Research team

Didactica

The influence of the instruction method on the task knowledge base and the self-efficacy beliefs of inexperienced writers : a comparison between observational learning and the traditional learning by doing. 01/01/2004 - 31/12/2006

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Development of a testing method for listening in the course of Dutch. 01/01/2004 - 31/12/2005

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The relevance of an onset-rime structure in implicit and explicit phonological awareness: A cross-linguistic study with English and Dutch speaking preschoolers and beginning readers. 01/03/2003 - 31/12/2005

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This study examines whether onset and rime are units in the child's developing phonological awareness. The onset-rime hypothesis is widely accepted bu mainly based on English research. Recent experiments in Dutch failed to support this hypothesis. To find out whether language differences account for this dissociation, a systematic cross-linguistic comparison will be conducted with English and Dutch preschoolers and first-graders. Tasks tapping into implicit and explicit phonological awareness will be used (e.g., recall task versus segmentation task).

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Development of an instrument for Periodic Assessment of Writing Achievement 01/01/2003 - 31/03/2005

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The project will develop an instrument for periodic assessment of educational achievement in writing in primary education in relation to the attainment goals for language-writing. The design, approach and methodology will be closely linked to the previously developed instrument for the periodic assessment of reading comprehension (FKFO/OBPWO 93.05). The project includes development of the instrument, adjustment in a pilot study, sampling, administering of the tests, scoring, deciding on the cesure, scaling, analysis and reporting. In this way at the same time a base measurement of the realisation of the attainment goals in the domain of writing in Flemish primary education will be achieved.

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The construction of a pre- and posttest for mathematics and Dutch in the first grade of secondary education. 01/10/2002 - 30/04/2004

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The aim of the present project is to develop pre- and posttests for measuring educational achievement in Dutch and mathematics in the first grade of secondary education. The tests will be used in a future evaluation study of the new policy for equal opportunities. Items will be generated within a specified test design. For the pretests, the items of the recent educational assessment will be judged on their usefulness. After pilot testing, a large calibration study will take place with test booklets with overlapping items. The results will be analyzed using models from item response theory.

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An analysis of interactional processes during the Guguletu Seven hearings of the South African TRC, with special reference to the entextualization of social debates and divisions. 01/08/2002 - 31/07/2004

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This project seeks to explicitate the communicative, interactional processes during the TRC hearings. The starting point is the observation that South Africa is a split, fragmented society, mainly because of what it inherited from the apartheid years but also because of increasing economic divisions. Our analysis seeks to elucidate (1) how/whether this fragmentation is articulated during the TRC hearings and (2) to what extent the TRC is able to bridge these divisions, how these attempts are undertaken, etc.

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Design, implementation and evaluation of powerful learning environments. 01/01/2002 - 31/12/2006

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Design, implementation and evaluation of powerful learning environments. 01/01/2002 - 31/12/2006

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The major goal of the present project is to establish a forum where Belgian Scholars can work together with internationally established European researchers at the further elaboration and validation of the concepts of powerful learning environments by bringing together the recent achievements and the ongoing developments within the three following domains: instructional psychology, instructional design, and instructional technology. This will be realized mainly through the organization of workshops, each focused on a particular aspect of the above mentioned topic, as well as through exchanges of junior and senior researchers.

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01/12/2001 - 31/07/2003

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    Policy Research Centre: careers of pupils and students in education and transition from education to labour market. Part university of Antwerp in Unit A (Careers). 01/10/2001 - 31/12/2006

    Abstract

    The main objective of this unit is a) to construct data-sets regarding pathways through initial education, and b) to analyse and report on the empirical findings. To collect the necessary primary data several tasks need to be accomplished: a survey needs to be designed and operated, instruments for measurement of variables need to be developed, etc. An additional objective of this unit is to explore existing data-sets and perform secondary analysis on them.

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    Incremental semantic processing of sentences: how do we arrive at specific interpretations? 01/10/2001 - 30/09/2004

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    The goal of this proposal is to link notions from my own psycholinguistic research in semantic processing with the most recent linguistic theories in generative semantics. Eye-tracking experiments will be conducted that investigate linguistic principles that have been proposed to describe how enriched semantic interpretations are generated. This way, the Underspecification Model that I proposed for the processing of figurative language can be extended and refined. The ultimate aim is to arrive at a more general model of the on-line, incremental semantic processing of written texts.

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    Expertise facilitation for NT2 teachers in adult education. 01/04/2001 - 31/12/2002

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      Psycholinguistic processes in producing written language: verb spelling errors as a window on the mental lexicon and principles of syntactic processing. 01/01/2001 - 31/12/2002

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        Effective schools in technical and vocational secondary education 01/01/2001 - 31/12/2002

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        There are huge differences between schools as far as their pupils' achievement is concerned, even if one corrects for pupil characteristics such as intelligence and social background. In line with the CIPO-model for school effectiveness, the objective of this research is to find out (1) which school and context variables are related to differences in effectiveness between technical and between vocational secondary schools, i.o.w. which characteristics are related to the achievement (academic and psychosocial) and to the value added of these pupils; (2) which variables can explain the differences in effectiveness. Based upon multilevelanalyses and a limited school ethnographic research specific proposals will be made to improve the quality of technical and vocational secondary schools.

