the existing (inter)national knowledge base, maps the Flemish legal context in which the relationship between legislator, government and school governing boards is situated, and analyses existing regulatory mechanisms within alternative sectors and international education systems from which the Flemish government can learn. The empirical research component, aimed at further conceptualising and explaining effective school governance, makes a description and analysis of (the functioning of) school governing boards in the Flemish context using case studies and survey research within the various types of school governing boards. Finally, the policy-oriented component provides for the development of policy scenarios with various regulatory mechanisms suitable for a multilevel educational governance landscape, and an ex ante evaluation of these policy scenarios with prominent stakeholders from within the Flemish field of education. 

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: Pauwels Sigrid

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Online self-evaluation instruments such as Columbus are emerging in the transition from secondary to higher education. These instruments provide automated and personalized feedback to students. However, the internal processing of this feedback remains a mystery, and there is no point in providing feedback if it is not used. Recently, several systematic reviews conclude there is a lack of knowledge and call for more research into the internal processing of feedback. Theoretically, the 'black box of feedback processing' consists of interpretation, emotions elicited by feedback and decision-making. Nevertheless, there is a lack of empirical evidence. This is why this project aims to untangle the interactions between interpretation of feedback, emotional processes and decision making while adding 'attention allocation', the focus of attention, as an extra component. Eye-tracking and other psychophysiological measures will be applied in order to provide an in-depth understanding. Additionally, self-efficacy, students' self-perceptions about their ability to accomplish a task, is an important antecedent of this feedback processing. Therefore the relations between this antecedent and the internal mechanisms will be scrutinized. Not only will this project lead to fundamental insights in the feedback responses in the case of automated feedback, co-creation with experts will result in a path towards adaptive feedback applications via software and improve the uptake of feedback.

Researcher(s)

• Promoter: Donche Vincent
• Fellow: Van Tricht Charlotte

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

One could say that the COVID-19 pandemic and the war in Ukraine are the latest and most explicit examples of social, political and economic disruption of society, revealing the underlying tensions liberal democracies in Europe are facing. These tensions are experienced in particular by young adults embarking upon new and crucial phases in their life trajectory. When developing and articulating their goals and ambitions, and seeking their place in society as young adult citizens, young adults are increasingly confronted with a multitude of (sometimes competing) narratives and practices on what democracy is and what citizenship entails. Moreover, in response to crises, citizenship can become a strategy to exclude as well as include others in society. Major events accentuate on the one hand the enduring inequalities and exclusion processes related to e.g. gender, ethnicity, class and political preferences in every society, while on the other hand often also reveal the resilience and strength of individuals and communities in their commitment to democracy and citizenship. It is this complexity and situatedness of democratic thinking and active citizenship that our project aims to address. The period of emerging adulthood (18- to 24-year-olds) defines the years young adults often receive a lot of new duties and need to make sense and sometimes choose between different opportunities and life paths. In this project we aim to collect new research data in order to strengthen our future EU application. Building on the groundwork of the EDICT proposal we aim to explore young adults' perceptions, experiences and behaviors with respect to issues of citizenship, democratic thinking, identity and diversity. We study how research can grasp the underlying processes influencing young adults and to this end we aim to develop a survey tool to be implemented in different (educational) settings, and which will lead to new research insights.

Researcher(s)

• Promoter: Clycq Noel
• Co-promoter: Bursens Peter
• Co-promoter: Donche Vincent
• Co-promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In an era of constant change and threats from political conflicts, viruses and climate change, humanity is challenged in numerous ways. Children are among the most seriously impacted from these adverse conditions, due to their youthfulness and lack of social power. Many seek refuge or migrate to European countries, hoping for a better future. Yet, often their struggle continues, facing difficulties at school, within peer community and their broader social circle. Music has proven to act as a powerful tool to stimulate empowerment, and social bonding. The aim of this PhD research is to grow as an artist-educator through the development of research-based practices that use the "power of music" to have a meaningful social impact. The starting point is the idea that the integration of joint music making moving together, can help to build resilience. The focus lies on the role of bodily movement in music education for heterogenous groups of local, newly arrived immigrant and refugee children. The driving questions are: What artistic and educational competences are needed to design empowering movement based music activities? What is the role of co-creation in a child-centered methodology? How can the participatory design of such activities be used to promote resilience? By developing a solid artistic-pedagogical framework the researcher aims to investigate the potential of the participatory aspect in designing movement-based musical activities to promote resilience of a diversity of children. To achieve this, the designed workshops will promote a safe space for the children to express their interests in music, welcome their musical memories and teach them to approach the multiplicity of sound and movement with an open mind. The workshops will include activities such as collective improvisation, body percussion, instant composing, graphic scores, soundwalks and LBMS (Laban Bartenieff Movement System) inspired movement exercises.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Problem solving is one of the 21st century skills and is required to fully participate in our ever-changing society. Promoting problem-solving competencies in preschool can give children a head start for primary school and lifelong learning. This project aims to develop a framework and design principles to promote problem-solving competencies in preschool children through Assessment for Learning (AfL). AfL offers teachers opportunities to develop effective and differentiated learning trajectories, taking into account the observed competencies of preschoolers. In addition, it provides preschool children opportunities to learn from feedback. The project focuses on solving problems related to STEM (Science, Technology, Engineering, and Mathematics). Problem-solving competencies are needed in all the STEM domains and STEM education offers many opportunities to work on problem-solving competencies. The project consists of three successive studies. First, a scoping review will be conducted in order to synthesise the existing knowledge on assessment of problem-solving competencies in preschool children. Second, a Delphi panel with scholars and experts from the educational practice will be formed in order to create an AfL framework on problem-solving competencies in preschool children. Third, a stepped wedge cluster randomized trial will be set up to assess the feasibility and effectiveness of an AfL intervention on the problem-solving competencies in preschool children.

Researcher(s)

• Promoter: De Maeyer Sven
• Fellow: Van Elsen Joris

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The use of learning analytics and feedback dashboards in education and training is on the rise Flanders and internationally. This is also stimulated by current education and training organizational policy that calls for more monitoring and evaluation research. This project aims to stimulate fundamental research into the effectiveness of feedback dashboards for learners in education and training contexts.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: De Maeyer Sven
• Co-promoter: Gijbels David
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research aims to gain insights into forms of cooperation between schools for special education and mainstream schools, in order to shape education together, to offer high-quality education pathways tailored to pupils' needs and to facilitate a smoother transition from special education to mainstream education. To this end, we firstly analyse the careers of pupils making the transition from special to mainstream education within the same educational level. Secondly, we analyze characteristics, forms and practices of cooperation between mainstream and special schools. In addition to a detailed description of the forms of cooperation, we also wish to gain insights into processes, mechanisms and preconditions. To achieve these goals, we set up a research project using (1) available administrative data collected by the Department of Education, (2) a large-scale survey (at all schools of special education in Flanders), (3) telephone interviews and (4) a case study. We opt for a combination of quantitative and qualitative research methods. In this way, we obtain - in width - an overview of the school careers of pupils, existing forms of collaboration between school for special education and mainstream schools and their relationship with pupil and school variables. In addition, we obtain - in depth - an insight into the explanatory mechanisms of this relation, the experiences of the stakeholders involved and a more in-depth description of success and risk factors. The research results in a scientific research report, a scientifically based, practice-oriented inspiration guide for the development and design of collaboration between mainstream and special education schools, and scientifically based recommendations for policymakers.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• Didactica
• EduBROn

Project type(s)

• Research Project

Abstract

This research is aimed at preventing disorder and reducing the prevalence of disruptive behavior of students in Flemish mainstream primary and secondary schools. The project has two goals. First, we make a scientific analysis of important characteristics of a classroom climate that supports students' learning and prevents disruptive behavior of students. We also pay attention to the levers and barriers to the development of such a classroom climate and how factors at the macro-, school- and classroom level play a role in this. Second, we invest in valorization outcomes and write a practice-oriented book. For the realization of the first goal, we set up an extensive literature study (with three phases). Based on this cyclical process, we develop a first version of the theoretical framework. We test the theoretical framework against Flemish and international practice. We set up focus groups with relevant actors in Flanders (school teams, principals, support staff, teacher trainers and scientists). We will also discuss the framework and the challenges we are facing in Flanders with actors from education systems abroad where - at least according to TALIS results - fewer problems are experienced with classroom management. After adjusting and testing the theoretical framework, we will make a selection of at least 10 concrete practices and look for schools in which these practices are meaningfully applied. We aim to find practices across various educational levels and contexts, which refer to various essential characteristics/building blocks and levers described in the theoretical framework. We organise one school visit per practice, richly describing this practice. We inventory experiences with this practice from various stakeholders (school teams, students, and externals) through in-depth interviews, focus group discussions, and observations when appropriate. In the interviews we also probe the preceding process and critical success factors and (Flemish) preconditions, with in view of formulating recommendations for implementation. The insights from this case study research form the basis for the practice-oriented book. The project results in two scientific reports, a practical guide and recommendations for implementation in Flemish schools, teacher training, professionalization in the educational field (CLB, pedagogical guidance services, support networks, ...) and for cooperation with other relevant actors.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn
• Didactica

Project type(s)

• Research Project

Abstract

This project is geared towards discovering and developing new applications of state-of-the-art psychophysiological sensor technologies (using computational and AI techniques) to help people with different needs work, learn and play in our modern society, ensuring that this tracking is meaningfully and responsibly applied. To accomplish this, our consortium is suitably interdisciplinary. This undertaking requires well-controlled lab studies and (near-)continuous psychophysiological tracking in real-life settings 'in the wild'. The research infrastructure applied for enables flexible movement from lab explorations of promising markers to checking their robustness in realistic, ecological contexts, and back again.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Daelemans Walter
• Co-promoter: DeSmet Ann
• Co-promoter: Jankowska Anna
• Co-promoter: Latré Steven
• Co-promoter: Poels Karolien
• Co-promoter: Vaes Kristof
• Co-promoter: Van de Cruys Sander
• Co-promoter: Van den Bossche Piet
• Co-promoter: Van Waes Luuk

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Over the past decades, European societies are characterized by increasing ethno-cultural diversification and debates on social cohesion, national identities, and citizenship are prominent in contemporary society. Education plays a key role in promoting a shared sense of belonging and emerging interest in citizenship education is, therefore, perceptible in research, policy and practice. Substantial literature has explored the normative, 'fact-based' nature of citizenship education. Yet, previous research has shown that ethnic minority students in Europe construct different collective identities than ethnic majority students and (sub)national identities appear to be less attractive to ethnic minority youth. These results imply that civic knowledge and attitudes are not able to bind ethnic minority students emotionally to an 'imagined national community'. This research aims to understand how young people perform their belonging and how education affects these processes of belonging. This study specifically focuses on the emotional processes related to issues of belonging and citizenship in education, without ignoring power relations and the social and political context involved. With the use of an ethnographic and narrative approach, this study aims to gain a nuanced understanding of how belonging and citizenship are understood, enacted, and experienced by young people attending secondary education.

Researcher(s)

• Promoter: Clycq Noel
• Promoter: Vanhoof Jan
• Co-promoter: Clycq Noel
• Co-promoter: Touquet Heleen
• Co-promoter: Vanhoof Jan
• Fellow: Brummer Imke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Suppose a speech therapist or a teacher is asked to estimate the intelligibility of a young child's speech. Speech intelligibility is an intuitively appealing but also a difficult notion to define formally. So how can it be measured reliably, validly, and efficiently? Traditionally, both holistic (e.g., assigning a numerical appreciation) and analytical (e.g., assessing against a set of criteria) methods have been used for assessment. However, research shows that the different methods have their pitfalls and shortcomings. A method that has recently been propagated mainly from the angle of educational assessment is comparative assessment. At the basis of this method are insights from psychology that show that people are better able to compare objects than to assign a score to them one by one on a certain characteristic. A speech therapist then assesses two speech languages, for example, and determines which of the two is most intelligible. Such judgments appear to be more reliable than assigning a holistic score. The goal of this project is twofold. First, we want to investigate the generalizability of comparative judging and its mérites in the domain of speech research. Then, we want to extend the method itself and develop an appropriate statistical model. 1. Generalization: the method of pairwise comparison is especially emerging in the broad domain of measuring competencies in the educational context. In this project, we want to closely examine the generalizability of comparative assessment to other domains in which people assess, especially in the domain of the scientific study of speech. More specifically, we ask the question: does comparative assessment lead to reliable, valid and efficient assessments of the intelligibility of young children's speech? 2. Extension: the current form of comparative assessment is limited to a simple pairwise comparison, i.e. dichotomous choosing between two alternatives. The reason is that the statistical model used to model the data, the Bradley-Terry-Luce model, only allows for dichotomous data. However, pairwise comparison can be extended to ordinal and scale-based ways of selection and, in addition, it may be important to take a multidimensional approach to assessment (comparing on multiple underlying aspects of intelligibility). In this study, we extend the statistical model into a generic model that helps to analyze different forms of data.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Gillis Steven
• Fellow: Rivera Espejo Jose Manuel

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research project aims to advance insight in the impact of team teaching, a collaborative teaching model in which two or more teachers collaborate to a certain extent in the planning, teaching and/or evaluation of a course. Despite its overall attractiveness, both in research and practice, there is scant empirical evidence with convincing data on team teaching's effectiveness to date. Considering the lacunae in the state-of-the-art and the clear call for evidence formulated by the field, the overall research objective of this project is to map the effects of team teaching on both students and teachers. To accomplish this objective, four research lines (RL) are proposed: (1) a large-scale cross- sectional survey study, (2) a video-based observation study, (3) a quasi- experimental study, and (4) an intervention study. These research lines will result in four evidence-based utilization products (UP): (1) a Flemish-wide professional learning community, (2) an online knowledge-based platform, (3) a professional development program, and (4) a white paper with policy recommendations on team teaching. On a methodological level, this project clearly distinguishes itself from the current state-of-the-art by conducting large-scale studies that move beyond perceptions, by including more direct measures and a quasi- experimental study. The current proposal will culminate in pioneering contributions to a more comprehensive theory on team teaching, and elevate empirical research on team teaching to the next level. The proposed utilization products tackle urgent needs formulated by the Flemish educational field in general, and a diverse and large group of already engaged stakeholders in particular. For this research project, a new and complementary expert consortium, consisting of two universities and two universities of applied sciences has been established.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• Didactica
• EduBROn

Project type(s)

• Research Project

Abstract

The Policy Research Centre for Centralised Assessment in Education focuses on the development of assessments in function of educational development. The Centre consists of a consortium of all five Flemish universities (Ghent University, Free University of Brussels, Catholic University of Leuven, University of Hasselt and University of Antwerp) and two university colleges (Artesis Plantijn Hogeschool and Arteveldehogeschool). These universities and university colleges will bundle their expertise for the next five years (2021-2025) on behalf of the Flemish government. The Centre has five core tasks, see: https://steunpunttoetsen.be/

Researcher(s)

• Promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

TIMSS is an international comparative study on the achievement for science and mathematics of pupils in the fourth grade. The data collection takes place in a representative sample and the results will be the basis for policy recommendations. We focus on (1) achievement of Flemish pupils, (2) explain differences based on pupil, class and school characteristics, (3) compare with other participating countries and (4) trends in the achievement of Flemish pupils over time.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

Throughout the world many education systems struggle with continuous and large performance difficulties between native students and students with a migration background. Despite huge investments by policy makers and the implementation of a vast array of specific structure as well as more actor-centred measures, there seems to be little change. Often these 'underperforming' students have been passive bystanders in the discussion of potential solutions for the 'ethnic gap'. Yet, this ignores the many initiatives taken by ethnic minority communities to tackle educational inequalities. These are community-based educational spaces (CBES) such as home-work support groups, language classes and community-led supplementary and full-time schools. The few studies on these CBES generally focus on their political role and apply a predominantly ethnographic approach and thus the current state of the art mainly informs us about the political strategies of community representatives. Our project advances the state of the art and aims to fill existing knowledge gaps on the effectiveness and impact of CBES on student outcomes and on learning processes. More in particular we perform an evaluation and impact study acknowledging the voices and agency of CBES-stakeholders involved. To this end we apply a mixed-method approach combining quantitative analysis with qualitative field research. The insights will benefit stakeholders in CBES as well as in mainstream public education.

