Research Explorer

Your browser does not support JavaScript or JavaScript is not enabled. Without JavaScript some functions of this webapplication may be disabled or cause error messages. To enable JavaScript, please consult the manual of your browser or contact your system administrator.

Researcher

Hilde Van Keer

Publications & Research Data

Awards & Distinctions

404 Results

2026

L2 vocabulary learning through interactive book reading and factors that affect learning in emergent bilingual elementary school children

Eline DecraeneMaribel Montero PerezHilde Van Keer

A1 Journal Article in JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT

Leidraad Metacognitie en zelfregulerend leren: Bevorderen en uitvoeren van effectieve strategieën in het basis- en secundair onderwijs

Lucija AndrePatrick SinsJeltsen PeetersHilde Van KeerKoen Lombaerts

Reading strategy use of upper primary school students in a task-oriented context

Nele BleukxMarieke VanbuelHilde Van KeerKatrijn DeniesKoen Aesaert

A1 Journal Article in JOURNAL OF EDUCATIONAL RESEARCH

2025

Aan de slag met de leesscan : van leesscan tot leesplan

Jona HebbrechtLieve Van SeverenFien De SmedtHilde Van KeerIris Vansteelandt

Article in a magazine

Begeleiding en onderzoek : hoe lesson study leraren in de B-stroom op weg zet naar effectiever leesonderwijs

Soetkin WerbrouckHilde Van Keer

Een blik op levenslang leren in Vlaanderen : een analyse van de Vlaamse PIAAC-resultaten

Astrid ParmentierLisse Van NieuwenhoveSven SierensLisa DewulfFien De SmedtJan De NeveHilde Van KeerBram De Wever

Empowering teachers’ competence : implementing lesson study to enhance reading instruction and promotion in prevocational education

Soetkin WerbrouckHilde Van Keer

Exploring vocabulary acquisition in emergent bilingual children : a comparative study of three interactive book reading approaches

Eline DecraeneMaribel Montero PerezHilde Van Keer

Feedback to diverse language learners : where are we and where do we need to go in literacy research? An introduction to the Special Issue on Literacy and Feedback

Vera BusseSteve GrahamHilde Van Keer

Editorial material

Fostering in-service teachers’ interactive book reading competencies : how a hybrid professional development program can make a difference

Iris VansteelandtJona HebbrechtHilde Van Keer

From professionalization to practice : the role of primary school leaders in the school-wide implementation of selfregulated learning

Lies BackersHilde Van Keer

Het effect van interactief voorlezen op de leesmotivatie van anderstalige nieuwkomers

Thibaut DuthoisHilde Van Keer

A4 Journal Article in TIJDSCHRIFT TAAL

Impact of lesson study on teachers’ dispositions toward reading in prevocational education

Soetkin WerbrouckHilde Van Keer

Implementing self-regulated learning in classrooms : connecting what primary school teachers think and do through video-based observations and interviews

Lies BackersHilde Van Keer

A1 Journal Article in BEHAVIORAL SCIENCES

Interactie tussen leerkrachten en kleuters bij het voorlezen van patroonprentenboeken

Birgit KinnaerEveline WautersHilde Van KeerLieven VerschaffelJoke Torbeyns

Interactief voorlezen in meertalige klassen : meer talen, meer kansen

Eline DecraeneMaribel Montero PerezHilde Van Keer

A4 Journal Article in TIJDSCHRIFT TAAL

Interactief voorlezen: een recept voor rijke taalontwikkeling

Iris VansteelandtJona HebbrechtHilde Van Keer

Article in a magazine

L2 vocabulary learning through interactive book reading and factors that affect learning in emergent bilingual primary school children

Eline DecraeneMaribel Montero PerezHilde Van Keer

Longitudinal changes in teachers' beliefs and behaviour when implementing reading innovations

Elmar SouvignierMareike EhlertFien De SmedtHilde Van Keer

Magic in the making : the impact of professional development on Flemish prevocational teachers

