Publicaties

Minoritised communities have a long history of self-organising learning to meet their youth’s varied educational needs. Community education is a widespread societal phenomenon, yet a conceptual framework mapping the diversity of educational initiatives remained lacking. We bring together the body of academic work on community education in a systematic literature review and extract an array of cases. By regarding these cases through a conceptual ...

Vanaf schooljaar 2023-2024 zullen alle Vlaamse leerlingen tijdens hun schoolloopbaan vier keer een centrale toets afleggen. Het doel van deze studie was om de percepties en de verwachtingen van leraren, schoolleiders en pedagogisch begeleiders bij deze beleidsbeslissing in kaart te brengen. Aan de hand van 34 explorerend kwalitatieve semigestructureerde interviews werd daartoe empirische evidentie verzameld. Verwachte wenselijke en onwenselijke ...

Academic optimism is the reflection of a triadic set of interactions between efficacy, trust, and academic emphasis, which positively correlates with students’ performance, also after controlling for previous performance, SES and other demographic variables. This study focuses on refining and validating existing school and teacher academic optimism questionnaires. Cognitive interviews (n = 5), a pilot study (n = 106) and a large-scale study (n = ...

Supplementary schooling can play an important role in the educational trajectory of minoritised youth. Yet, our knowledge of the communities' motives for organising education and the purposes the schools pursue remains limited. Existing literature tends to understand supplementary schools either as resisting ongoing inequity in mainstream society or as transmitting the heritage language. We argue that it is valuable to transcend this fragmented ...

Academic optimism is the reflection of a triadic set of interactions between efficacy, trust, and academic emphasis, which positively correlates with students' performance, also after controlling for previous performance, SES and other demographic variables. This study focuses on refining and validating existing school and teacher academic optimism questionnaires. Cognitive interviews (n = 5), a pilot study (n = 106) and a large-scale study (n = ...

In this study, we investigate the relation between the school organization and outcomes of education for sustainable development, namely students’ action competence in sustainable development. Data were collected among 629 students. At the organizational level, we collected data among 207 school staff concerning organizational characteristics including school resources, sustainable leadership, pluralistic communication, supportive relations, ...

Empirically based tools to map education for sustainable development within school organisations are not readily available, which is both a cause and a consequence of the scarce empirical and quantitative research on school organisations and education for sustainable development. In present study, the Education for Sustainable Development School Organisation Questionnaire (ESD-SOQ) was developed and validated. This instrument measures the ...

School self-evaluation (SSE) has become a key strategy in terms of safeguarding educational quality. In order to reach its full potential, it is argued that parents and students should be given a role in an SSE process, as they can help understand the complex environment in which schools operate. However, little is known about how different education systems include parent and student voice in SSE activities, and what driving factors at the ...

The present study investigates how Flemish middle school mathematics teachers make sense of schoolperformanfeedback data from low-stakes, external standardised tests. We take an in-depth look into the interpretive steps they take, based on a conceptual model that integrates intuitive and rational aspects of individual and collective sensemaking and empirical data collected in semi-structured interviews. We describe the nature of these ...