Researcher(s)

• Promoter: Clycq Noel

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Learning how to write is of key importance for students' success in higher education and beyond. This research project aims to design instructional principles that help teachers to teach students in secondary education to write argumentative texts. Current research shows that in order to be able to write high quality texts, students require conceptual knowledge on what defines a high-quality text. However, within writing research, insight in how to build conceptual knowledge is rather scarce. Other domains such as Physics and problem-solving point towards how comparing exemplars develops conceptual knowledge. The question arises to what extent learning from exemplars through comparing also extends students' conceptual knowledge of text quality. How does the learning process occur? Does it improve students' own writing and in which conditions? From previous research we can only assume that students will learn from comparing exemplary texts. Investigating the questions mentioned above through research is essential. Using a quasi-experimental design, together with data collection in an authentic school setting will provide answers. Moreover, this research will result in evidence-based instructional design principles to teach students how to write argumentative texts in secondary education.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Lesterhuis Marije
• Co-promoter: Van Gasse Roos
• Fellow: Mombaers Tine

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The transition from education to work is a challenging life phase for many graduates. This especially holds for youngsters stemming from a low socio-economic background. Prior research has shown that in general their transition to work is less successful compared to peers with a high socio-economic status (SES). Within this project, a 'successful' transition refers to holding a stable and satisfying job. As such, both objective (employment status and contract) and subjective indicators (job satisfaction and person-organisation fit) are considered. Prior research has argued that SES differences can be attributed to a differential access to resources. Yet, little is known about these specific resources. The current project advances an individual's social network as a crucial resource in the transition from education to work. More specifically, it examines if the composition, quality and dynamics of social networks differ among high and low SES individuals and how this relates to their transition to work. Finally, this project considers within-group differences; as it aims to unravel whether low SES graduates who manage to go against the pattern of intergenerational transmission of SES, develop different social networks compared to their peers.

Researcher(s)

• Promoter: Clycq Noel
• Promoter: Kyndt Eva
• Fellow: De Schepper Ayla

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The project seeks to understand how vocational and technical upper-secondary and post-secondary vocational and technical education programs in Flanders engage with potential students, employers, and the public. The project will pay special interest efforts to reengage students who leave school without a degree and adults seeking to upskill or reskill. We aim to conduct a mixed methods analysis of the strategies the "Belgian" educational system uses to promote enrollment in vocational and technical education programs beyond compulsory education. This analysis would include document analysis, interviews with vocational and technical program directors, and analysis of student enrollment, educational, and labor market outcome data. The vocational and academic pathways in Flanders provide a clear education to workforce roadmap for students contemplating upper-secondary and post-secondary education programs. Both the enrollment rates of 19 and 20-year-olds and economic outcomes for individuals with upper secondary and post-secondary non-tertiary levels of education indicate that Belgium has been successful in promoting and delivering vocational and technical education. Antwerp is an ideal location to conduct this study because of the variety of post-secondary educational institutions located in the city. The goal of understanding how the Belgium educational system promotes its vocational and technical programs is to provide policymakers in the U.S. with a deeper understanding of how to socialize these types of programs, increase student enrollment, and improve collaboration between employers and education providers.

Researcher(s)

• Promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In contemporary work environments, continuous learning and development is of major importance for ongoing improvement of performance and employability. Triggered by challenges of work, professionals need to set goals, choose and implement appropriate strategies, and monitor and evaluate their learning process. That is, self-regulation of professional learning (SRpL) is cruscial. Existing research showed that there is a lack of a coherent picture on how professionals self-regulate their learning integrated with work in challenging environments. A clear conceptualisation of SRpL is lacking. Together with the growing interest in research on workplace learning, international research on SRpL gained attention in the last two decades. Notwithstanding this growing attention and the awareness of the importance of SRpL, research on SRpL as an actual process highly integrated with work is still in its infancy. Exemplary for a challenging work environment is the hospital. First exploratory steps have been made to investigate SRpL of medical specialists aiming to contribute to the conceptual clarity and understanding of SRpL and its measurement. First results indicate to elaborate the existing conceptual models of self-regulated learning. This research project strives to complement and build on these first insights and aims to validate the conceptual groundings of SRpL as an unfolding process composed by the engagement in self-regulatory strategies. With this project, we also aim to further validate the methodological approach used. Doing so, this project can move the field on SRpL and professional learning forward and is necessary to initiate consecutive fundamental, challenging and innovative research. The rich data regarding SRpL of eight medical specialists that have already been collected and transcribed will be analysed to answer the research questions and meet the aims of the project. This research aligns with one of the key areas of interest – Professional Learning- of the research group EduBRon, Faculty of Social Sciences, Department of Training and Education Sciences. Also, this research aligns with the research of the Special Interest Group (SIG14) 'Learning and Professional Development' of the European Association for Research on Learning and Instruction (EARLI). The results of this project will be presented at the EARLI/SIG14 conference where new international collaborations in the field of SRpL can be initiated. Further, the results of this project will lead to submissions for publications, as will they inform the development of new research project proposals.

Researcher(s)

• Promoter: Cuyvers Katrien

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Professor Mieke Van Houtte, laureate of the Belgian Francqui Chair 2022-2023, is affiliated with the University of Ghent and chair of the research group CuDOS: Cultural Diversity: Opportunities and Socialisation. From an educational sociology perspective, Professor Van Houtte will give a lecture series on "Education in an individualized, diverse, changing society". She asks some pertinent questions: how can we combine excellence with maximum opportunities for all involved, and in particular for pupils and students? How can we educate and support young people in such a way that they can fully participate in society and its institutions? How do we ensure that background characteristics have as little impact as possible on educational outcomes? Various topics will be discussed in the different guest lectures throughout the 2022-2023 academic year. Among other things, about the role of the teachers, and also the collective school culture, and how this relates to the expectations and trust of teachers in pupils from different backgrounds. In addition, there will also be guest lectures on the role of socio-economic, gender and ethnic background in education, and how classical sociological theories can provide part of the explanation.

Researcher(s)

• Promoter: Clycq Noel

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The aim of this project is to investigate the possible intervening role of NPF instruments on the development of students' self-belief and self-regulation during the first year of higher education. The the following three research foci are central: (1) study how students cognitively interact with feedback from an NPF instrument, (2) mapping the perceived impact of providing feedback in relation to the (development of) self-belief and self-regulation, and (3) exploring the added value of using advanced research methods in the research area concerned.

Researcher(s)

• Promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The aim of this project is to investigate the possible intervening role of NPF instruments on the development of students' self-belief and self-regulation during the first year of higher education. The the following three research foci are central: (1) study how students cognitively interact with feedback from an NPF instrument, (2) mapping the perceived impact of providing feedback in relation to the (development of) self-belief and self-regulation, and (3) exploring the added value of using advanced research methods in the research area concerned.

Researcher(s)

• Promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

There is no denying that sustainability and climate issues are high on the agendas of researchers and policy makers. This includes attention to educational initiatives that aim to prepare current and future generations for the challenges brought on by sustainability issues. Education for Sustainable Development is put forward as an educational approach capable of taking on this challenging task (UNESCO, 2017; Olsson et al., 2022). Duurzaam Educatiepunt, is the centre of expertise for sustainability education of the Flemish Department of Environment. It wants to support higher education, primary, and secondary schools in their efforts regarding Nature and Environmental Education, or Education for Sustainable Development. This support involves three programmes: the Nature and Environment programme (NME), Environment at School (MOS), and Ecocampus (higher education). The NME-programme focuses on educational partners such as Centres for nature and environment, organisations for nature and environment, and education actors. MOS aims to support schools in their efforts to develop a sustainable environment for learning and living that includes cooperation between students, the school team, and the broader school network. Finally, Ecocampus wants to be a hub for higher education concerning initiatives to integrate sustainability in their teaching and training. In order to optimise these support programmes for Nature and Environmental Education and Education for Sustainable Development, HIVA-KULeuven, the University of Antwerp, and Utrecht University were asked to assess Duurzaam Educatiepunt's programmes. The aim is to investigate to what extent these educational programmes are in line with the specific needs of the users.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Despite the right to education for all children, achieving quality education for students with severe multiple disabilities is not easy. In practice, schools and care providers have taken a variety of initiatives to develop integrated or complementary education and care for these students. In this project, based on a review, an assessment framework will be developed that makes explicit the expectations regarding a qualitative offer for students with severe multiple disabilities. Also, based on case studies and a vignette study, an analysis will be made of the way in which educational and welfare arrangements for these students are designed today and of the thresholds and obstacles that are experienced in these arrangements. Finally, in an action study with five students with severe multiple disabilities, the insights of this project are implemented to develop an integrated education and welfare arrangement plan.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• Didactica
• EduBROn

Project type(s)

• Research Project

Abstract

Inspection according to the principles of Inspection 2.0 started in Flanders on 1 September 2018. This new way of inspecting is based on the reference framework for Quality in Education (OK) (2016), in which the Flemish government outlines its expectations for high-quality education. Within Inspectorate 2.0, the Flemish Education Inspectorate investigates to what extent a school further develops its own educational quality. In addition, the school inspectors investigate to what extent the education offered by the school meets the quality expectations of the reference framework and is in accordance with the regulations (Vlaamse Inspectie van het Onderwijs, 2018). As part of research funded internally by UAntwerp, a questionnaire was sent to all principals and teachers in Flemish primary schools who were screened between January and May 2018. This survey makes it possible to describe the way in which school leaders and teachers have experienced the new way of inspecting. This report contains descriptive analyzes of this survey.

Researcher(s)

• Promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, an exploration tool, which is supportive for their study choice and transition to higher education. The relationship with study succes in first year higher education is also investigated.

Researcher(s)

• Promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Education for sustainable development (ESD) plays a key role in achieving the European ambitions within the Green Deal and beyond. ESD aims to empower learners with the competences necessary to achieving a better future for all, contributing to solutions for social, economic and ecologic issues. Building on European references framework like the 'Lifelong Learning Competences' and the 'Green Competences', recent scholarly work has identified the concept of action competence as central to ESD. Action competence can, as such, be a foundation for citizens to tackle wicked problems that characterize sustainability. Consensus among academics and societal stakeholders is that ESD, and its key pedagogical principles (holism, pluralism and action orientation) have the potential to facilitate learners' development of action competence. Evidence is building to support such claims, but it remains unclear under which conditions ESD is effective for who. Building on results and data from existing research, the DEESD project will focus on the complex issue of differential educational effectiveness in ESD in terms of achieving action competence in learners at schools. Secondary analyses using large scale data sets, and within the ethical constraints of those data, will be performed to address the central question 'what works for who in ESD'? Guiding questions concern the relation between configurations of ESD's pedagogical principles on the one hand and configurations of students' action competence on the other. The results will contribute to identifying effective strategies for facilitating the development of action competence of diverse target groups within formal education, and tailor ESD to the needs of learners. These insights pave the way for contributing to Horizon Europe ambitions of addressing global challenges in the fields of climate, energy, mobility, food, natural resources, agriculture, environment, democracy and security.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Boeve-de Pauw Jelle
• Co-promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Problem solving is an essential skill for learning and living in the 21st century knowledge-based society. Preschool age is the ideal moment to foster problem-solving skills. Until now, little is known on how preschoolers solve STEM-related problems. This research project aims to develop an instrument to assess STEM-related problem-solving skills and processes in preschoolers. Assessing preschoolers' problem solving can increase the scientific knowledge base while helping to develop effective learning activities to foster their problem-solving skills. The development of a prototype is done in three steps. Through a scoping review, a synthesis is made of the existing scientific literature on assessing preschoolers' STEM-related problem-solving skills and processes. Based on the results of the review, a Delphi study is conducted. In close cooperation with a panel of researchers and practitioners, this results in a framework for assessing STEM-related problem-solving skills and processes in preschoolers. By conducting Design-Based Research, this framework is further developed into a prototype of a problem-solving assessment instrument that can be used by teachers in real classroom practice.

Researcher(s)

• Promoter: De Maeyer Sven
• Fellow: Van Elsen Joris

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The objective of this pilot project is to develop a phygital learning environment (FLEXIO) that facilitates collective learning between teachers, student teachers, teacher educators and pedagogical counselors about inclusive education and makes the learning outcomes more sustainable. The output consists of (1) a blueprint for setting up a learning community between teacher educators, schools and educational counselors with room for professionalization both inside and outside of the classroom practice and (2) an online learning platform that facilitates the mix of physical and digital collective learning and that makes the practice-oriented, evidence-informed insights and tools on diversity and inclusive working widely accessible.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• Didactica
• EduBROn

Project type(s)

• Research Project

Abstract

The objectives of this sabbatical leave are situated within and contribute to my longstanding line of research on team learning. This research aims to understand how teams can bring multiple perspectives and rich problem conceptualization to complex problems by studying the knowledge sharing and development that team learning entails. I will use this sabbatical leave to accelerate our research on team learning with following foci: (1) development of a dynamic team learning model, that outlines and guides the choices in measurement and analysis; (2) study the dynamic interaction between team learning and leadership in teams. (3) Propose a methodology to analyse stress at the team-level and its relation to team learning and team leadership. This will be done by conducting a review, lab and field study. Also the further development of our Antwerp Social lab, incubator of research designs as explored in this sabbatical, is an explicit goal. The three research leaves that are scheduled enable collaboration with researchers at research groups that provide complementary expertise with regard to the three foci (e.g. leadership, process measures, dynamic conceptualisations, EDA, ...). Also they provide access to two renowned social sciences lab

Researcher(s)

• Promoter: Van den Bossche Piet

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The objectives of this sabbatical leave are situated within and contribute to my longstanding line of research on team learning. This research aims to understand how teams can bring multiple perspectives and rich problem conceptualization to complex problems by studying the knowledge sharing and development that team learning entails. I will use this sabbatical leave to accelerate our research on team learning with following foci: (1) development of a dynamic team learning model, that outlines and guides the choices in measurement and analysis; (2) study the dynamic interaction between team learning and leadership in teams. (3) Propose a methodology to analyse stress at the team-level and its relation to team learning and team leadership. This will be done by conducting a review, lab and field study. Also the further development of our Antwerp Social lab, incubator of research designs as explored in this sabbatical, is an explicit goal. The three research leaves that are scheduled enable collaboration with researchers at research groups that provide complementary expertise with regard to the three foci (e.g. leadership, process measures, dynamic conceptualisations, EDA, ...). Also they provide access to two renowned social sciences lab.