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          Comparing the quality of schools. An international comparative study on how schools could/should account for their quality. 01/01/1999 - 31/08/2000

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          This study examines the practice of publishing quality aspects of school in England, Scotland, The Netherlands and Germany. Main attention is paid to educational policy and culture; the political and legal context; views on `quality of schools' and monitoring quality; the interests and (unintended) effects for different stakeholders (parents and pupils, schools, central authority). The ultimate question concerns whether the described systems of publishing quality aspects of schools, or alternatives, are feasible and desirable in the Flemish context. In order to answer these questions the study encompasses: prospection (governments, international organisations, networks); study of literature; interviews with experts in the concerned countries; theory building and testing on the basis of an limited Delphi-study. All this resulting in the formulation of policy-related perspectives for Flanders.

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            Research into the plus value and the conditions of implementation of more autonomous learning by students in the upper grades of secondary education in Flanders. 01/10/1998 - 30/09/2000

            Abstract

            The question is taken up to what extent more flexible and creative teaching and learning processes are feasible in Flemish secondary schools. Participating schools are being screened on their capacity of bringing into practice a strategy of innovation. After training of the main actors there will be an experimental phase in which autonomous learning is organised in eight general secondary schools, 5th grade, in three disciplines (Dutch, history, physics), during one semester, taking into account the principles of a collegiate organisation model. By means of a pre-postdesign and a number of qualitative techniques an inventory is made of the possible plus value, differences with the more traditional approach and bottlenecks.

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              Pupil monitoring system for language. 01/05/1998 - 30/09/2000

              Abstract

              In connection with the introduction of the attainment targets for primary education it's becoming more and more important for schools to follow the progress of their pupils and to give remediation if necessary. This research project wants to develop a pupil monitoring system for language (for spelling and decoding skills). It has to result in a 'Flemish' version of the set of instruments that the Dutch National Institute for Educational Measurement (Cito - Arnhem) has developed to that purpose (Schaal Vorderingen in Spellingvaardigheid for the spelling of invariable words and Drie-Minuten-Toets for decoding skills). In the first place the contents of the instruments have to be adjusted to the Flemish educational context and the language usage of the pupils. Afterwards this new version of the tests has to be recalibrated: the difficulty of each item has to be set and a caesura for sufficient skills has to be fixed. In order to do that, the new instruments will be presented to a representative sample of approximately 3500 pupils in 22 primary schools; five cohorts of 700 pupils will be followed during two schoolyears.

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                Empiric research on the effects of a learning-centred instructional mode as compared to a content-centred mode on the learning processes and learning performance in predominantly 'black' primary schools in South Africa in the domain of history learning 01/12/1997 - 10/03/2001

                Abstract

                This research project tries to investigate the effects of a learning-centred approach as compared to a content-centred approach (by using English and Sesotho in combination as instructional medium) on history learning processes and products and on learners' active knowledge of Sesotho and English. Therefore an experimental design is set up in five predominantly `black' schools in Mangaung in the Free State (South Africa). At each school an experimental and a control group of approximately 40 pupils in the fourth grade are given 20 history lessons of 30 minutes each that cover themes of the regular history syllabus. For both conditions learning materials are developed and teachers are trained. The same research instruments are used in all conditions: a pre-test, post-test and retention-test to measure history knowledge and knowledge of English; and a qualititative observation instrument to identify cognitive and metacognitive learning processes.

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                  01/07/1997 - 30/09/1997

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                    01/01/1997 - 31/12/1997

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                      01/01/1997 - 31/12/1997

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                        01/09/1996 - 31/08/1997

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                          Survey of employers view and needs (OECD Paris/lNES Education Indicators). 01/04/1996 - 31/12/1996

                          Abstract

                          The survey will be conducted in 1997 in about 15 OECD member-states. For the Flemish region the objective is to search for the attitudes and expectations of a 1.000 employers concerning education and their experience with new recruits from schools (secondary or higher). The same survey will be organised bij our collegues of the French region. Hence, we can compare the outcomes. Most probably it'll be a telephone survey (perhaps complemented by an interview or a postal questionnaire. Themes of the survey: the relative weight given by employers to formal qualifications, knowledge, skills and personal qualities; the role of the organisation in continuing education and training of employees; priority areas for sharing responsibilities in education and training between schools and the workplace; identifying the current practise in communication and partnership between school and work. The questionnaire will be finished by the end of 1996.