Soetkin WerbrouckHilde Van Keer

Multiple single case studies as a foundation for educational intervention development

Hilde Van KeerFien De SmedtAna CamachoRui Alexandre AlvesAline Alves-WoldVibeke RønnebergErin McTigueOddny Judith Solheim

Professionalizing schools on self-regulated learning : roles, responsibilities and challenges of process coaches

Lies BackersHilde Van Keer

A2 Journal Article in FRONTIERS IN EDUCATION

Read with me, I will learn words : effects of an interactive book reading intervention on first graders' expressive target vocabulary

Silke VanparysEline DecraeneHilde Van Keer

A1 Journal Article in EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY

Rethinking professionalization on reading instruction : how lesson study impacts teaching in prevocational education

Soetkin WerbrouckHilde Van Keer

Studying prevocational teachers' dispositions towards reading within professional development

Soetkin WerbrouckHilde Van Keer

Talking about patterns : teacher-child interaction during picture book reading

Birgit KinnaerEveline WautersHilde Van KeerLieven VerschaffelJoke Torbeyns

The impact of a Tier 1 intervention on fifth and sixth graders’ reading comprehension, reading strategy use, and reading motivation

Rielke BogaertEmmelien MerchieKim Van AmmelHilde Van Keer

A1 Journal Article in LEARNING DISABILITY QUARTERLY

Time tells : longitudinal changes in teachers’ beliefs and behaviour when implementing reading innovations

Mareike EhlertFien De SmedtHilde Van KeerElmar Souvignier

A1 Journal Article in EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION

Unlocking the magic : professional development on reading for teachers in prevocational education—insights from four case studies

Soetkin WerbrouckHilde Van Keer

A2 Journal Article in EDUCATION SCIENCES

Van theorie naar praktijk in leesonderwijs : professionalisering van leraren in de eerste graad B-stroom

Soetkin WerbrouckHilde Van Keer

Vlaamse scholen onder de leesscan

Jona HebbrechtLieve Van SeverenFien De SmedtHilde Van Keer

Vocabulary instruction during interactive book reading with emergent bilinguals

Eline DecraeneMaribel Montero PerezHilde Van Keer

Woordenschat in dialoog: interactief voorlezen met meertalige kinderen in het eerste en tweede leerjaar (groep 3 en 4)

Eline DecraeneHilde Van KeerMaribel Montero Perez

Woordenschat in dialoog: interactief voorlezen met meertalige kinderen in het eerste en tweede leerjaar (groep 3 en 4)

Eline DecraeneSilke VanparysMaribel Montero PerezHilde Van Keer

Woordenschatverwerving van meertalige kinderen bij de start van het lager onderwijs versterken via interactief voorlezen

Eline DecraeneHilde Van KeerMaribel Montero Perez

2024

Academic motivational reading and writing profiles of higher education students

Lisa BirnbaumFien De SmedtHilde Van Keer

Argumentation in collaboration : the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

A1 Journal Article in READING AND WRITING

Argumentativo2.0 : an intervention study on argumentative, collaborative writing skills

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

Comparative approaches to the assessment of writing : reliability and validity of benchmark rating and comparative judgement

Renske BouwerMarije LesterhuisFien De SmedtHilde Van KeerSven De Maeyer

A2 Journal Article in JOURNAL OF WRITING RESEARCH

Fostering in-service teachers’ interactive book reading competencies : how a hybrid professional development program makes a difference for teachers

Iris VansteelandtJona HebbrechtHilde Van Keer

From source texts to written arguments : unmasking writing processes via process mining analysis

Fien De SmedtRianne ConijnNina VandermeulenKaren PutzeysBram De WeverHilde Van Keer

In interactie gaan rond lezen, hoe dan?