Researcher(s)

• Promoter: Van den Bossche Piet

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project strenghtnens teacher education by developing, implementing and evaluation an online platform that supports the learning, evaluatiing, and knowledg-sharing of in-service teacher-students, and their teacher-educators from the school they work in, and the college or university they study at. The oevrall aim of the project is to support and foster self-regulated learning of in-service teacher-students, as well as to optimize the guidance the in-service teacher-students receive from the school they work is and the university or college they study at.

Researcher(s)

• Promoter: Cuyvers Katrien
• Co-promoter: Casteleyn Jordi
• Co-promoter: De Schrijver Jelle
• Co-promoter: Smits Tom

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project studies several language projects in local authorities in Limburg. In so doing the project builds on insights from the existing academic literature and the different partnerships that are developed. The main aim of the project is to have a positive impact on the learning processes of young people.

Researcher(s)

• Promoter: Clycq Noel

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Subjective success as one of the factors of a sustainable career When people talk about careers, they rather often talk about making the right career choice, finding the right job, and having a certain security in the job. Career success is often seen as making upward moves and salary growth. In this project we want to provide a realistic and contemporary perspective on careers. Sustainable careers are an ongoing dynamic process where people are not only driven by objective success, but also by many forms of subjective success. The focus of the project will be on the following research questions: -Which pathways towards objective and subjective career success can we unravel? -Can we distinguish different trajectories depending on the importance attached to certain career goals? -How are the different elements of a sustainable career balanced (happy, healthy, productive)? Which factors are impacting this balance? -What is the impact of career mobility, employability and career resources regarding sustainable career paths?

Researcher(s)

• Promoter: van Daal Tine

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project aims to develop a validated professionalisation tool to further familiarize teachers and school leaders with the principles of strong evaluation practices and policies. We distinguish three goals in the roll-out of this project proposal: a conceptual goal, a development goal and a practitioners consultation goal. The conceptual goal brings together literature, theory and known good practices of pupil evaluation to create an evidence-informed framework that highlights key elements of effective pupil evaluation at both class and school level. This then serves as a starting point for the development of a professionalisation tool. Through repeated and targeted practical tests (focus group discussions with teachers and school leaders) at different stages of the development of the professionalisation tool, we arrive at a validated tool that responds to concrete needs in the Flemish education system. The practical testing will also provide insight into the hindering and promoting factors associated with evaluation, the action competence of teachers and schools, the use of data for monitoring learning gains and progress, evaluation in the context of distance learning and the role of standardized tests.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: Van Gasse Roos

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Provincial Education Antwerp is at the forefront of tackling the shortage of technically skilled workers. To this end, it is strongly committed to offering qualitative dual learning paths. The challenge is to effectively integrate learning into the work environment. Questions that arise here have to do with the pedagogy of this learning environment: How do we design practical situations that optimally facilitate learning? What support do we provide? And what does this ask of the student ? This project provides insights and practical tools for each of these elements.

Researcher(s)

• Promoter: Van den Bossche Piet
• Co-promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The aim of this research is to strengthen pedagogical counselling services by mapping the effectiveness of the support they offer to school teams. Using a targeted literature research in leading conditions for professional development initiatives and aspects of evaluation to determine the effectiveness of these initiatives, a tentative conceptual framework is drawn up. This conceptual framework is then refined in co-creation with the providers of the support (i.c. the pedagogical counselling services) and its recipients (i.c. principals and teacher teams) and supplemented with a concrete set of instruments. This intensive co-creation process will take place by means of a Delphi study and focus group discussions.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Processing data self-assessment tool. Exploration, cleaning and recoding dataset provided by KBS Data set analysis with a view to answering project questions submitted by KBS Reporting findings (in tables and graphs, supplemented with concise text) Project coordination, consultation and presentation.

Researcher(s)

• Promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Comparative judgement is increasingly used to assess student work in secondary and higher education. Assessors are presented with two pieces of work and asked to indicate which work is better. Research underpins that comparative judgement can become difficult at times. Evidence univocally points to the impeding role of similarity and also indicates that task difficulty differs across assessors. Insight into several other aspects of task difficulty is, however, lacking. This research project focusses on two of these issues: (1) the relation of task difficulty with decision quality and (2) the role of low alignability in task difficulty. To answer these research questions, four samples will be used of which three are already collected. These three samples focus on the assessment of writing. The fourth sample will be collected in an authentic assessment on presentation skills. All samples include the comparative judgements made, assessors' justifications for their decisions or feedback on the pieces of work compared and information on task difficulty. Results of this project will provide more insight into the role of low alignability and initiate a new line of research by linking task difficulty to decision quality.

Researcher(s)

• Promoter: van Daal Tine

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The TIMSS 2019 results regarding the average level of performance in mathematics and science of the Flemish 4th grade students were below expectations. Both science and mathematics recorded a significant drop down from the 2015 level. Further insight is desirable in order to inform educational policies and practices to turn the tide. TIMSS 2019-R will administer tests to the same sample of schools and students to determine the learning gains between 4th and 6th grade. Questionnaires will be administered to students, 5th and 6th grade teachers, and school administrators to identify the correlation of 6th grade results and learning gains with a number of context variables. The effects of the COVID-19 pandemic on effective learning time (quantitative and qualitative) mathematics and science are also examined.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, an exploration tool, which is supportive for their study choice and transition to higher education. The relationship with study succes in first year higher education is also investigated.

Researcher(s)

• Promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

ESF impact evaluation of the job discovery lab aims to evaluate the following three objectives of the job discovery lab: - Objective 1: Participants gain self awareness: What do I consider important with regard to my future workplace? What team role fits my personality? - Objective 2: Participants discover a diversity of professions active within the Port of Antwerp. - Objective 3: Participants are supported in finding information about job vacancies, coaching, and training relevant to working at the Port of Antwerp.

Researcher(s)

• Promoter: Kyndt Eva
• Co-promoter: Clycq Noel

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

Debates on social cohesion, (sub)national identities, and citizenship are prominent in contemporary society. This research aims to understand the influence of education in the making of (collective) identities, by studying the role of emotions in the construction of feelings of belonging. Education has a key role in promoting a shared sense of belonging to strengthen social cohesion. Emerging interest in citizenship education is perceptible in research, policy and practice, and substantial literature explored the normative, 'fact-based' nature of citizenship education. Yet, previous research has shown that ethnic minority students in Europe construct different collective identities than ethnic majority students and that (sub)national identities are less attractive for minority youth. This implies that civic knowledge and attitudes are not able to emotionally bind minority students to an 'imagined national community'. Emotional investments of citizenship and belonging in education have gone relatively understudied. Hence, this study focuses on the emotional processes related to issues of belonging and citizenship in education, without ignoring power relations and the social and political context involved. With the use of a sequential mixed-methods design, this study aims to explore how (collective) identities are constructed by young people and how belonging and citizenship are understood, enacted, and experienced in schools in Flanders.

Researcher(s)

• Promoter: Clycq Noel
• Co-promoter: Touquet Heleen
• Fellow: Brummer Imke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The international research project aims to investigate the impact of the model of Lesson Study on teacher learning and, consequently, on student learning outcomes across four participating countries. Lesson Study (LS) is a teacher professional development model that originated in Japan in the 1870s, but has recently been adapted worldwide. The basic model involves teams of teachers within a school investigating collaboratively the effectiveness of teaching practices for their students. The core model involves: a) plan lessons during planning meetings, b) teach/observe those lessons; c) reflect on lessons during reflection meetings. Variations of the model include the presence of a LS facilitator during teachers' planning and reflection meetings, guiding teachers as they construct new knowledge. Despite the promising nature of LS, more evidence is needed in order to establish how teacher learning occurs during LS meetings. Even less evidence exists on the impact of this learning on teaching practices and, as a result, on students' academic achievement. Using a quasi-experimental research design, we examine the impact of a series of Lesson Study interventions in mathematics classrooms (grade 7-9) in four participating countries (Belgium, the Netherlands, Cyprus an Greece). on both student and teacher level. The objectives of the project are (1) to examine the effects of teachers' participation in Lesson Study on their own learning and on students' mathematical reasoning; (2) to examine the potential impact of the role of an LS Advisor and LS Facilitators on dialogues and teacher learning; and (3) to examine the relationship between teacher intentions and teaching practices.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Struyf Elke
• Co-promoter: Vandervieren Ellen

Research team(s)

• EduBROn

Project type(s)

• Education Project
• Research Project

Abstract

During my sabbatical leave I have two main goals: (1) the development of a research proposal for an ERC Advanced Grant on learning from comparing in competence development; (2) analyse eye-tracking data gathered on judges performing CJ on a writing task. Both goals are inspired by my experience and insights gained through the IWTSBO project D-PAC in which we studied the merits of comparative judgement in assessing competences. For the first goal I will conduct a systematic literature review on the recent literature on learning from comparing. This will result in a state-of-the-art piece of the proposal, but will also result in a database of studies ready for a systematic review study. I will visit the Turku EyeLabs in order to develop a sound research plan that focusses on eye-tracking research supporting insights in how students learn from comparing each-other's pieces of student work. More specifically this will result in a competitive research proposal for an ERC Advanced Grant in cooperation with Johanna Kaakinen, the coordinator of the Turku EyeLabs. The second goal is to write an article in which I will delve into the processes of judges that use comparative judgement to judge writing assignments. For this article the data are already gathered in a previous project. 230 processes of judgement are recorded with an eye-tracking device. This data needs further processing and analysis.

Researcher(s)

• Promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The intentions of future testing policy in Flanders have now been outlined. At the moment, however, they remain more of a principle in nature. After all, the intentions already expressed must be further thought through, operationalized and implemented from a pedagogical-psychometric, organizational, ICT-based and legal perspective. The three feasibility studies commissioned by the Flemish government have the ambition to take the next step in this regard. This project investigates the feasibility of the rollout of the centralized tests from an organizational perspective.

Researcher(s)

• Promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

To date, multiple expectations in education (e.g. implementing formative assessment or differentiated instruction) require teachers to become data literate professionals. Interpreting student test results correctly and investigating possible causes for underperforming is, for example, essential to gain more insight into how to stimulate students' learning trajectories adequately. However, teachers' data literacy often fails. Therefore, we need to increase knowledge on how teachers learn to use data appropriately. This project addresses two lacuna in the current knowledge base on data literacy: (1) how is data literacy constructed collaboratively? And (2) which social network patterns contribute to teachers' data literacy development? Therefore, a collaborative project is designed together with the University of Twente, including a longitudinal data collection combining video-observations, data literacy testing and survey-research. The insights of this research will be essential for designing initiatives to support teachers to effectively use available data in their teaching and to increase their students' learning outcomes.

Researcher(s)

• Promoter: Van Gasse Roos

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Several international large-scale assessments such as TIMSS (Trends in International Mathematics and Science Study) were set up in the past few decades to compare students' educational achievement across countries in one or more subjects. Research found that countries are varying in their level of achievement over time, sometimes leading to alarming signals about the cognitive performances of students in reading literacy, mathematics or science. However, differences between schools regarding their students' level of achievement within a country are manifest. This raises the question as to how these differences can be explained and how schools can anticipate declining cognitive performances of their students. While several studies have indicated that class and teacher level variables such as instructional quality have an impact on student achievement, little to no attention has been paid to the role of processes at a school level. Schools are indeed granted a high extent of autonomy, and based on seminal school effectiveness literature it is suggested that a school's capacity to make own school policies has an impact on the achievement levels of their students. Up until now, TIMSS has never included information about school level processes such as a school's policy making capacity in the data collection. This project aims to go beyond the traditional reporting in TIMSS, and make an extension. The central objective is to study the relation between the policy making capacity of schools and the cognitive performance of students by running explanatory analysis through multilevel structural equation modelling. By doing so, this project goes beyond the classic reporting about students' performance in TIMSS and expand our understanding of differences between schools in their students' achievement level.

Researcher(s)

• Promoter: Faddar Jerich

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In higher education, academic texts are the main medium through which students acquire scientific understanding and knowledge. Learning from texts is therefore one of the most essential academic skills and an important key to success in higher education. However, research on reading comprehension has mainly focused on learning outcomes and far less is known about how students cognitive processes differ in reading to learn from academic texts, and how different cognitive processing strategies are related to better academic text comprehension. Empirical research demonstrates that current attempts to apply eye movement measures to text learning have largely neglected the cognitive processing strategies that a reading student undertakes. Moreover, mostly duration measures have been used to analyze the eye movement data and they do not allow to analyze integration processes or put differently they indicated only 'how long' texts have been read, but not 'how' they have been cognitively processed. Therefore, the objective of this project is to further develop an R package (eyeRead) that allows to transform raw eye-tracking data into transition matrices in order to go beyond solely analyzing duration measures. These transition matrices provide information on both the temporal and order aspect of eye movements and allow to examine eye movements in more depth than solely duration measures.

Researcher(s)

• Promoter: Catrysse Leen

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project aims to investigate how the integration of narratives in didactic texts can optimize the processing of the information through the dynamic interplay of emotional and cognitive processes and thereby lead to desired learning outcomes. The first objective of this project is to develop valid and reliable dynamic measures of emotional processes during the reading of texts, relying on a multi-method approach (combining self-reports and think-aloud methods, with eye-tracking and psychophysiological measures). Building on the findings from the first research phase, the second objective of the project is to study the dynamic interplay between cognitive and emotional processing and during processing of texts augmented with narrative elements (in different formats). The third objective is to examine how the dynamic interplay between cognitive and emotional processes affects learning outcomes.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Poels Karolien
• Co-promoter: Vandebosch Heidi
• Co-promoter: Van den Bossche Piet

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The application relates to the purchase of a +1000 Hz eye-tracker and upgrade of the software. This eye-tracker delivers high quality eye tracking data with an unmatched tolerance to head movements even at high frequencies. And is developed for studying micro-saccades and very fast eye movements, or for synchronizing with other high-frequency data sources (such as for example EEG, GSR or other biometrics data). The application also includes a desktop in order to run the eye tracker software and hardware and a 24" screen that can be detached in order to use the eye tracker with other screens, projectors or in "real life" physical setups and the necessary software updates that will also be available for the existing eye-tracking infrastructure at the University. The equipement will be hosted by the Antwerp Social Lab and as will as such be available for other researchers in the University of Antwerp and the Faculty of Social Sciences in particular. On a short notice the equipement will be used in the ongoing projects of the Edubron and MIOS research groups of the faculty of social sciences and will open oportunities for new research proposals in which eye momvements need to be synchronized with other high-frequency data sources.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Catrysse Leen
• Co-promoter: De Backer Charlotte

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Processing data self-assessment tool. Exploration, cleaning and recoding dataset provided by KBS Data set analysis with a view to answering project questions submitted by KBS Reporting findings (in tables and graphs, supplemented with concise text) Project coordination, consultation and presentation.

