Titel Deelnemers "Vers une pensée historienne postcoloniale: la conception de pratiques éducatives muséales sur le passé colonial belge" "Brent Geerts, Fien Depaepe, Karel Van Nieuwenhuyse" "‘Picturing’ instruction: an exploration of higher education students’ knowledge of instruction" "Morane Stevens, Jan Elen" "Especially in higher education – but true for any setting – what students do within a learning environment determines their learning outcomes. Given that they regulate their own learning, students do not always act in accordance with the instructions and intentions of the designed learning environment, which in turn has implications for their learning and achievement. To better understand this phenomenon, a variety of research examined factors that are presumed to influence students’ learning behavior within learning environments. This paper aims to broaden this research by pointing attention to students’ knowledge of micro-level education as a type of domain-independent prior knowledge. This so-called ‘instructional knowledge’ of students is also presumed to have important implications for learning in educational settings. An attempt was made to map this construct by thematically analyzing 91 drawings depicting Flemish higher education students’ spontaneous and general knowledge of instruction. Findings confirm previous research by revealing that students’ instructional knowledge is (a) very similar, and (b) rather ‘classical’ in nature. In extension to previous findings, it was also revealed that in addition to classical and common elements, many drawings portray new (especially digital) and individual elements. This study contributes to understanding instructional knowledge as a complex and personal set of shared and unique experiences susceptible to slow structural change. Moreover, it provides opportunities for further research and – in time – the enhancement of instructional design models." "Anxiety about Mathematics and Reading in Preadolescents Is Domain-Specific" "Fien Depaepe" "It was investigated whether test anxiety (TA), mathematics anxiety (MA), and reading anxiety (RA) can be traced back to some type of general academic anxiety or whether these are separable. A total of 776 fifth graders (Mage = 10.9 years) completed questionnaires on TA, MA, and RA, as well as a mathematics test. Also, mathematics and reading performance results from the National Tracking System were requested. The sample was randomly split into two halves. Confirmatory factor analyses showed that a three-factor model (factors: TA, MA, RA) had superior model fit compared with a one-factor model (factor: ""Academic anxiety""), in both halves. The resulting anxiety factors were related to math performance measures using structural equation models. A scarcity of data on reading performance prevented the analysis of links between anxiety and reading performance. Anxiety-math performance relations were stronger for MA than for TA and MA. We concluded that TA, MA, and RA are separable constructs." "Evaluating teachers’ perceptions and use of a portal for digital personalised learning: A multiple case study in Flanders" "Stefanie Vanbecelaere, Rani Van Schoors, Sohum Bhatt, Dries Debeer, Fien Depaepe" "Instructing students in history museums: A systematic literature review" "Brent Geerts, Fien Depaepe, Karel Van Nieuwenhuyse" "A teacher's choice: Preschool teachers’ selection and use of picture books for mathematics instruction" "Suzanne Splinter, Fien Depaepe, Lieven Verschaffel, Joke Torbeyns" "A teacher's choice: Preschool teachers’ selection and use of picture books for mathematics instruction" "Suzanne Splinter, Fien Depaepe, Lieven Verschaffel, Joke Torbeyns" "Looking for the i in CLIL: A literature review on the implementation of dual focus in both subject and language classrooms" "Liesbeth Martens, Jan Elen" "In the acronym CLIL, the “i” refers to the integration of both content and language objectives, also referred to as “dual focus”. In order to realise this dual focus at least three aspects need consideration: agreeing on the meaning of dual focus, making explicit how teachers can collaborate to achieve it in their classes, and examining what content and language can be covered to enact dual focus (Halbach, 2014). Contrary to the unquestioned role of language as the vehicle for content learning, the role of language teachers and their collaboration with the subject teacher remain vague. Therefore, a systematic literature study, based on 71 relevant studies, has been conducted to answer the research question: What does dual focus in a CLIL context entail? More specifically, the following aspects have been examined: (1) How has dual focus been defined in the literature?, (2) How can teacher collaboration, outside the classroom, strengthen the dual focus?, and (3) What does dual focus imply, inside the classroom, for curriculum and planning regarding language and content covered in CLIL subject and language courses? The findings allow to better contextualise the concept of dual focus, by identifying two main clusters of parameters: (1) outside the classroom: collaboration between subject teachers and language teachers for planning, execution and evaluation of dual focus, (2) approaches to language and content to co-stimulate dual focus inside the classroom. We hope these results can provide CLIL researchers and practitioners with a clearer conceptual basis to frame dual approach in CLIL contexts." "Future preschool teachers' mathematical questions during shared book reading" "Emke Op 't Eynde, Fien Depaepe, Wim Van Den Noortgate, Lieven Verschaffel, Joke Torbeyns" "Recent studies demonstrated that the adult-preschooler interaction during shared book reading (SBR) contributes to its effectiveness (Mol et al., 2008). The level of abstraction, or complexity, of the mathematical questions adults formulate during SBR serves as an indicator of the interaction quality. We aimed to investigate the chance of spontaneously formulating a mathematical question and the level of abstraction of the mathematical questions future preschool teachers propose to formulate during SBR, and their association with teachers’ professional knowledge and beliefs, and type of picture book. Participants were 111 future preschool teachers. We investigated their chance of formulating a mathematical question and the level of abstraction of their mathematical questions using a video-based instrument, and distinguished between two types of picture books, namely mathematical and non-mathematical picture books. We additionally assessed their (1) mathematical content knowledge, (2) mathematical pedagogical content knowledge, and (3) beliefs about mathematics in general and about the teaching and learning of mathematics, with three online questionnaires. Data were analyzed using multilevel analyses. Results revealed that mathematical picture books increase the likelihood of formulating a mathematical question and provoked more abstract mathematical questions compared to non-mathematical picture books. There were no significant associations between teachers’ professional knowledge and beliefs and the dependent variables. Our findings point to the importance of adequately selecting picture books to stimulate mathematical preschoolers’ development via SBR, and also call for further investigations on the learning-supportive picture book characteristics and teacher characteristics." "Toward a framework for analyzing adaptive digital games research effectiveness" "Stefanie Vanbecelaere, Febe Demedts, Bert Reynvoet, Fien Depaepe"