Iris VansteelandtHilde Van Keer

Manual of argumentativo (version 1)

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

Mapping the academic journey : cognitive and motivational aspects of reading and writing

Fien De SmedtRenske BouwerHilde Van Keer

Professionalisering in leesonderwijs : één uitdaging, twee studies

Soetkin WerbrouckHilde Van Keer

Rapport bij het piloottraject #iedereenvoorlezen, een hybride professionaliseringstraject rond interactief voorlezen : monitoring van leraarcompetenties

Hilde Van KeerEline DecraeneSilke VanparysLore De CockFien De SmedtSarah-Jane Arschoot

Sleutels voor effectief schrijven

Fien De SmedtAnne-Lotte StevensYana LandrieuBram De WeverHilde Van Keer

A4 Journal Article in SCHOOL- EN KLASPRAKTIJK

Strengthening in-service teachers’ interactive book reading (IBR) : impact of professionalization on competencies

Hilde Van KeerJona HebbrechtIris Vansteelandt

Strengthening in-service teachers’ interactive book reading : behind the scenes of a hybrid professional development program

Iris VansteelandtJona HebbrechtHilde Van Keer

Taal in de kleuterklas : praktijktips vanuit het onderzoek voor kwalitatief en inspirerend kleuteronderwijs

Helena TaelmanSven SierensJantina SpiltBénédicte VanblaereHilde Van KeerPieter Verachtert

Teachers as agents of self-regulated learning (SRL) : studying the relations between teachers’ knowledge, beliefs, and SRL implementation across educational levels

Lies BackersFien De SmedtHilde Van Keer

A2 Journal Article in UNTERRICHTSWISSENSCHAFT

The interplay between students' home literacy environment, reading attitudes and comprehension : a serial mediation analysis using PIRLS 2021-data

Renee ClaesJana LagaKatrijn DeniesNele BleukxJonas DockxHilde Van KeerKoen Aesaert

A2 Journal Article in LARGE-SCALE ASSESSMENTS IN EDUCATION

The interplay between teacher beliefs, instructional practices, and students' reading achievement : national evidence from PIRLS 2021 using path analysis

Nele BleukxKatrijn DeniesHilde Van KeerKoen Aesaert

A2 Journal Article in LARGE-SCALE ASSESSMENTS IN EDUCATION

Unknown is not chosen : university student voices on group formation for collaborative writing

Karen PutzeysHilde Van KeerBram De Wever

A2 Journal Article in EDUCATION SCIENCES

Unraveling primary school teachers' self-regulated learning knowledge and assessment approach

Lies BackersBritt Van de VeldeHilde Van Keer

Vaardigheden voor de uitdagingen van morgen : Vlaamse resultaten van PIAAC 2023

Lisa DewulfLisse Van NieuwenhoveFien De SmedtJan De NeveMartin ValckeHilde Van KeerBram De Wever

Versterking van leraren en schoolteams : leren over interactief voorlezen binnen het hybride professionaliseringstraject #iedereenvoorlezen

Iris VansteelandtHilde Van Keer

Voorlezen in (inter)actie : impact van het tweejarige hybride professionaliseringstraject #iedereenvoorlezen

Iris VansteelandtJona HebbrechtEline DecraeneSilke VanparysHilde Van Keer

Voorlezen in (inter)actie : impact van het tweejarige hybride professionaliseringstraject #iedereenvoorlezen

Iris VansteelandtJona HebbrechtHilde Van Keer

What's the difference? Interactive book reading with at-risk and not-at-risk 1st- and 2nd-graders

Silke VanparysDries DebeerHilde Van Keer

A2 Journal Article in JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION

2023

A study on the impact of explicit instruction and collaborative writing on argumentative writing

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

Academic reading and writing : motivational literacy profiles of higher education students

Fien De SmedtLisa BirnbaumHilde Van Keer

Argumenteren? Niet zonder het hen aan te leren!