Researcher(s)

• Promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research project aims to understand the process of how students differ in watching online instructional videos in a flipped classroom and how different strategies of processing these videos before attending the classroom are related to differences in student in-classroom behavior and student academic performance. Three research questions are put forward: RQ1: Can we detect patterns in students watching behavior while learning from instructional videos that are indicative of the learning strategies students use to cognitively process the information in these videos? RQ2: How are differences in students processing strategies while learning from instructional videos in a flipped classroom related to differences in students' in-classroom learning behavior ? RQ3: How are differences in students processing strategies while learning from instructional videos in a flipped classroom related to differences in student academic performance? Research question one will be investigated in a lab study in which 90 students in social sciences will participate. Research questions two and three will be investigated in a field study in a statistics course in the faculty of social sciences. Both the lab study and the field study will combine trace data with qualitative data.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: De Maeyer Sven
• Fellow: Gijsen Marijn

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

With this project we want to evaluate the impact and effectiveness of the periodic training programs of drivers. In other words, we want to assess to what extend the investment in training does or does not result in observable behavioral changes in the job (=transfer of training). Additionally, we want to find out what characteristics of the current situation stimulate of prevent this transfer of training to day-to-day reality and what can be done to improve the transfer.

Researcher(s)

• Promoter: Van den Bossche Piet

Research team(s)

• EduBROn

Project type(s)

• Education Project
• Research Project

Abstract

This PhD project studies new trends in the educational field, namely the establishment of 'alternative' forms of education by 'socially vulnerable' individuals and groups. These initiatives are taken with the specific aim to tackle difficulties experienced by vulnerable youth in mainstream education, such as discrimination and ongoing educational inequality. However, while these initiatives have sparked polarized reactions in public debate, our academic knowledge on these specific spaces of schooling remains scarce. This is an important gap in our understanding of these educational and societal processes, which we aim to address with this PhD project. To this end, this project applies a thorough qualitative-ethnographic methodology in a limited number of cases. Through observation of everyday interactions as well as conducting in-depth interviews with a variety of actors, it seeks to gain a deeper understanding of the mechanisms at play. Such a methodological and explorative research approach is desirable in order to do justice to the complexities in these settings.

Researcher(s)

• Promoter: Clycq Noel
• Fellow: Steenwegen Julia

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Background The quality of teacher judgement highly influences the extent to which education can provide equal and excellent chances for all pupils. An important precondition is fair teacher judgement, free of (confirmation) bias. Since our society is getting more and more diverse, teachers need to be able to assess a super diverse group of pupils with differing cultures, social and economic backgrounds and talents. The pitfall is that teachers may intuitively rely on a rather traditional interpretative framework, whereby pupils are sorted in educational tracks that do not coincide with their intrinsic competences. Although teachers often exercise great autonomy with regard to high-stakes decisions such as promotion or retention, so far there is little theory on teacher judgement. Based on a longitudinal qualitative doctoral research, we developed a theoretical model that proved to be a valuable lens to study teacher judgement, taking into account the interplay of rational and intuitive processes as well as conditions to prevent decision bias. Rational processes are defined as deliberate and systematic, when a problem is diagnosed and data are collected, analysed and interpreted based on objective criteria. Intuitive processes are conceptualised as automatic recognition of cues, based on experience, without a deliberate and systematic collection and analyses of data. Our results showed that intuitive processes influence the final decision on promotion or retention to a great extent. We found evidence that stereotyping and self-fulfilling prophecies resulted in an orientation to a lower educational track. Purpose Given the impact of teacher judgement on pupils' educational trajectories and the findings that intuition still influences teachers' decisions to a great extent, it is important to validate this theoretical model on a larger scale. We want to develop and validate a survey based on our results with the aim of enhancing the quality of teachers' decisions on promotion or retention in practice. Within the international research community, there is a need for a survey that can be used to study teacher judgement. Importance BOF KP This budget provides me with the opportunity to validate the results of my doctoral research, invest in international collaboration and develop future lines of research. The validated survey is an important starting point for a large scale educational research in Flanders for which an FWO-proposal is being developed.

Researcher(s)

• Promoter: Vanlommel Kristin

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In recent years, we have observed a number of evolutions in the way in which problem-solving processes, learning activities, and acquired competences are studied. These provide new opportunities for the research field, but also pose important methodological challenges.. A first evolution is that the focus of research is expanded: we do research also on non-cognitive variables (e.g. affective variables, spontaneous attention processes) that are inherently part of the competence, and this happens with a broader target group (both charting the skills of learners before formal instruction, of experts in a specific field, and of people in daily practice). Secondly, more attention is paid to longitudinal studies (and the long-term impact of interventions), and to other ways of collecting data (e.g. via large-scale crowdsourcing platforms, and via larger groups of researchers). Third, more "online" measurements are taken during the learning and problem solving processes, such as eye tracking data (both on a computer screen and in a complex classroom setting), finger tracking at touch screens, the use of reaction time data, neuro and other physiological measures (skin conduction, heart rate, ...). Here we see a shift from obtrusive to unobtrusive measurements (such as log data of activities in a digital learning environment). Multimodal research approaches are becoming more and more relevant to measure certain concepts that are often difficult to observe directly in the educational process (e.g. engagement, self- regulation ...). Combining several of the aforementioned data streams offers new insights. Important evolutions also occur in the more qualitatively oriented design research. Rather than working purely descriptively, we will try, e.g. through conjecture mapping, to systematically validate instructions for designing learning environments.

Researcher(s)

• Promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In higher education, academic texts are the main medium through which students acquire scientific knowledge. Learning from these kind of texts is therefore an important key to success in higher education. However, research on reading comprehension has mainly focused on learning outcomes and far less is known on how students read to learn from academic texts, and more specifically, which cognitive processing strategies are crucial for better academic text comprehension. Current research on cognitive processes uses predominantly self-report instruments to uncover differences in students' general preferences towards processing strategies when studying. Although these selfreport measures are claimed to be reliable and valid at a general level, many authors argue that the results are poor indicators of the actual processing taking place at a task-specific level while studying. Furthermore, research on the relationship between self-reported processing strategies and academic achievement remains inconclusive. In this research proposal we aim to (1) adopt eye tracking as an innovative measure to map in-depth students' task-specific processing strategies, (2) to link theories of reading comprehension and student learning in empirical research to gain more insight in the cognitive processing component while learning from academic text and (3) link taskspecific processing strategies to task-specific learning outcomes.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, an exploration tool, which is supportive for their study choice and transition to higher education. The relationship with study succes in first year higher education is also investigated.

Researcher(s)

• Promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The five pillars for iSTEM didactics are: • interdisciplinary integration of STEM content • problem-centered learning • learning and designing • cooperative learning • subject didactics basis Teacher Design Teams (TDT) or Learning Design Studios will be used as an approach to foster professional learning of teachers and to introduce the teachers in this approach. The aim of the TDT's is to develop materials and methods which will be implemented and tested. The priority areas for the development of the iSTEM didactics are: • First two grades of secondary education • Technical and vocational education An effectiveness research will be conducted to make the results of this approach visible at the level of pupils.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research project focuses on the impact of globalisation and diversification on various educational processes. This comprehensive topic is subdivided into different more specific research projects, e.g. studying the macro- and meso-level of educational policies, the notion of collective agency of 'groups', and the micro-level of teacher-student relations and the role of parents. This research project applies a mixed-method framework with special attention to methods allowing to give space to the experiences and meanings of individuals and groups.

Researcher(s)

• Promoter: Clycq Noel
• Fellow: Clycq Noel

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Ethnic discrimination in the educational sector has been a topic of research within a myriad of social disciplines. Yet surprisingly, a lot of research fails to systematically study and categorize the different levels and types of ethnic discrimination within specific school settings. This explorative study wants to gain insight in the different types of interpersonal and institutional ethnic discrimination, with an emphasis on the perceptions of the phenomenon by different school actors (i.e., pupils and school staff). Subsequently, the study also wants to explore the diverse coping mechanism used and related consequences experienced by the relevant school actors in relation to interpersonal and institutional ethnic discrimination. The research will be executed in six classes of three Flemish secondary schools with varied ethnic and socio-economic compositions, and all located in one city setting. Different forms of data collection will be carried out, including ethnographic observations, document analysis, a diary method for pupils, and interviews with pupils, teachers and leading staff. The research would provide valuable insights in the relationship between different levels and types of ethnic discrimination and the interconnectedness with specific coping mechanism used and consequences experienced by pupils and school staff. These findings could support school staff (in training) in raising awareness about and better respond to experiences of ethnic discrimination in a school context.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: Van Praag Lore
• Fellow: Lippens Michiel

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This impact evaluation focuses on the goal of the VOKA Welt Duaal trajectory to stimulate the information exchange and network formation between the different stakeholders. De following research questions will be addressed: - Does the WELT-Duaal trajectory facilitate the activation of weak ties in the network of the stakeholders? - Does the WELT-Duaal trajectory lead to a more diverse network of the stakeholders?

Researcher(s)

• Promoter: Kyndt Eva

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

At NTNU a unique educational project is running across all faculties of the university, more specifically 'Experts in Teamwork', focusing on interdisciplinary cooperation skills. In recent years, a lot of efforts were invested in education, and at the same time a lot of data has been collected with the aim of researching the effectiveness of this learning environment. The focus of my sabbatical will be on a thorough evaluation study, in which different cohort groups can be used (annually> 2000 students, divided into 'villages' of 25-30 students, with interdisciplinary groups of 5-6 people), with three measuring moments each. Besides the track of psychometric research, structural comparisons, multilevel analyzes with multiple measurement moments, I want to discover a second track, more specifically data mining. There is expertise available at NTNU in this area and I would like to explore the possibilities for analyzing large data files with educational variables.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Successful transition into higher education is considered crucial both for the student as wel as for the educational institution. It is regarded more as a complete phase, rather than a single event. The transition may become a stressful period for many freshmen students, while they deal with a number of serious challenges. The aim of the project is to investigate cognitive and psychological constructs contributing to students' psycho-educational profieles and academic success and to develop a tool in three countries and languages that allows to give students feedback and guidance.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Education Project
• Research Project

Abstract

Bus Drivers are obliged to follow a permanent schooling during their career. The sector of bus drivers in Belgium has developed an envelope of courses and trainingen that bus drivers can follow. This project has a two-fold goal: (1) exemplary investigate the effectiveness of a limited number of trainings in this envelope; (2) develop a framework and methodology to analyse all the courses and trainings on their effectiveness.

Researcher(s)

• Promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This POC application enables D-PAC to start a successful spin-off. In the last four years, D-PAC was a IWT-SBO financed research project having two aims. Firstly, the method of comparative judgement for the assessment of competences was investigated. Secondly, a prototype tool needed to be developed that supports assessments using the principles of comparative judgement. Currently, the research project reaches the last phase, and the research group EduBROn can conclude that the method of comparative judgements has a sound scientific underpinning and many opportunities for implementation. Also, the number of D-PAC users increases, because the tool offers great value regarding high quality judgements and interesting learning applications. To transform the research project D-PAC to a successful spin-off, it is important to translate the current tool to a viable product for which users can and will pay. In addition, more effort is needed to develop a business plan, for which next to the Flemish educational market also the international educational market and other markets will be studied. Therefore, this project proposes four working packages. The first working package concerns the development of an algorithm server, which enables the use of the by D-PAC developed algorithms for comparative judgement in other platforms. The second working package focuses on the development of a Content Management System (CMS) for educational purposes. Based on four years of experience, this CMS can be developed according to the needs of end users in education in such a way that they shall be willing to pay for it. The third working package investigates the business model for education. This mainly concerns studying whether assumptions and strategies working for the Flemish context can be applied for the Dutch and international market as well. The fourth working package deals with a market investigation for other applications of D-PAC, as for example selection, prioritizing or training aims.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Donche Vincent
• Co-promoter: Vanhoof Jan
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The project aims to map the policy-making capacity of schools in Vilvoorde in a pre-post design, and with an experimental and control group. The experimental group is a group of schools that participates in an intervention aimed at the support of the development of alanguage policy at school level. This part of the project concerns the pre-measurement of the design at the start of the intervention.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The Flemish policy research center for test development and assessments (in Dutch: Steunpunt Toetsontwikkeling en Peilingen, KU Leuven and UAntwerpen) investigates whether attainment targets are met on system level, both in primary and in secondary education. Schools that were selected for participation in a national assessment, and schools that take parallel tests developed within the national assessment program, receive a confidential feedback report in which their performance is compared to the national results and to the performance of other schools, taking into account student background characteristics. The reports provide benchmarking information for schools to use in their quality assurance policy. Goal-oriented and systematic data use has a beneficial impact on the quality of decision making in education. Empirical research has shown that Flemish schools make restricted use of student output data, benchmarks, standardized tests and feedback from scientific studies when shaping their policy and practice. This project aims to investigate to what extent and in which way school feedback from national assessments and parallel tests is used for school development. We will also examine which factors promote or impede this type of data use. We will explore contextual factors, school and user factors, and factors pertaining to the information (system). Our findings will contribute to the future design of school feedback for the national assessment program and the associated parallel tests. In its initial stages, this project will run parallel to a user study initiated in 2018. Quantitative and qualitative data are collected in order to broaden and deepen our understanding of the way school feedback from national assessments and parallel tests is used.

Researcher(s)

• Promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

FORMAS is an ERASMUS+ project, involving the international partners Belgium, the Netherlands, Cyprus and Greece. The aim is to support formative assessment in schools. To this end, a teacher professional development initiative around formative assessment in mathematics is developed and evaluated.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Education Project
• Research Project

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, an exploration tool, which is supportive for their study choice and transition to higher education. The relationship with study succes in first year higher education is also investigated.

