School leaders’ and teachers’ attributions in making sense of norm-referenced school performance data. Do benchmarks matter?
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Studies in educational evaluation - ISSN 0191-491X-88 (2026) p. 1-18
Students’ willingness to engage with feedback from central tests : the influence of cognitive and non-cognitive student characteristics
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Studies in educational evaluation - ISSN 0191-491X-88 (2026) p. 1-10
Structured audit trail for making the rigor in qualitative research explicit : a methodological tutorial
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Deepening the educational relevance of Dąbrowski’s theory of positive disintegration : pathway to autonomy – a Bayesian approach to validation
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Antwerp, University of Antwerp, Faculty of Social Sciences, Department of Training and Education Sciences, 2025,237 p.
Learning outcomes of exploratory talk in collaborative activities
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Pedagogische studiën : tijdschrift voor onderwijskunde en opvoedkunde - ISSN 0165-0645-102:2 (2025) p. 119-160