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

A4 Journal Article in FONS (BRUGGE)

Building vocabulary bridges : exploring pre-service primary school teachers’ dispositions on L2 vocabulary instruction for emergent bilinguals through interactive book reading

Eline DecraeneSilke VanparysMaribel Montero PerezHilde Van Keer

A2 Journal Article in Education Sciences

De nexus academisch lezen en schrijven in kaart gebracht

Fien De SmedtEmmelien MerchieRenske BouwerHilde Van Keer

Design principles of argumentativo : designing an intervention focusing on explicit writing instruction and collaborative writing

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

Development of the reading comprehension strategies questionnaire (RCSQ) for late elementary school students

Rielke BogaertEmmelien MerchieYves RosseelHilde Van Keer

A1 Journal Article in FRONTIERS IN PSYCHOLOGY

Differential effects of reading strategy intervention for three levels of comprehenders : focus on text comprehension and autonomous reading motivation

Lin WuMartin ValckeHilde Van Keer

A1 Journal Article in LEARNING AND INDIVIDUAL DIFFERENCES

Een schoolbreed professionaliseringstraject omtrent zelfregulerend leren : kansen en barrières

Lies BackersHilde Van Keer

Everyone on board?! Measuring and promoting reading motivation, strategy use, and comprehension for students in upper elementary grades through a response-to-intervention design

Rielke BogaertHilde Van KeerEmmelien Merchie

Group-based motivational profiles and their association with students' writing performance

Rui AlvesAna CamachoFien De SmedtRui MaioJoana CadimaHilde Van Keer

Het effect van interactief voorlezen op de woordenschat van kinderen in het 1e leerjaar (Groep 3)

Silke VanparysEline DecraeneHilde Van Keer

Opening the black box of students' argumentative writing processes

Fien De SmedtNina VandermeulenYana LandrieuBram De WeverHilde Van Keer

Opvattingen van student-leraren over woordenschatinstructie voor tweedetaalleerders

Eline DecraeneSilke VanparysMaribel Montero PerezHilde Van Keer

Overview and design principles of Argumentativo

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

Pre-service primary school teachers’ beliefs on interactive book reading in multilingual contexts

Eline DecraeneHilde Van KeerMaribel Montero Perez

Professionalizing teachers on SRL : school counselors’ perspectives on barriers and opportunities

Lies BackersHilde Van Keer

Read with me, I will learn : interactive book reading as a foundation for vocabulary development and story comprehension in the first and second grade

Silke VanparysHilde Van Keer

Relating implicit beliefs, achievement goals, self-efficacy, motives, and writing performance

Fien De SmedtYana LandrieuBram De WeverHilde Van Keer

Relating writing processes, text characteristics, and text quality in argumentative writing : a path-model

Fien De SmedtYana LandrieuNina VandermeulenBram De WeverHilde Van Keer

Structural relations among implicit theories, achievement goals, and performance in writing

Ana CamachoFien De SmedtJoão R. DanielRui AlvesHilde Van Keer

Studying the impact of explicit writing instruction and collaborative writing on students’ argumentative writing skills

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

The development of the reading comprehension : progress monitoring (RC-PM) tool for late elementary students

Rielke BogaertEmmelien MerchieKoen AesaertHilde Van Keer

A2 Journal Article in FRONTIERS IN EDUCATION

The impact of an in-service teacher professionalization on teachers’ SRL competences

Lies BackersHilde Van Keer

The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance

Fien De SmedtYana LandrieuBram De WeverHilde Van Keer

A1 Journal Article in FRONTIERS IN PSYCHOLOGY

Van leesscan tot leesplan : lezers maak je samen

Jona HebbrechtLieve van SeverenFien De SmedtHilde Van KeerIris Vansteelandt

What’s in a word : impact of interactive book reading on 1st-graders’ expressive target vocabulary

Silke VanparysHilde Van Keer

Writing motivation profiles and their association with writing performance : a person-centered approach