Researcher(s)

• Promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Development of a self-evaluation instrument for Flemish school boards. The King Baudouin Foundation wants to equip school boards with an instrument to map out their own policy-making capacity and to benchmark them with other school boards. In order to do this a conceptual framework is developed and operationalized by edubron.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In many situations, teams of experts are made responsible to react accurately and swiftly to critical situations. Examples are command-and-control teams during crisis-situations, management teams, or flight crews. Given the evident importance of effective teamwork in these circumstances, there is a pressing need to understand behaviors and abilities of teams when solving problems that are time-compressed and high-stake, supported by complex, ambiguous data. What did remain mostly out of sight in this line of research, is the specific influence of stress. This does not mean that 'pressure' is not acknowledged, but it is mainly considered a contextual issue, and it is seldom questioned how stress impacts the processes studied. Only actual and continuous measurement of stress in these situations can provide insight in the dynamics of stress within these teams and its effect on information processing. The current project proposal forwards research that applies the measurement of physiological markers of stress via wearable sensors in the context of teamwork. This allows questioning the effect of dynamics of stress on information processing in teams under pressure. It does so by applying both quantitative and qualitative methodologies to study the interrelationship between stress, as measured through Electrodermal Activity, and information-processing. We start with rigorous work under controlled conditions, and conduct thereafter studies in ecological valid team-settings.

Researcher(s)

• Promoter: Van den Bossche Piet
• Co-promoter: Poels Karolien
• Fellow: Sassenus Steffi

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In higher education, academic texts are the main medium through which students acquire scientific knowledge. Learning from academic texts is therefore one of the most essential academic related skills and an important key to success in higher education. However, research on reading comprehension has mainly focused on learning outcomes and far less is known on how students read to learn from academic texts including visualizations, and more specifically, which cognitive processing strategies are crucial for better academic text comprehension. Current research on cognitive processes uses predominantly self-report instruments such as interviews and questionnaires to uncover differences in students' general preferences towards processing strategies when studying. Although these self-report measures are claimed to be reliable and valid at a general level, many authors argue that the results are poor indicators of the actual processing taking place at a task specific level while studying. Furthermore, research on the relationship between self-reported processing strategies, such as surface and deep processing, and academic achievement remains inconclusive. Research on the relationship between students' task specific processing strategies, and task related learning outcomes, may provide more clarifying answers. In this research proposal we aim to (1) link theories of reading comprehension and student learning in empirical research to gain more insight in the cognitive processing component while learning from academic text, (2) adopt eye tracking as an innovative measure to map in-depth students' task specific processing strategies and (3) link task specific processing strategies to task specific learning outcomes. Gaining in-depth insight in the cognitive processing component of learning from academic texts and analysis of the relationship with academic achievement is important for further theory development within the SAL domain. Research can also be important for educational practice as it may point at essential information to develop feedback tools for students to gain more insight in the quality of own learning from academic texts.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Gijbels David
• Fellow: Chauliac Margot

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

TIMSS is an international comparative study on the achievement for science and mathematics of pupils in the fourth grade. The data collection takes place in a representative sample and the results will be the basis for policy recommendations. We focus on (1) achievement of Flemish pupils, (2) explain differences based on pupil, class and school characteristics, (3) compare with other participating countries and (4) trends in the achievement of Flemish pupils over time.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Boeve-de Pauw Jelle
• Co-promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

VALIES focuses on the implementation of Education for Sustainable Development (ESD) in formal education in Flanders. A central issue is a teacher professional development (TPD) within which teacher teams develop and implement ESD in the context of their own school. The research focuses on (1) the operationalisation of 'action competence' as the outcome of ESD, (2) the effectiveness of the TPD (3) the effectiveness of ESD (4) the role school culture, en (5) the role of social contexts. The project will result in tools that aim to facilitate the implementation of ESD in formal education in Flanders.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Boeve-de Pauw Jelle
• Co-promoter: De Maeyer Sven
• Co-promoter: Donche Vincent
• Co-promoter: Schelfhout Wouter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The project is aimed at the development and piloting of training modules focused on the development of competencies of school leaders to manage professional networks of teachers. This strengthens the expertise of headteachers in their efforts to promote joint, team and organizational learning in the area of diversity management at schools. Thanks to this, we will support headteachers in their competencies to lead and manage a professional network focusing on the development of inclusive education. and also support headteachers trainers in their ability to offer and lead courses focused on networking. The project also supports schools in their offer of quality education enabling success to all young students (inclusive education), as the main objective of networking and exchange of experience among teachers/schools is improving the quality of education/learning and increasing the professionalism of teaching work.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: Schelfhout Wouter

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project
• Education Project

Abstract

The project has been developed in response to a situation that has seen school systems throughout Europe and beyond increasingly seeking to examine how they might include different voices in conversations about how schools work. In particular there has been a concerted push to involve the voices of parents, students and school boards in a range of school conversations. Arguably the main impetus behind these efforts has been the drive by school inspection systems to formally involve other stakeholders in conversations about quality. While there have been many innovative programmes and procedures developed to include the voices of parents, students and other groups in discussions about what happens in schools there is still, arguably, a gap in the capacity of schools to manage this process. This project seeks to address this gap by creating a programme for schools that will allow them engage with students, parents and school boards in a structured and safe way. It is envisaged that the programme developed will link into evaluation and inspection structures in each of the partner countries but it can also be used in other context.

Researcher(s)

• Promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project website

Project type(s)

• Education Project
• Research Project

Abstract

ARTIFEX is an ERASMUS+ project designed to establish a practical European framework for STEM education in innovative out-of-the-classroom learning environments such as Fablabs or Makerspaces. STEM stands for Science, Technology, Engineering and Mathematics, thus incorporating science, technology and mathematics. A Fablab or Makerspace is a small-scale workplace where you can manufacture products using modern technologies such as 3D printers and laser cutters.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Boeve-de Pauw Jelle

Research team(s)

• EduBROn

Project type(s)

• Education Project
• Research Project

Abstract

The general aim of the TALENT project is to strengthen education and care for students with strong cognitive skills, as well as the scientific basis. To this end, efforts are being made to integrate general developmental and motivational psychological and educational insights and methods in research into 'academic giftedness'.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: Donche Vincent

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

The general aim of the TALENT project is to strengthen education and care for students with strong cognitive skills, as well as the scientific basis. To this end, efforts are being made to integrate general developmental and motivational psychological and educational insights and methods in research into 'academic giftedness'.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

From 2011 until the end of 2015 we have been coordinating the WOG scientific network on 'learning patterns in transition: dimensions, validity and development'. This network deepened current understandings about the nature of student learning in different formal learning contexts taking an individual learner perspective into account. It also increased fundamental research and collaboration regarding the validity of learning patterns across different cultures and development of regulative and cognitive learning strategies across time (Gijbels, Donche, Richardson & Vermunt, 2014). By building on the constructive outcomes of our former WOG-network, this proposal for a new and expanded network aims to deepen our current understanding of learning strategies by moving the research focus from individual to social learning contexts and from formal to informal learning contexts. This twofold shift of research focus also goes along with important methodological questions which forms the third research focus in this new network

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Donche Vincent
• Co-promoter: Van den Bossche Piet

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

Collaboration is a recurring theme in the literature as both a primary vehicle and precondition for successfully developing inclusive learning communities and pedagogies. In this research project, we aim to investigate how teachers understand collaboration, the nature of the collaborative relationships and how they develop their competencies and knowledge about inclusion in the process, using a collective case-study design. The purpose of the case studies is to capture the individuals' perceptions and dynamics of individuals and in this case to learn about teacher collaboration in schools, teachers' relational agency and also their responsiveness to the diverse learning needs of all learners in their classrooms. The sample will comprise 2 full-service primary schools in the Western Cape and 3 primary schools in Flanders with 10 volunteer teachers per country. The project is designed to generate data over a period of at least 6 months using interviews and observations. The data will be organized, collated and transformed by way of a variety of methods of analysis including and beginning with content analysis in constructivist grounded theory mode, discourse and critical discourse analysis, as well as conversation analysis with selected small sets of data of especially naturally occurring talk (and text). The case studies will be compared per country and across countries to generate themes for understanding the complexity of collaborative processes in inclusive education.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project focuses on the evaluation of short and long term effects on environmental education for sustainable development. The project entails a close collaboration with practioners in the field of EE and also focuses on building their competences for performing outcome evaluation.

Researcher(s)

• Promoter: Boeve-de Pauw Jelle
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, an exploration tool, which is supportive for their study choice and transition to higher education. The relationship with study succes in first year higher education is also investigated.

Researcher(s)

• Promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research contributes to the conceptualisation en operationalisation of the concept of 'arbeidsrijpheid' (workplace learning readiness) in the new context of dual learning in Flanders. It will answer questions such as: 1) what does it mean to be 'arbeidsrijp', and 2) which are the quality criteria for an instrument measuring 'arbeidsrijpheid'.

Researcher(s)

• Promoter: Van den Bossche Piet
• Co-promoter: Gijbels David
• Co-promoter: Wille Bart

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The first year in Higher Education (FYHE) is a major hurdle for most students: they are faced with many new challenges including adjusting to new learning environments, identifying expectations, managing their time and using effective study skills. Difficulties in this adjustment results in large academic failure in Flanders (e.g. up to 60% of students) as in many Western countries. Though demographic and contextual factors are known to influence students' academic achievement, student factors have recently been evidenced to be more influential. The present project examines the three crucial student factors: prior achievement, academic self-concept and self-regulation. Although previous research has shown the value of each of the three factors in explaining academic achievement in FYHE, empirical studies are most often limited to a partial picture focusing on only one of these three important factors for study success and a single measurement moment of these factors. Therefore the impact of these studentfactors and interaction in between and across time have not yet been examined in relationship with first year study succes. Therefore, the present study sets out: 1. to examine the effects of prior achievement, academic self-concept, and self-regulation on academic achievement within FYHE; 2. to understand how interactions between academic achievemet, academic self-concept, and self-regulation during the FYHE have an impact on study success at the end of FYHE; 3. to develop an integrated model of based on research on the effects (and interactions between) these studentfactors and relationship with academic achievement in FYHE. To attain these research objectives, a longitudinal mixed method research design is proposed. The quantitative dataset has already been collected using a representative sample of 3700 students from 32 schools. These students were followed up in five consecutive waves from the last year of secondary education up to the second year in higher education. Data regarding students' academic achievement (e.g., number of credits obtained) were recently collected from the Flemish Department of Education and Training. The longitudinal qualitative data will be collected during the project and consists of three indepth- nterviews within a cross-disciplinary sample of 20 students making the transition to higher education. The present research innovates at the empirical and conceptual level (by examining the interplay between students factors and the impact on academic achievement), theoretically (by constructing a much needed, contemporary theoretical framework for academic achievement in the first year of higher education) and at the methodological level (by using a mixed method longitudinal design). The results from this research will also deliver practical innovation, through more research-based student guidance initiatives in the first year of higher education with regard to the development of academic self-concept and self-regulation of students in first year higher education.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Coertjens Liesje
• Fellow: Willems Jonas

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The Centre for Education Research has been recognized by the Flemish Government as a Centre for Policy Research for the period 2016-2020. It is a joint venture of UGent, KULeuven, UAntwerpen, VUB and Artevelde University College. The main tasks are: (1) Conducting research on themes that are considered by the Flemish government as a priority and relevant to its future policy, and (2) Valorisation and transfer of knowledge, using e.g. reports and the organisation of seminars. The research includes three thematic lines, regarding: A. The learner, B. The teacher and the school and C. The organization of education in Flanders.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

The Centre for Education Research has been recognized by the Flemish Government as a Centre for Policy Research for the period 2016-2020. It is a joint venture of UGent, KULeuven, UAntwerpen, VUB and Artevelde University College. The main tasks are: (1) Conducting research on themes that are considered by the Flemish government as a priority and relevant to its future policy, and (2) Valorisation and transfer of knowledge, using e.g. reports and the organisation of seminars. The research includes three thematic lines, regarding: A. The learner, B. The teacher and the school and C. The organization of education in Flanders.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

The Agency Communal Education (city of Antwerp) conducts internal inspections of its schools at regular intervals. These internal inspections are largely based on the methods used by the Flemish Inspectorate. This study evaluates the effectiveness of the internal inspections by the Agency Communal Education.

Researcher(s)

• Promoter: Penninckx Maarten
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Opinions of diverse stakeholders converge into the position that school inspections should not only serve the goal to hold schools accountable, but also to make a contribution to teachers' (views on the) realization of educational quality. Despite this ambition, empirical evidence indicates that inspections generally do not meet this development-oriented goal. The foundation of this study is that one cannot understand why inspections are (un)effective without grasping the role of emotions and the professional identity of teachers in this process. When mechanisms for evaluations (like inspections) postulate a conceptualization of 'a (good) teacher' that differs from the professional conceptions that teachers hold themselves, the professional identity of teachers can get affected. Teachers' efforts to address the 'inspection imposed expectations' are also found to go together with the experience of intense emotions. Positive emotions related to the inspection may be a source for teachers' motivation and job satisfaction. However, teachers experience negative emotions when their conceptualizations of well-nourished ideas and practices are being questioned. Also the question arises whether there are differences between teachers in different schools with regard to the impact of inspections on their emotions and their professional identity. School characteristics are said to have a strong influence on teachers' reactions on the inspection. This indicates that the interplay of individual aspects of emotions and professional identity on the one hand and school characteristics on the other hand may help to understand the impact of inspections. A carefully designed multi method approach is used. The ecological validity of the conceptual framework is guaranteed on the basis of a review study and explorative in-depth interviews. In the quantitative part of the empirical phase, written surveys are organized in a representative sample of 40 Flemish primary schools. Alongside the survey study, in-depth case studies will provide qualitative data. 12 teachers out of 4 primary school teams will be followed. During 10 months we will carefully map emotions and the professional identity of teachers that are in the process of being inspected. Data are gathered using document analysis and semi-structured in-depth interviews. Additionally, a network perspective will enrich the understanding of effects of inspection on emotions and professional identity in the selected cases.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: De Maeyer Sven
• Fellow: Quintelier Amy

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

The current project proposal forwards research that applies the measurement of physiological markers of stress via wearable sensors in the context of teamwork. This allows questioning the effect of dynamics of stress on knowledge sharing processes in teams under pressure.

Researcher(s)

• Promoter: Van den Bossche Piet

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Though performance assessment is increasingly used in educational settings to assess competences, an overview of studies on performance assessment in education is lacking. The current project sets out to conduct a systematic literature review on performance assessment in primary, secondary and higher education and to describe how reliability and validity are investigated in these studies.