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                            The training of reading skills in relation to learning to learn in secondary education. 01/09/1995 - 30/06/1996

                            Abstract

                            Cognitive- psychological research has opened interesting perspectives for the teaching of more strategic reading skills within the domain of mothertongue teaching of Dutch in secondary schools (from the third year onwards). In the first phase of the project reading activities and assessment instruments were developed for the classroom starting from the most recent theories about the reading process, about how reading skills can be developed in learners and about learning to learn. The main objective was to make the teaching of reading a component of strategic language teaching.

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                              01/09/1995 - 30/06/1996

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                                Remedial teaching and socio-emotional guidance in secondary schools : theories and practical experiences. 01/06/1995 - 31/10/1995

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                                Implementation of neuro-linguistic theories and methods in the remdial teaching and the guidance of pupils with learning disabilities in regular secondary schools.

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                                  Conceptual utility research of studytests. 01/01/1995 - 31/12/1995

                                  Abstract

                                  The main research goal is to find out to which extent the studytests reading and writing of Cito in Arnhem (Holland) can be used to test the Flemish attainment targets reading and writing in primary education. We present a framework that serves to compare tests with attainment targets, and to evaluate them on their attributes (this will be done by experts). We will induce the structure of the those items from data-analysis and we will study to which extent the attainment targets fit. In case of discrepancy the problem will be situated.

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                                    Development of a testing method for the attainment targets for Dutch in primary education. 01/11/1994 - 31/10/1996

                                    Abstract

                                    We want to develop a testing method for the attainment targets for Dutch in primary education. This method is based upon the new approach in psychometrics that is used on a large scale for test development in the Netherlands. As an example the project will be concentrated on one division, reading Dutch.

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                                      Supporting pupils with learning difficulties in order to prevent them from retaining a year. 01/09/1994 - 31/08/1995

                                      Abstract

                                      In series of 2 x 3 sessions, in which knowledge is passed on and observation techniques are trained, we want to achieve a change in attitude and behaviour of secondary school teachers and school management in order to trace and support pupils with specific learning difficulties (dyslexia, dycalculia, non-verbal learning disability, ADHD, fluctuating concentration).

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                                        Supporting pupils with learning difficulties in order to prevent them from retaining a year. 01/09/1994 - 31/08/1995

                                        Abstract

                                        In series of 2 x 3 sessions, in which knowledge is passed on and observation techniques are trained, we want to achieve a change in attitude and behaviour of secondary school teachers and school management in order to trace and support pupils with specific learning difficulties (dyslexia, dycalculia, non-verbal learning disability, ADHD, fluctuating concentration).

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                                          Remedial teaching and socio-emotional guidance in secondary schools : theories and practical experiences. 01/01/1994 - 31/12/1994

                                          Abstract

                                          Implementation of neuro-linguistic theories and methods in the remdial teaching and the guidance of pupils with learning disabilities in regular secondary schools.

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                                            Strategies in the teaching of Dutch. 16/10/1993 - 15/10/1994

                                            Abstract

                                            The making of an inventory and description of the literature available in the international literature concerning metacognitive and cognitive strategies.

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                                              How cognitive is cognitive linlinguistics? An experimental psycho- and neurolinguistic approach to lexico-semantic analyses. 01/10/1993 - 30/09/1997

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                                              The purpose of the research is to study the way language users process and represent (in their mental lexicon) the meanings of polysemous and ambiguous words. Two research disciplines are related to each other in this line of research: cognitive linguistics and psycholinguistics.Different experimental techniques 'especially eye movement registration and reaction time paradigms) are used to address the question whether polysemy and homonymy are mentally represented according to the same principles of representation.

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                                                Learning to spell Dutch verbs algorithmically. 01/10/1993 - 31/12/1994

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                                                The aims of the project are (1) the excess value of a learning algorithm (2) differences between a pen and pencil approach and learning with the computer (3) further development of software(4) testing of the categorization in terms of problem solving strategies.

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                                                  Strategies in the teaching of Dutch. 01/10/1992 - 15/10/1993

                                                  Abstract

                                                  The making of an inventory and description of the literature available in the international literature concerning metacognitive and cognitive strategies.

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                                                    Effectivity of Flemish secondary schools. 01/01/1992 - 31/12/1993

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                                                    A research into the contribution of school and class climate, cooperation between trading staff and school size, via the teaching learning process, to the quality of education.

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                                                    • Promotor: Daems Frans
                                                    • Co-promotor: De Corte Georges
                                                    • Co-promotor: Yde Philip

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                                                      01/09/1991 - 30/06/1992

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                                                        01/01/1991 - 31/12/1992

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                                                          International educational indicators. 01/09/1990 - 31/07/1995

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                                                          The development of international educational indicators, more specifically in the domain of attitudes and expectations towards education.

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                                                            01/01/1990 - 31/12/1991

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                                                              Marketing and Education 01/11/1989 - 31/12/1991

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                                                                01/01/1988 - 31/12/1990

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                                                                  01/01/1988 - 31/12/1990

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