Ana CamachoFien De SmedtRui MaioJoana CadimaHilde Van KeerRui A. Alves

A1 Journal Article in TOPICS IN LANGUAGE DISORDERS

2022

Assessing the quality of argumentative texts : examining the general agreement between different rating procedures and exploring inferences of (dis)agreement cases

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

A2 Journal Article in FRONTIERS IN EDUCATION

Coaching and diversity : curriculum-based Engaged Learning at Ghent University

Lieve CaretteHilde Van KeerElisabeth De Schauwer

Bookchapter in Engaged Learning in Belgium

Differences between primary and secondary school teachers’ knowledge, beliefs and implementation of SRL

Lies BackersHilde Van Keer

Do cognitive processes and motives for argumentative writing converge in writer profiles?

Fien De SmedtYana LandrieuBram De WeverHilde Van Keer

A1 Journal Article in JOURNAL OF EDUCATIONAL RESEARCH

Dynamic assessment of vocabulary development through interactive book reading in lower elementary school grades

Silke VanparysHilde Van Keer

Fostering secondary students' argumentative writing skills

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

Fostering secondary students' argumentative writing skills

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning

Liesje De BackerHilde Van KeerFien De SmedtEmmelien MerchieMartin Valcke

A1 Journal Article in COMPUTERS & EDUCATION

Leer leerlingen strategische lezers te worden

Amelie RogiersRielke BogaertKim Van AmmelEmmelien MerchieHilde Van Keer

Bookchapter in De zeven pijlers van onderwijs in begrijpend lezen

LeesWijs : een blik op leesmotivatie en leesbegrip in de B-stroom

Eline DecraeneAmelie RogiersSoetkin WerbrouckHilde Van Keer

Mind maps : processed as intuitively as thought? Investigating late elementary students’ eye-tracked visual behavior patterns in-depth

Emmelien MerchieSofie HeirwegHilde Van Keer

A1 Journal Article in FRONTIERS IN PSYCHOLOGY

Paper presentation enhancing argumentative writing skills : preliminary results

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

Pre-service teachers’ reader profiles : stability and change throughout teacher education

Iris VansteelandtSuzanne MolHilde Van Keer

A1 Journal Article in JOURNAL OF RESEARCH IN READING

Primary school teachers’ content and pedagogical content knowledge about self-regulated learning

Lies BackersHilde Van Keer

Promoting reading comprehension and reading motivation in Chinese secondary education poor readers

Lin WuMartin ValckeHilde Van Keer

Structural relations among implicit theories, achievement goals, and performance in writing

Ana CamachoRui A. AlvesJoão R. DanielFien De SmedtHilde Van Keer

A1 Journal Article in LEARNING AND INDIVIDUAL DIFFERENCES

Teachers’ SRL competences : differences between primary and secondary education

Lies BackersHilde Van Keer

The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content

Liesje De BackerHilde Van KeerMartin Valcke

A1 Journal Article in LEARNING AND INSTRUCTION

The long road from teacher professional development to student improvement : a school-wide professionalization on self-regulated learning in primary education

Sofie HeirwegMona De SmulEmmelien MerchieGeert DevosHilde Van Keer

A1 Journal Article in RESEARCH PAPERS IN EDUCATION

Vlaamse scholen onder de leesscan

Jona HebbrechtDavy De WinneFien De SmedtHilde Van Keer

A4 Journal Article in FONS (BRUGGE)

Vocational students’ reading motivation profiles and the relationship with reading comprehension

Eline DecraeneAmelie RogiersHilde Van Keer

Writer profiles based on cognitive writing processes and motives for writing : a cluster analysis

Fien De SmedtYana LandrieuBram De WeverHilde Van Keer

2021

An analytical description of ProjectExpert : a reading program for ninth grade vocational students

Kim Van AmmelKoen AesaertFien De SmedtHilde Van Keer

An analytical description of ProjectExpert : an instructional reading program for ninth grade vocational students