Researcher(s)

• Promoter: Coertjens Liesje

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Schools and teachers around the world are facing a growing diversity and increasing complexity (social inequality, labeling, …). In the past, pupils' assignments to classrooms and schools have rather fostered segregation than encouraged inclusion. Today, we see a tendency towards more inclusive learning environments (cf. amongst others, the UN Convention of 2007, ratified by Belgium in 2009). However, this poses enormous challenges to the professional development of (pre-service) teachers and teams. The main objective of the project 'POTENTIAL', Power to Teach All, is to develop the competences of (pre-service) teachers and school teams to create inclusive learning environments. This objective is valuable both from a social and economic perspective. From a social perspective, the project 'POTENTIAL' aims at reducing segregation in education. From an economic perspective, the value of the project 'POTENTIAL' lies in the creation of maximal development and learning opportunities in order to maximize the societal potential of all children's and youngsters' talents.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project entails the development of an instrument to measure learning readiness / employment readiness for workplace learning in formal learning trajectories. This project is in cooperation with 'provinciaal Onderwijs Vlaanderen'

Researcher(s)

• Promoter: Van den Bossche Piet
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a research contract awarded by the University of Antwerp. The supervisor provides the Antwerp University research mentioned in the title of the project under the conditions stipulated by the university.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research project will record good practices of teacher deployment - both in and outside class in upper primary education - that aim at capitalizing on staff competencies, reinforcing differentiated instruction and safeguarding successful transition to secondary education. We will provide in-depth descriptions of selected practices, while at the same time shedding light on accompanying conditions and experiences from the viewpoint of school management, teachers as well as students. Data will be collected through case studies and Delphi methodology.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: Casteleyn Jordi
• Co-promoter: Simons Mathea
• Co-promoter: Smits Tom
• Co-promoter: Vandervieren Ellen

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

1. What are the policy making capacities concerning language policies of the primary schools of Genk, that have participated to the 'Expert Language Policy' program? 2. What are the effects of the support and professional development courses? To answer these research questions, qualitative and quantitative research methods will be conducted.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Penninckx Maarten
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

MOS Vlaanderen recently made a lot of changes. Also today, the organization and its organization are innovating. The project 'Guidance of MOS employees in helping to set up training, exchange and process guidance' fits into this process. A number of practices were examined in the project and investigated in view of further renewal. The project took place from March 2015 to July 2016. During this period, MOS supervisors went into an research oriented practice. From the Edubron research group, support was provided and the learning outcomes were mapped. The project included two learning networks, an interview and six experiments. The experiments took place in six different schools, with a maximum of variation. Each experiment had a different theme: greening, pedagogical guidance, intakes, participation, measuring learning gains, and campus school. Together, these parts of the project were a rich source of learning experiences, which oriented the recommendations for the MOS practice

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Boeve-de Pauw Jelle

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Teachers' perception of their teaching context is an important, but somewhat neglected, aspect of teaching at universities. We have recently developed a Flemish instrument to measure it. The aim of this project is to develop an English version of that instrument, which can be used internationally; and then to investigate the cross-cultural validity of this instrument by using it in different countries.

Researcher(s)

• Promoter: Stes Ann

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Findings from over four decades of school effectiveness research have shown that the quality of teachers outperforms school features and classroom features (such as social composition) in explaining variation in pupils' learning results. This implies that pupil results of ineffective teachers are generally increasing less than those of effective teachers. Cumulative effects of such ineffective teachers are alarming and measurable for at least four years. (Representative) data on the number of underperforming teachers in Flemish education are not available. Moreover, internationally, little is known about the ways schools deal with underperforming teachers. As such, the current scientific knowledge base fails to present conceptual and thorough empirical work on how schools (can) deal with underperforming teachers. Fundamental research and theory building on the topic are urgently needed. Besides describing the features and occurrence of underperforming teachers this study aims at explaining differences in how schools deal with underperforming teachers. To understand which processes are employed it is crucial to understand that the reaction by the school (principal) is context specific and that there is no one-size-fits-all set of activities. To fully capture this variation, we build in different types of underperformance in our framework and a broad range of strategies to deal with it. In addition, we acknowledge that (under-)performing teachers are embedded in a specific social context. Therefore, we distinguish between two sets of influencing (supporting and constraining) factors: school cultural and leadership characteristics. A carefully designed multi method approach is used. The ecological validity of the conceptual framework is guaranteed on the basis of a literature study and a Delphi study. In the quantitative part of the empirical phase, written surveys are organized in a representative sample of 80 Flemish primary schools. Alongside this survey, 6 in-depth case studies provide qualitative data on how schools deal with underperforming teachers. Data are gathered using logbooks and semi-structured in-depth interviews. Additionally, a network perspective will enrich the qualitative understanding of the selected cases.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: Van den Bossche Piet
• Fellow: Van Den Ouweland Loth

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, a broad exploration tool, which is supportive for their study choice and transition to higher education.

Researcher(s)

• Promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a research contract awarded by the University of Antwerp. The supervisor provides the Antwerp University research mentioned in the title of the project under the conditions stipulated by the university.

Researcher(s)

• Promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This interdisciplinary research proposal starts from the observation that the current empirical research on how students' process their learning in higher education has lead to contradictory results on how students learn The inconsistent results can be partially explained by an overreliance on self-report instruments to measure students' processing strategies and avoidance of more direct observation techniques. Today, brain-imaging studies are upcoming in the research domain of educational neurosciences and allow to move beyond the use of self-report measures and to directly observe processing strategies when students learn. Brain-imaging studies (such as fMRI) track the cerebral activation patterns underlying the learning processes and may yield in combination with self-report measures a more comprehensive picture on students' processing strategies. Three research questions are central: (1) what is the neural basis of processing strategies of students in higher education?; (2) How is the neural basis of processing strategies related to processing strategies as measured with self-report measures? (3) Do students use different processing strategies for different discipline specific study-tasks? The project will be organized in two phases: a pilot study followed by a main study. In the pilot study, self-report techniques (thinking-aloud protocols and self-report questionnaires) are used to investigate whether students use different processing strategies for different study tasks in four different domains. In the main study, students' processing strategies will be measured by means of a self-report techniques and by means of an fMRI study. The results of this project can have important implications for present theory development on processing strategies, for our understanding of the brain mechanisms in students' processing strategies and how these individual differences can be adequately measured.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Donche Vincent
• Co-promoter: Parizel Paul
• Fellow: Catrysse Leen

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Donche Vincent
• Co-promoter: Vanhoof Jan
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

There are good reasons to get a (more) systematic picture of learning outcomes in Flemish compulsory education. However, systems for monitoring learning outcomes give rise to critical questions, and sometimes unintended effects (can) occur. This study substantiates possible scenarios for monitoring learning outcomes and investigates whether these are feasible and desirable in a Flemish context. Central to this research is the identification of design principles for setting up a tailor made monitoring system. This is done using a systematic literature review, a Delphi study and the study of foreign monitoring systems. Based on the design principles scenarios are written and tested with stakeholders during in-depth interviews.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: De Maeyer Sven
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project aims to investigate by means of a longitudinal survey design which affective and non-cognitive effects take place when first year students participate in diverse forms of study trajectory coaching. The study focuses on the role of autonomy support and relatedness in trajectory coaching and the development of academic self-concept, self-efficacy, academic motivation and study commitment.

Researcher(s)

• Promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Rymenans Rita

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a research agreement between the UA and on the onther hand IWT. UA provides IWT research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand KdG. UA provides KdG research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Van den Bossche Piet

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researchers agree that the environmental problems we face as a society are due to maladaptive human behavior. Environmental education (EE) is seen as a key instrument in reversing those problems. EE however does, however, seldom impact on children ecological behavior. Through a qualitative design we study educators' perception of the process of changing children's ecological behavior, as a mediator in the effectiveness of EE.

Researcher(s)

• Promoter: Boeve-de Pauw Jelle

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project 'Developing competencies in learners: From ascertaining to intervening' is a fundamental research project financed by the Research Foundation – Flanders (FWO). The project was subsidized after selection by the FWO-expert panel.

Researcher(s)

• Promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a research agreement between the UA and on the onther hand IWT. UA provides IWT research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Donche Vincent
• Co-promoter: Vanhoof Jan
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

This project represents a research agreement between the UA and on the onther hand IWT. UA provides IWT research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Mahieu Paul
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

As the European labour market is characterized by a large outflow of older employees, the ability to retain knowledge of employees close to retirement potentially becomes a key feature of successful schools. Whereas older teachers are described by some as 'dead wood', workers who have little potential and a low level of performance, others argue that the explicit and implicit knowledge of the workers close to retirement is largely underestimated. The current scientific knowledge base fails to present conceptual and empirical work on how schools can capitalise on the knowledge of teachers close to retirement. The concept of 'intergenerational knowledge brokerage' (IKB) focuses on the facilitation of sharing knowledge between knowledge demands and knowledge supply over generations. Besides describing the current processes and results of intergenerational knowledge brokerage this study also explains differences in intergenerational knowledge brokerage . It distinguishes between three sets of influencing factors: individual teacher, team and school characteristics. A carefully designed multi method approach is used. The ecological validity of the conceptual framework is guaranteed on the basis of a literature study and a Delphi study. In the quantitative part of the empirical phase, written surveys are organized in a representative sample of 80 Flemish secondary schools. Alongside this survey, 6 in-depth case studies provide qualitative data on intergenerational knowledge brokerage in subject teams between teachers that are close to retirement and the other teachers. Data are gathered using logbooks and semi-structured in-depth interviews. Additionally, a network perspective will enrich the qualitative understanding of intergenerational knowledge brokerage in the selected cases.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: Van den Bossche Piet
• Fellow: Geeraerts Kendra

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research project investigates whether the instruments schools use during self evaluation result in a valid and reliable picture of the school. The extent to which self reporting scores based on self evaluation instruments are influenced by reliability-threatening features of the respondent, the instrument and the context in which the instrument is used is studied. Therefore the following research methods are applied: study of literature, review-study, secondary data analyses, mixed-method research and a survey.

Researcher(s)

• Promoter: De Maeyer Sven
• Fellow: Faddar Jerich

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Academic integration turns out to be an important predictor of first-year students' study success in higher education. This concept refers to the extent to which students can adjust themselves to fit into the new academic environment. Academic integration can be investigated by looking at different student characteristics. Although academic integration is viewed as an 'evolving' concept, it is mainly investigated from a static viewpoint. Integration of transition theories into longitudinal process models can help resolve this issue. The aim of this research project is to examine changes in first-year students' academic integration by integrating Nicholson's transition model with a longitudinal process model. Nicholson's transition model (1990) generally describes transition as a four-phase process: preparation, encounter, adjustment and stabilization. This implies an expanded conceptual framework including variables related to students' preparation in secondary education (prior achievement, study choice processes) and a refinement of the academic transition into an encounter and an adjustment phase. This conceptual framework will be tested using a longitudinal dataset already collected within another study project on students' transition from secondary to higher education or the labour market (N=3700 students). To examine the relations between study success, changes in academic integration and the preparation in secondary education, this research project will be set up in four research stages: a descriptive, an explorative, a testing and a theoretical stage. The first three stage will each aim at a higher level of analysis and gradually investigate the conceptual model underpinning this project. The last stage will be aimed at theory building by integration of the results of this project with the relevant knowledge bases. This project is innovative in multiple ways. As far as we know, it is the first research project to fully integrate a longitudinal process model with a transition model. Second, the five-wave longitudinal data set allows for in depth examination of causality. Third, the data set contains students from both professional and academic bachelor programs. This will enhance the generalizability of the results of this research project. Finally, this research project will contribute to theory building which is highly needed within this research domain.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Van Petegem Peter
• Fellow: Noyens Dorien

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Province of Antwerp. UA provides the Province of Antwerp research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Pinxten Annie

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand Genk. UA provides Genk research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal service agreement between UA and on the other hand Bedrijfsopleidingen bvba. UA provides Bedrijfsopleidingen bvba research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van den Bossche Piet
• Co-promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Employees are often unable to apply (or continue to apply) what they learn during a professional training course in their job. This also happens in teacher training in higher education: what teachers learn during their training is often not implemented in their classroom practice. This project sets out to broaden our understanding of these transfer problematics. Data from student evaluations at the University of Antwerp in the period 2000-2012 will be analyzed for teachers who took part in the one-year training course for novice teachers. On the basis of the results of the analysis 45 teachers will be selected for a semi-structured interview. The research design makes it possible to obtain a greater understanding of the transfer problematics in teacher training in higher education by means of both quantitative research methods (via longitudinal analysis of student evaluations) and qualitative research methods (via semi-structured interviews). The results of the project will provide an answer to the following questions: 1) to what extent is a long-term transfer produced; and 2) what are the underlying reasons why this does or does not occur?

Researcher(s)

• Promoter: Stes Ann

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Evens Stichting. UA provides the Evens Stichting research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Vlaamse Stichting Verkeerskunde. The subject of the study is the effectiveness of the educational intervention 'Mobibus'. Specific attention goes to its impact on the knowledge, attitudes and competences relating to both trafic safety and sustainable mobilty of Flemish 9th graders.

Researcher(s)

• Promoter: Boeve-de Pauw Jelle
• Co-promoter: Delvaux Eva
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

UA provides KEN research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van den Bossche Piet

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Investing in professional development of employees, especially knowledge workers, is crucial for an organization's success in contemporary society. A significant part of professional development activities nowadays consists of formal, group-based trajectories adopting a standardized curriculum in content and mode of delivery. Questions have been raised on the efficiency and the quality of learning outcomes of these training activities. Adapting training trajectories to the learning preferences of participants is hypothesized to increase efficiency and quality of outcomes (the so-called matching hypothesis). The current poster presents the outline of a project investigating this hypothesis, by exploring knowledge worker's cognitive, meta-cognitive an motivational learning preferences and relating these to their training needs and learning outcomes. The project proposes four research-aims: - RA1: Can we develop a valid and reliable instrument for measuring knowledge workers' cognitive, meta-cognitive and motivational learning characteristics? - RA2: Can we identify learning competency profiles, based on knowledge workers' cognitive, meta-cognitive and motivational learning characteristics? - RA3: Are differences in learning competency profiles related to differences in preferences regarding to the mode of delivery of professional development initiatives? - RA4: Is the degree to which training initiatives are adapted to learning competency profiles related to the learning outcomes training initiatives reach? The research-instrument proposed in RA1 will combine adaptations of existing instruments in the context of higher education to the context of professional learning (notably the Inventory of Learning Styles-SV) with existing instruments, such as the Cognitive Style Indicator and Kolb's Inventory of Learning Styles. Various quantitative and qualitative techniques will be used to validate the instrument, identify learning competency profiles and relate these profiles to training needs and learning outcomes. Results of this project will help gain insight in the complex processes of learning in a professional setting, but will also provide guidelines for improving the design of training-trajectories.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Van den Bossche Piet
• Fellow: Vanthournout Gert

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

Although (Flemish) education has a long tradition of collecting information, the full potential of the use of this information has only recently been recognized. As yet, however, little is known about how available evidence informs policy and practice in Flemish schools. This study provides insight into how school leaders and teachers use information for making policy and practice related decisions. It will describe the current practices and will provide evidence for the explanation and evaluation of current information-driven policy and practice. The conceptual approach of information brokerage is put central. To achieve the project goals several methodological techniques will be used: literature research, in-depth interviews and a survey study.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: Mahieu Paul
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand KdG. UA provides KdG research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Donche Vincent
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

During this project, the promoter, partners together with teachers and counselors will develop and validate tools and methods to coach young people in their first steps from vocational education towards the labour market. With this project we give incentives and coaching to young people and to intermediates so young people will be better equipped to enter the labour market.

