Teacher academic optimism : a path model to the impact of school leadership and school culture
Bron
Improving schools - ISSN 1365-4802- (2026) p. 1-21
The role of conflict and emotions when addressing controversial issues : teachers' perspectives and (affective) practices
Bron
Cambridge journal of education - ISSN 0305-764X- (2026) p.
School leaders’ and teachers’ attributions in making sense of norm-referenced school performance data. Do benchmarks matter?
Bron
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
Bron
Studies in educational evaluation - ISSN 0191-491X-88 (2026) p. 1-10
Leraren en schoolleiders over het referentiekader voor onderwijskwaliteit : (nog) niet de beoogde hefboom voor kwaliteitsontwikkeling
Bron
Impuls voor onderwijsbegeleiding - ISSN 1373-4318-56:2 (2026) p. 4-11