Kim Van AmmelKoen AesaertFien De SmedtFlore De MeesterHilde Van Keer

A2 Journal Article in L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE

Collaborative learning groups’ adoption of shared metacognitive regulation : examining the impact of structuring versus reflection-provoking support and its relation with group performance

Liesje De BackerHilde Van KeerMartin Valcke

A1 Journal Article in EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION

Design principles for argumentative writing focusing on cognitive strategic and conversational support

Yana LandrieuFien De SmedtBram De WeverHilde Van Keer

Development of a measurement instrument for upper primary students’ reading strategy use

Rielke BogaertEmmelien MerchieHilde Van Keer

Development of a progress monitoring tool for upper primary students’ reading comprehension

Rielke BogaertKoen AesaertEmmelien MerchieHilde Van Keer

Do you reap what you sow? The relationship between primary school students’ self-regulated learning and student, teacher, and school determinants

Sofie HeirwegMona De SmulEmmelien MerchieGeert DevosHilde Van Keer

A1 Journal Article in SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT

Empowering secondary students' argumentative writing skills : assessing argumentative writing skills

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

Empowering secondary students' argumentative writing skills : overview of the research project

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

Examining structural relations among motivation, behavior, and performance in writing

Ana CamachoRui Alexandre AlvesFien De SmedtPietro BoscoloHilde Van Keer

Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics

Liesje De BackerHilde Van KeerMartin Valcke

A1 Journal Article in INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH

Het realiseren van waardevol onderwijs : een collectief, pedagogisch en politiek project : lokale netwerkanalyse en participatief biografisch onderzoek in het systeem leren en werken

Caroline VandekinderenGriet RoetsHilde Van KeerRudi Roose

Bookchapter in Over leven op school : de rol van school in het leven van jongeren

Illuminating learning from informative texts in secondary education : a switching replication design study

Amelie RogiersEmmelien MerchieHilde Van Keer

A1 Journal Article in CONTEMPORARY EDUCATIONAL PSYCHOLOGY

Implementing a reading intervention in authentic 9th grade vocational classrooms : a study into the quality of implementation and its relationship with students' learning outcomes

Kim Van AmmelKoen AesaertHilde Van Keer

Input en interactie tijdens voorlezen

Silke VanparysHilde Van Keer

Leraren die leesmotivatie promoten : continue professionalisering als motor voor motiverend leesonderwijs

Iris VansteelandtHilde Van Keer

A4 Journal Article in SCHOOL- EN KLASPRAKTIJK

Manual of argumentativo (version 0)

Yana LandrieuFien De SmedtHilde Van KeerBram De Wever

Mind maps as primers when reading-for-learning in elementary grades? An eye tracking study

Emmelien MerchieLeen CatrysseHilde Van Keer

A1 Journal Article in INSTRUCTIONAL SCIENCE

Reading comprehension promotion by strategy instruction : from late elementary to secondary education

Rielke BogaertKim Van AmmelEmmelien MerchieKoen AesaertHilde Van Keer

Reading intervention : promoting late elementary students’ reading comprehension, motivation and strategy use

Rielke BogaertEmmelien MerchieHilde Van Keer

Reading with skill and will? Mapping and fostering secondary school students' reading comprehension, strategy use and motivation

Kim Van AmmelHilde Van KeerKoen Aesaert

Relations among motivation, behaviour, and performance in writing : a multiple‐group structural equation modeling study

Ana CamachoRui A. AlvesFien De SmedtHilde Van KeerPietro Boscolo

A1 Journal Article in BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY

Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension

Kim Van AmmelKoen AesaertFien De SmedtHilde Van Keer

A1 Journal Article in JOURNAL OF RESEARCH IN READING

Supporting struggling readers at secondary school : an intervention of reading strategy instruction

Lin WuMartin ValckeHilde Van Keer

A1 Journal Article in READING AND WRITING

Teachers' knowledge and beliefs about reading comprehension instruction : differences across tracks?