Researcher(s)

• Promoter: Gijbels David
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The research aims to study the practice and effects of teacher evaluation in schools for nursery and primary education and schools for part-time arts education. The study will analyze which characteristics the teacher evaluation systems have, how school characteristics influence the evaluation system , how different actors perceive the systems and what the effects of teacher evaluation are. Firstly, a survey will be administered to principals and all teachers in 100 schools for nursery and primary education and 10 schools for part-time arts education. Secondly, semi structured interviews will be conducted with the school community's coordinator, the principal, a union representative and two teachers of 15 schools for nursery and primary education and 3 schools for part-time arts education.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Although both research and policy advocate the use of workplace learning, the understanding of what high-quality workplace learning, as part of professional education, entails, remains limited. Much can be gained from an increased understanding of the nature of high-quality workplace learning. Moreover, both education and workplace are looking for crucial success factors in designing workplaces as learning environments. We recently collected data on both issues. We investigated how future engineers differ in their engagement in cognitive and regulative learning activities during their internship in companies. Also, we conducted a research study on the development of a methodology to determine, coach and assess competences in workplace learning. The aim of the current project proposal is to valorise the research that has been conducted in previous projects, resulting in research publications in international journals.

Researcher(s)

• Promoter: Van den Bossche Piet

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Planning, execution and reporting of Teaching and Learning International Survey 2013 and processing of the main study of Programme for International Student Assessment 2012.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The goal of the project is the analysis of the effect, impact and the scope of the work of educational and counseling services from the perspective of the SNPB educational supervisors and educational institutions and the CLBs.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The effects of external evaluation of educational institutions are subject to much debate, although they have only scarcely been subject of elaborate and fundamental research. There is very few research on the questions as to which quality aspects should be taken into account to assess the effects of school inspections, and as to what the expectations are of different stakeholders on what the effects of inspection on schools should be. The same holds for the assumptions on which the rationale for school inspections is built upon. Furthermore, the existing research findings are not consistent. Finally, a comprehensive conceptual framework that would allow the study of the effects of inspection on schools is currently not yet available. The following research proposal aims to fill this knowledge gap by developing the necessary theoretical knowledge base. This study will explore, build and test hypotheses on the effect of school inspections in the context of the Flemish educational system. It will (1) investigate the expectations of different stakeholders towards the effects of school inspections; (2) determine indicators that enable the assessment of the effect of inspections on schools; (3) Assess to what extent inspections have an effect on schools and what (un)intended effects can be discerned; and finally, (4), explain differences in the effect of inspections on schools. Effects of the school inspection will be linked with the reactions of schools, which are based on features of the inspection itself and features of the inspected schools. Given the complexity of the field of school inspections and the fact that the research domain is currently still poorly conceptualised, a well-conceived and diverse set of research methodologies and research activities will be used. This multi-method approach includes data collection through literature study, a Delphi study, written surveys and case studies. The research is divided into an explorative, a theoretical and an empirical research phase.

Researcher(s)

• Promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Problem statement: Although more than 100 000 people of the Belgian population stutter, this complex speech disorder is little studied at academic level in our country. However, stuttering has an adverse impact on different aspects of life and can lead to functional problems in communication, a reduced ability to achieve goals in life and a lower quality of life. Moreover, the majority of international studies on treatment effects focuses on changes in the observable characteristics of stuttering and significantly fewer studies study the wider impact of stuttering. The observable stutter behavior is however only the tip of the iceberg. The internal stuttering behavior, such as anxiety and cognitive disorders, makes someone a stutterer. In short, a niche within the research field that requires urgent attention. Research questions: In this study we want to unravel the complex interplay between internal and external influencing factors of stuttering, thereby focusing primarily on the relationship between stutter severity and self-esteem. Adolescence is characterized by a strong self-awareness and is therefore by far the most interesting period in life to examine this relationship. Firstly, a longitudinal study design will provide more insight in the association in evolution in stutter severity and self-esteem in adolescence. Subsequently, we will examine mediating internal processes of the relation between stutter severity and self-esteem, using negative communication attitudes, maladaptive perfectionism, and temperamental characteristics. The most unique input of this study is the inclusion of mediating social factors, namely the teacher-student relationship and the peer group status of a stuttering student. After all, adolescence is accompanied by an increasing reliance on peers and a corresponding increase in striving for independence from adults. Finally, we will take into account the influence of teacher's negative attitudes towards stuttering on the teacher's relationship with stuttering adolescents. Innovative research: This research builds on an earlier innovative, explorative study conducted by one of the members of the research team. However, this study adds several new elements. To date, the association in evolution between stuttering severity and self-esteem as a multidimensional concept is not yet explored using a longitudinal study. Moreover, the role of temperament and social factors as mediating factors are not yet been investigated. Certainly the study of the impact of peer and teacher relationships of stuttering adolescents on their self-esteem is a new and promising study angle. Added value and gain of the study: To answer these various research questions a multidisciplinary collaboration between ENT doctors within the Faculty of Medicine and the educators and school psychologists from the Institute of Education and Information Sciences is essential. This unique cooperation will not only provide new insights in the theory of stuttering, but will undoubtedly yield new treatment targets. For educational practice, this cooperation will lead to concrete guidelines for teachers to better cope with stuttering students, providing a care policy customised to individual pupils within the current educational context in which teachers are the primary caregivers.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: Van de Heyning Paul

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

By means of a reviewstudy we investigate how research competencies of students in secondary education can be optimised. We describe and analyse systematically the reported effects within the international databases of different didactical approaches to stimulate inquiry learning of students. Also different conditions in the teaching learning environments that are needed to support research capacity building among students are explored.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand VLOR. UA provides VLOR research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van den Bossche Piet
• Co-promoter: Donche Vincent
• Co-promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand Provincie Limburg. UA provides Provincie Limburg research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UAntwerpen and on the other hand the client. UAntwerpen provides the client research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Donche Vincent
• Co-promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The main aim of this research project is to carry out a meta-analysis on the predictive validity of (components of) learning patterns in secondary education, higher education and adult education. In particular the relationship between learning patterns and different operationalisations of study succes (persistence, study pace, grade point average and quality of learning outcomes) will be investigated.

Researcher(s)

• Promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Motivation is a powerful, but rather neglected force in teaching at universities. In the strive for excellence in teaching a better understanding of academics' motivations for teaching is necessary. Last year we developed a Flemish instrument to measure teacher's motivation for teaching in higher education. A validation study, in which 231 teachers of Flemish higher education were involved, revealed the instrument as valid and reliable. In this study we first develop an English variant which can be used internationally. As a next step we investigate the cross-cultural validity of this instrument on the basis of its use in different countries.

Researcher(s)

• Promoter: Stes Ann

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The proposed research project aims to develop a whole school social and emotional guidance model that describes the relationship between the guidance activities of the teacher in the classroom and the characteristics of the school. Furthermore, the project aims to investigate the implementation of such a model in practice and the relationship between the degree of implementation and the perception of students concerning guidance and care in their school, their motivation and wellbeing.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Moving up smoothly from secondary education to higher education or to the active labour market is crucial in this society. In practice however, we find that this transition is not always very easy and that it is not as obvious for every student. To better understand this issue and to draw up desirable measures, The Province of Antwerp has decided to conduct scientific research, together with the Institute of Education and Information Sciences of the University of Antwerp. There are three foci in this project: (1) gain insight into the profile of students leaving the sixth grade of secondary education; (2) gain insight into the link between this profile and the transition to the labour market/tertiairy education (grade 7 in secondary education or higher education); en (3) gain insight into desirable measures to optimize the transition from secondary education to the labour market/tertiairy education.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The main goal of the research project is to investigate the quality of learning approaches of adult learners in adult education by means of a cross-sectional and longitudinal research design. In particular the investigation of learning approach development and the relationship with personal and contextual determinants is put central as well as the relationship between learning approach and academic achievement.in adult education.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Based on an extension of the Demand-Control-Support model the present research proposal aims to investigate the influence of job-characteristics and self-directed learning orientation on the work-related learning behaviour of employees. Data gathered in 3 different contexts by means of validated questionnaires are used. The project will allow us to merge and further analyse the data-files and to prepare submissions for 4 international journals.

Researcher(s)

• Promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a research contract awarded by the University of Antwerp. The supervisor provides the Antwerp University research mentioned in the title of the project under the conditions stipulated by the university.

Researcher(s)

• Promoter: Mahieu Paul
• Promoter: Struyf Elke
• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand Vrije-CLB-Koepel. UA provides Vrije-CLB-Koepel research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Research investigating how students perceive the quality of feedback on their learning patterns is scarce. By means of a multi method research the quality of feedback of own learning patterns is investigated. 500 students participate in a survey study, a selection of 24 students will also participate in an interview study.

Researcher(s)

• Promoter: Donche Vincent

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The Flemish government experiences the need for a screening-instrument for new citizens. More specificly there is a need to screen the new citizens comptence, knowledge and attitudes that are covered in the module "Social orientation". This research project has the goal to develop and validate such a screening-instrument through a scientific research.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Rymenans Rita

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The overall objective of this project is to develop an evidence-based and theory-driven approach to deal with bullying in schools by integrating research on bullying with a theoretical model which provides a dynamic perspective on the functioning and effects of education. Schools are encouraged to develop their own strategies and actions by using this approach and adapting it to the specific context and problems they are facing. Furthermore, we will evaluate the impact of the implementation of these strategies and actions and identify under which conditions the use of an evidence-based and theory-driven approach can contribute to the reduction of bullying and the improvement of the quality of education.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Research into the effects of learning support in teacher training is scarce. This mixed method research project aims to investigate the effects of learning support on cognitive, metacognitive and non-cognitive output measures. In addition also differential effects of learning support will be investigated and related to pre-entry characteristics.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Gijbels David
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In this research project the current in-service teacher training programs ('Lio') of the teacher training institutions in Antwerp (Expertisenetwerk Lerarenopleiding Antwerpen, Elant) are studied and evaluated in order to develop a common format for in- service training. The different in-service programs are studied in terms of guidance and assessment of the student-teacher. Preconditions for successful implementation of a similar format are identified.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: Meeus Wil
• Co-promoter: Simons Mathea

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

This research project aims to enhance the transition of students from secondary to higher education and from higher education to the labour market. Assessing and monitoring learning competencies throughout the school career can be supportive in this regard. By means of mixed method research different instruments to assess and coach individual differences in learning and motivation are developed and validated.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The main target of this research project is to assess the development of learning styles (relationships between learning conceptions, motivational aspects, metacognitive and cognitive learning strategies) in secondary and higher education by means of a longitudinal research design. The influence of different personal and contextual factors on learning style development are analyzed

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Mahieu Paul

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The aim of the study is to evaluate the school communities in primary and secondary education in Flanders. The study analyzes the added value of the school communities, the impact of the school communities' policy making capacity (goal orientedness, team-characteristics and decision making process) on their policy results and the impact of input and context variables (e.g. school boards, size, number of FTE's). A survey will be administered to principals, school board representatives and coordinators of 76 school communities in primary education and 53 school communities in secondary education. In 8 school communities, principals and representatives of school boards will be interviewed and focus discussions will be organized with teachers and middle manangers.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This is a fundamental research project financed by the Research Foundation - Flanders (FWO). The project was subsidized after selection by the FWO-expert panel.

Researcher(s)

• Promoter: Mahieu Paul
• Co-promoter: Timmerman Christiane

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The purpose of the research is to optimize the admission test in higher education in terms of reliability and (predictive) validity. Data (stable and changeable student characteristics, test results) of an entire cohort students will be analysed, from the initial admission test till their final exams in the first academic year. The outcomes of the research have scientific educational and policy making relevance.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This study explores the relationship between recent models in goal theory and in students' approaches to learning. Moreover, it examines whether goal theory might help gain more insight in dissonant orchestrations in students' study approaches. A sample of first year students will be asked to fill out the revised MSLQ and SPQ. Afterwards, students whose approaches to studying seem theoretically difficult to interpret will be interviewed in-depth.

Researcher(s)

• Promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This survey emerges from the INES-project, that develops statistics and indicators which assist policy makers in describing and assessing their education system. Regarding, teachers, teching and learning, important information gaps are being recognised. This survey focuses on 1) recognition, feedback, reward and evaluation of teachers; 2) school leadership; 3) teacher practices, beliefs and attitudes; 4) mentorship; and 5) professional development. The international co-ordinator issues the guidelines, whereas the Flemish project manager conducts the survey. In 2007, a representative sample of ISCED 2- teachers and principals will be questioned. After producing a database, the data will be analysed in a descriptive and explanatory way. Finally, attention will go out to the valorisation in Flanders.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand Vrije-CLB-Koepel. UA provides Vrije-CLB-Koepel research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Vanhoof Jan

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In an interdisciplinary approach, the environmental worldview and behaviours of children are researched in Flanders and in countries in development. An important part of the project focuses on the influence of person based variables and the social context. The impact of environmental education initiatives are assessed, focussing on differences between cultures, between subcultures and between urban and rural societies.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Bastiaensen Johan
• Co-promoter: Loots Ilse

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Struyf Elke
• Fellow: Keppens Karen

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In Flanders, the three official school-guidance instances developed a joint guidance programme to increase the language skills of pupils in the Flemish border around Brussels. 128 primary schools are guided during 4 school years with the following goals: to increase the policy-making capability of schools in order to enable schools to develop a good language policy; to increase the insights and capability of teachers to deal with a multi-linguistic class-context; to increase the language skills of the pupils. This research project has the goal to evaluate this guidance programme. By applying a multi-method research design we want to describe the differences between schools concerning the implementation of the guidance programme and to evaluate the effect of the guidance programme on different levels: school-, teacher- and pupil-level.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Rymenans Rita
• Co-promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The team from Antwerp will mainly contribute (theoretically, methodologically and empirically) to the issues dealing with the enhancement of critical and flexible thinking by means of instruction and the way this is assessed. The team from Antwerp has expertise concerning the design and evaluation of learning environments in different fields, such as language education, mathematics education, teacher education, medical education and adult education.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research studies the effect of the increase of the practical experience in the specific teacher training programmes, organised at universities and centres for adult education. We look for changes in student's behavior and thinking, using quantitative (questionnaires) and qualitative (interviews) research instruments. Students, teacher trainers and secondary school teachers participate in the research.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The implementation project initiates the participants -on the basis of a validated instrument- into the concepts of self-evaluation and feedback. The participating teachers will be led -(inter-actively) through a cycle, which enables them to analyse and to evaluate their functioning in the class. The condition for participation is a clear engagement to set up a self-evaluation procedure in the own professional context.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

