Publications
Chosen filters:
Chosen filters:
Can school diversity policies reduce belonging and achievement gaps between minority and majority youth? Multiculturalism, colorblindness, and assimilationism assessed KU Leuven
European societies and schools face the challenge of accommodating immigrant minorities from increasingly diverse cultural backgrounds. In view of significant belonging and achievement gaps between minority and majority groups in school, we examine which diversity approaches are communicated by actual school policies and which approaches predict smaller ethnic gaps in student outcomes over time. To derive diversity approaches, we ...
How diversity approaches affect ethnic minority and majority adolescents: Teacher-student relationship trajectories and school outcomes KU Leuven
This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian‐majority (N = 1,875, Mage = 14.56) and Turkish and Moroccan‐minority adolescents (N = 1,445, Mage = 15.07). Latent‐Growth‐Mixture‐Models of student‐reported teacher support and rejection over 3 years revealed three trajectories per group: normative‐positive (high support, low rejection) and decreasing‐negative ...
Faith in Dialogue. Recontextualizing Catholic School Identity and Mission in a Diverse and Changing United States. Theoretical, Empirical and Praxeological Dimensions for a Catholic Dialogue School. KU Leuven
The demographics of Catholic education in the United States are changing dramatically. A new context of religiously diverse student populations challenges Catholic schools to rethink their traditional places as centres of confessional catechesis for Catholic students. This project aims to investigate the extent to which the model of a Catholic dialogue school can serve the needs of Catholic secondary schools in the United States. The ...
The effect of school culture on the conduct of school self-evaluations University of Antwerp
In many educational systems, diverse examples of school self-evaluation procedures entered the quality control system. Such school self-evaluations confront schools in different ways with specific challenges. Besides policy related aspects also a number of research-oriented aspects are expected to impact the quality of school self-evaluation processes. This study firstly maps the extent to which school self-evaluations meet policy and ...
Paving the way for adolescent L2 learners: Language learning through meaningful activities inside AND outside the school? KU Leuven
For second language (L2) learners, proficiency in the language of schooling is a prerequisite for educational success. This is particularly challenging for recently-arrived L2 learners attending special newcomer classes, who lack opportunities for authentic spoken or written communication with native speakers. Well-designed out-of-school programs, with the potential for, for instance, authentic communication, autonomy and collaboration, might ...
News diversity and recommendation systems : setting the interdisciplinary scene Ghent University
Concerns about selective exposure and filter bubbles in the digital news environment trigger questions regarding how news recommender systems can become more citizen-oriented and facilitate – rather than limit – normative aims of journalism. Accordingly, this chapter presents building blocks for the construction of such a news algorithm as they are being developed by the Ghent University interdisciplinary research project #NewsDNA, of which the ...
Concept features and lexical diversity. A dialectological case study on the relationship between meaning and variation KU Leuven
This dissertation focuses on lexical diversity, the amount of lexical variation that a concept shows, in the dialects of Dutch. Lexical diversity can differ between concepts. For the concept 'drunk', for instance, nearly 3000 English expressions exist, including blitzed, intoxicated, hammered and I’m not as think as you drunk I am (Dickson 2009, cited in Lillo 2009). For the concept 'sober', however, a significantly smaller number of lexical ...
Impact of Teacher and School Determinants on Self-Regulated Learning Practices in Elementary Education Vrije Universiteit Brussel
Research on learning and instruction has indicated overwhelmingly the desirability of self-regulated learning (SRL). Moreover, it has been shown that teachers can stimulate SRL development. As a next step, the influence of teacher and school determinants on teachers' SRL stimulation can be detected. This study therefore examines which teacher and school level components are associated with teachers' SRL stimulation. Second, the study assesses ...