September 14, 2002 (adjusted August 30, 2005) the Decree for Equal Educational Opportunities (GOK-I) was empowered by the Flemish Government with the aim to guarantee and create equal opportunities for all pupils in Flanders, especially for unprivileged non native and native pupils. One of the three pillars of the GOK-I-decree describes the forming of Local Consultation Platforms (LOP). A LOP joins school boards, educational institutional bodies, parents, pupils, centers for pupil guidance and partners from the ethno-socio-cultural civil society in a consultation platform. They are supported by a chair and an expert. A LOP mediates when a pupil is rejected in a right of precedence or matriculation and supports in the search for a new school. In the school year 2002-2003 69 Flemish LOPs were created. After an initial evaluation research (Deneire et. al., 2004) it is now time for a more profound evaluation. The development and working process of the LOPs have evolved with large enough extent to provide a solid ground for a scientific evaluation research project. This evaluation research describes both the efficiency as the effectiveness concerning internal and decretal expectations, and the relation with input and context variables. The combination of qualitative and quantitative research provides empirical answers on the question to which extent the LOPs are effective policy instruments.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Youth associations are an ideal medium to reach youngsters outside the school context. In Flanders, approximately 250,000 young people between the ages of 6 and 18 are actively involved in a youth association. For example more than 70,000 boys and girls are a member of Scouts and guides Flanders, 78,500 young people have been registered at Chirojeugd and 35,000 at KSJ-KSA-VKSJ. The aim of the "Mad about Experiments" project is to offer these youngsters the possibility to carry out experiments and gain insight in their scientific context. The experiments are coupled to a game element; thus motivation is raised and interest in sciences is encouraged. The project is carried out in cooperation with the youth associations. 15 scientific subjects, that fit within the activities of youth associations, are approached in a multidisciplinary manner. Not only technical aspects are examined but wherever possible also cultural, historical or socio-economical. This duality is especially important for girls, as they are attracted more by the social relevance and impact of scientific subjects.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This survey emerges from the INES-project, that develops statistics and indicators which assist policy makers in describing and assessing their education system. Regarding, teachers, teching and learning, important information gaps are being recognised. This survey focuses on 1) recognition, feedback, reward and evaluation of teachers; 2) school leadership; 3) teacher practices, beliefs and attitudes; 4) mentorship; and 5) professional development. The international co-ordinator issues the guidelines, whereas the Flemish project manager conducts the survey. In 2007, a representative sample of ISCED 2- teachers and principals will be questioned. After producing a database, the data will be analysed in a descriptive and explanatory way. Finally, attention will go out to the valorisation in Flanders.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Gijbels David

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In this research a conceptual frame and instrument is developed to design an integrated policy regarding socio-emotional guidance of pupils in secondary education. Furthermore, this study also investigates what teachers think about integrated socio-emotional guidance, in which they play a key role. The task perception and guidance provision of teachers with regard to socio-emotional guidance as well as the effect of a supportive network at the level of the school are investigated.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Within the field of educational research, world-wide many research efforts have been spent on the identification of relevant performance indicators for schools and educational systems, and factors within classrooms, schools and educational systems that account for differences in learning gains and educational attainment. Valorising the knowledge base yielded by that research, since the 1980's school performance feedback systems (SPFS) were established in a number of countries, aiming at giving schools confidential feedback on how well they are doing in adding to the learning gains in their students. A remarkable finding is that the effects of such feedback nor the conditions that have to be met to make it work, i.e. have it used in such a way the chances for school improvement are effectively enhanced, has hardly been the focus of systematic research. At the same time some fundamental problems with regard to the validity and reliability of performance indicators and related measures need to be addressed. Addressing both a number of those fundamental problems as well as the issue of what makes school performance feedback work, the proposed research serves a number of goals: 1. contributing to the fundamental knowledge base with respect to educational indicators, more particularly with regard to the creation of valid and reliable performance indicators and valid and reliable indicators for explanatory factors at higher levels; 2. contributing to a knowledge base needed for the application of performance indicators in the educational field at large, i.e. with schools not belonging to a representative sample; 3. contributing to bridging the gap between the school effectiveness research paradigm and the school improvement research paradigm, by establishing a knowledge base for creating effective evidence based feedback, involving both issues with regard to content and presentation of feedback and conditions to be met by the receiver of the feedback;

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The construction of developmental objectives (DO) and attainment targets (AT) in primary education and the settled agreements within a Flemish decree have emerged a lot of controversy about the legitimate interpretation of these objectives and targets. Not only do several curriculum documents of umbrella organisations (OVSG, RAGO, VSKO) differ in their interpretation of DO/AT, also the ways in which they are translated into learning materials do have an impact upon the realisation of these objectives and targets in primary education. Teachers' and principals' perceptions about the utility and value of the DO/AT in primary education can put the so called legitimate interpretation of these goals further under pressure. Teachers and principals are crucial mediators between interpretation and realisation of DO/AT in education. In their daily practice they express in a way their implicit (professional practice) or explicit (reflections about learning and teaching) attitudes towards these objectives and targets. A survey-research is proposed in order to give evidence-based answers to the following main research questions: (1) what is the underlying vision upon the DO/AT as formulated in the curriculum documents of umbrella organisations (OVSG, RAGO,VSKO); (2) in which ways do teachers and principals appreciate the DO/AT; (3) in which ways can the DO/AT be viewed as directional criteria. The forthcoming evidence-based results of this research could be used in the democratic dialogue about the utility and value of DO/AT in education

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Rymenans Rita

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

School-effectiveness research hasn't paid attention to the influence of school-characteristics on the learning proces of pupils. This research aims at the influence of learning-style characteristics on the achievement of pupils, and the intermediating effect of school characteristics on this relation. Data gathered on the learning styles of pupils are related to data on school characteristics and achievement measures of these pupils. These data are gathered for an extended school effectiveness-research in technical and vocational secundary education in Flanders.

Researcher(s)

• Promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The research project will investigate the relations between learning conceptions, motivation, self-regulated learning among primary school children as they negotiate the transition from primary to secondary school. The study will follow an exploratory mixed methods design (Creswell, 2002) to accommodate the development of an instrument for measuring self-regulated learning.

Researcher(s)

• Promoter: Van Petegem Peter
• Fellow: Human-Vogel Salomé

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The main target of this research project is to develop and validate an instrument that allows students in secondary education to give feedback to their teachers. The theoretical frame of reference is based on school effectiveness research. Two instruments for self-evaluation have already been developed (Van Petegem, 1997 and Van Petegem a.o., 2003), in which a specific part (class level variables) can be used as an basis for the development of a feedback instrument for students.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The government attaches great importance to the participation of the different actors in education. There's a resounding demand to conceptualize participation as being integrated with the whole school-business. To evaluate her policy concerning participation, the Flemish government needs objective data-gathering which builds on this integrated view on participation. Moreover, there's a need for the development of an instrument that measures the participation of the different actors in education. A similarly instrument for measuring the participation of pupils is already developed. The goal of this research is to develop an instrument for measuring the participation of teachers and parents. This instrument will be integrated with the existing instrument on learners-participation.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Mahieu Paul

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Pupils from five Flemish schools are given the opportunity to learn interactively about some techniques involving genetic engineering. This involves gathering scientific and up-to-date information and discussing the ethical and social implications of genetic engineering with scientists and experts. The project involves cooperation between pupils, teachers of different disciplines, scientists and genetic engineering companies .

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The study analyses the policymaking capacity of elementary and secondary schools. The study examines the way schools manage the autonomy in their policy. The influence of the principals, the teachers, the middle management and the school administration will be analysed. The research focuses on networks between schools. The policymaking power and the networking between schools will be mapped out on basis of semi-structural interviews in 6 elementary and 6 secondary schools. Furthermore a survey will be administered to a representative sample of school leaders and teachers. Five networks will be analysed (interviews with experts). The results will be discussed in a panel-session.

Researcher(s)

• Promoter: Van Petegem Peter
• Co-promoter: Mahieu Paul

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

A longitudinal quantitative case-study is carried out directed to study learning processes and learning styles of pupils in vocational education. Personal (gender, personality traits, motivation) and contextual variables are studied in relationship with learning.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The Flemish Eurydice report will be updated on the basis of new Flemish data on education of the year 2003. This update encompasses the following steps: (1) delineation of the scientific concept; (2) inventarisation of potential sources and source-criticism; (3) adaptation of the structure of the report; (4) update of the report; and (5) update of the English report.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research project investigates how the quality of a self-evaluation can be operationalised and to what extent that the quality of self-evaluations can be explained by the features of the self-evaluation process, the organisation-effectiveness and reflective capacities of schools? Therefore the following research methods are applied: study of literature, Delphi study, in-depth interviews, participative observation and survey research. The findings will result in a validated instrument for meta-evaluation.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Network C belongs to the INES program of the OECD. It is a joint venture of 27 OECD members 'under chairmanship of the Netherlands (University Twente)- that focuses on the development and refinement of process indicators related to education; more specifically the learning environment, school organisation and processes within schools. In other words, the mission of Network C is to develop indicators that try to explain the so-called black box schools. The indicators are published every year in 'Education at a Glance' (OECD), and also in international reports such as 'Completing the foundation for lifelong learning. A survey of Upper Secondary Schools.' (OECD, 2004).

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In light of the decree on equal opportunities, local consultation platforms (lcp) have been established. This study evaluates the functioning of these lcp's. The evaluation targets approximately 4000 lcp members and involves the following actions: questionnaire design; data collection, input, processing and analysis; reporting and formulating policy recommendations.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Van Petegem Peter
• Fellow: Du Toit Pieter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The `International survey of Upper Secondary Schools' (ISUSS) is a survey in which 16 OECD-countries participated during the school year 2000-2001. The focus was on ISCED-level 3. In Flanders, this level refers to the second stage and first and second year of the third stage of secondary education. The intention is to produce international, educational indicators concerning the following themes: 1.School characteristics aimed at facilitating the transition to the labour market and/or further education; 2.Conditions of schooling that are instrumental in enhancing educational quality; 3.Human resources; and 4.Availability and use of ICT. Now that the international survey has been rounded off completely, and the first ISUSS-indicators are to be published in both `Education at a Glance 2003' and `Integration, Cooperation, Support. First results from the OECD Survey of Upper Secondary Schools', the ISUSS-database is open for own (national) analysis and use. In agreement with the Education department of the Flemish Community, it is decided that all school sites / schools that participated in ISUSS should receive 'as feedback- an individual report in which their own answers are situated against the total sample of Flemish school sites / schools. These reports will be generally clarified and individually distributed by the researchers during a workshop at the Education department (december, 12).

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The database of the Panel Study of Belgian Households contains representative figures in longitudinal perspective, from pre-primary education to higher education, and also a number of relevant variables at family level and individual level. Next to these variables a once-only separate module with questions concerning the school career and the choice of study has been included. The purpose of this extra module was gaining insight on the impact of social background on the study career on the one hand, and gathering a number of possible explanatory variables on the other hand. It seems from the further operationalization that a lot of relevant indicators can be developed that will give a sophisticated picture of the (f)actors of social inequality. First we will examine the relations between educational variables and variables of social inequality (f.e. between repeating classes and diploma of the father). In view of investigating how large the impact of the variables concerned is, we will use loglinear analyses. Finally we will construct continua of different socio-economic factors by using PRINCALS, and then make use of multivariate analyses.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Considering the relative small amount of pupils in Flemish Artistic Secondary Education, this form of education only plays a minor role in the educational system. Due to this small scale the Artistic Secondary Education is often left out of consideration in Flemish educational research. However, the elaboration of the educational structure of artistic education requires a comprehensive understanding of 1. the educational career of the pupils concerned and of 2. their transfer to higher education or to the labour market. Such an understanding involves that the available data on Artistic Secondary Education should be related to other aspect of artistic education, such as art directed branches of study in technical and vocational education, artistic higher education and part-time artistic education. Based on a study of literature, analysis of existing databases, interviews with experts and an extensive survey this study aims at gathering these data. The main focus is therefore on the following topics: the intake, throughput and output of pupils in all art directed branches of study in secondary education , the in-, through- and output of artistic higher education, the criteria for admission to artistic higher education and the surplus value of engagement in part-time artistic secondary education before or while participating in full-time artistic secondary education as well.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The development of attainment targets has contributed towards a complex consideration about pupils' achievements. These attainment targets include besides knowledge and insight also topics concerning skills and attitudes. The nature of those goals influences the assessment methods. However, new assessment methodologies ' assessing skills and attitudes ' are not automatically implemented. That si why the Femish Minister of Education decided to order a research project (OBPWO ' project 99.11) aiming a.o. a search for alternative assessment methods sustaining teachers in their class pactice, assessing the attainment targets mentioned above. The in-service training emerges from this research project. Partly physically (provincial working sessions, concluding symposium), partly in a distance mode (print materials, e-platform sustained workbook) schools are suggested good practices in order to impelemnt alternative assessment methods.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The Flemish government launched a new policy on equal educational opportunities. This policy demands from schools that they become self-responsible concerning the schoolspecific policy on equity. This research wants to evaluate the ability of schools to design an adequate schoolspecific policy on equity and their ability to implement it. Moreover, this research tries to answer following research questions: what is the quality of the analysis of the starting situation? Are the strategies to reach the aims of the schoolspecific policy chosen and executed consistent with the analysis of the starting situation? What is the quality of the self-evaluation? Is their sufficient provision of in-service training and are there educational resources enough? In order to formulate an answer to these questions, the research will be both quantitative (surveys) and qualitative (casestudies).

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research work aims to create a framework for educational institutions that consider student centred learning as their main innovation target and focuses on e-learning. Within the framework concepts from educational psychology and innovation, knowledge management and general management will be integrated. It will be checked and optimised, according to insights gathered from case studies (universities and enterprises). The research results in an according scenario and checklists for implementing student-centred learning as an innovative educational policy (from the individual learner perspective, as well as the institutional perspective).

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Environment-friendly technologies are momentary becoming more and more important in view of sustainable development and in environmental policies. Creating opportunities for young people that provide an active way of getting to know these technologies can be a stimulus for young people to chose a scientific and/or technological field of study. This can be done by visiting such technology, by looking up back-ground information,... A goal of this project is the cooperation of pupils, teachers of different areas of study, companies and environmental associations. The preparation, execution and assimilation of those visits all take place under the supervision of the project co-worker.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The project's aims are to investigate in which way the effectivity of implementationstrategies for setting up open learning environments in Higher Education can be pointed out by means of an educational design research.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The INES - Steeringgroup pronounced the need for a Schoolsurvey on the level of the 'higher secundary education' (ISCED3). As a reaction this research work takes place in the framework of Network C of the OECD. The major aim of this Network is opening the so called 'black box' between the educational inputs and the educational outputs. This project is the Flemish contribution to the 4th fase of the INES-project in the OECD.

Researcher(s)

• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project