Kim Van AmmelKoen AesaertRielke BogaertHilde Van Keer

Unfolding interaction during reading with at-risk and not at-risk first and second graders

Silke VanparysHilde Van Keer

Vocabulary acquisition through interactive book reading : an ever-growing gap?

Silke VanparysHilde Van Keer

Writer profiles : occurrence and relationship with student characteristics and writing outcomes

Fien De SmedtYana LandrieuBram De WeverHilde Van Keer

2020

'It takes two' : the added value of structured peer-assisted writing in explicit writing instruction

Fien De SmedtSteve GrahamHilde Van Keer

A1 Journal Article in CONTEMPORARY EDUCATIONAL PSYCHOLOGY

'Schrijftandem' per twee aan de slag met schrijfstrategieën!

Fien De SmedtHilde Van Keer

A4 Journal Article in MEERTAAL (ASSEN)

A lifespan developmental perspective on strategic processing

Amelie RogiersEmmelien MerchieFien De SmedtLiesje De BackerHilde Van Keer

Bookchapter in Handbook of strategies and strategic processing : conceptualization, intervention, measurement, and analysis

Assessing and mapping reading and writing motivation in third to eight graders : a self-determination theory perspective

Fien De SmedtAmelie RogiersSofie HeirwegEmmelien MerchieHilde Van Keer

A1 Journal Article in FRONTIERS IN PSYCHOLOGY

Beginning teachers’ reading attitude and motivation : a study into the evolution from teacher training to entrance in the teaching profession and into the impact of a teacher professionalization program

Iris VansteelandtHilde Van KeerSuzanne Mol

Begrijpend lezen, instructieprincipe 1 : bevorder de leesmotivatie

Kim Van AmmelRielke BogaertAmelie RogiersHilde Van Keer

Bookchapter in Didactiek Nederlands : handboek

Begrijpend lezen, instructieprincipe 2 : besteed aandacht aan functioneel lezen

Kim Van AmmelRielke BogaertAmelie RogiersHilde Van Keer

Bookchapter in Didactiek Nederlands : handboek

Begrijpend lezen, instructieprincipe 3 : voorzie in expliciete strategie-instructie

Kim Van AmmelRielke BogaertAmelie RogiersHilde Van Keer

Bookchapter in Didactiek Nederlands : handboek

Begrijpend lezen, instructieprincipe 4 : stimuleer interactie tussen leerlingen

Kim Van AmmelRielke BogaertAmelie RogiersHilde Van Keer

Bookchapter in Didactiek Nederlands : handboek

Beter en gemotiveerd begrijpend lezen : vier instructieprincipes in samenhang

Kim Van AmmelRielke BogaertAmelie RogiersHilde Van Keer

Bookchapter in Didactiek Nederlands : handboek

In pursuit of beginning teachers’ competence in promoting reading motivation : a mixed-methods study into the impact of a continuing professional development program

Iris VansteelandtSuzanne E. MolRuben VanderlindeMarja-Kristiina LerkkanenHilde Van Keer

A1 Journal Article in TEACHING AND TEACHER EDUCATION

Individual differences in late elementary graders’ reading comprehension strategy use

Rielke BogaertEmmelien MerchieHilde Van Keer

It’s not only about the teacher! A qualitative study into the role of school climate in primary schools’ implementation of self-regulated learning

Mona De Smuldr. Sofie HeirwegGeert DevosHilde Van Keer

A1 Journal Article in SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT

Learner profile stability and change : the impact of the explicit strategy instruction program 'Learning Light'

Amelie RogiersEmmelien MerchieHilde Van Keer

A1 Journal Article in JOURNAL OF EDUCATIONAL RESEARCH

Leesmotivatie : wat is het en hoe kan je het bevorderen?

Amelie RogiersIris VansteelandtHilde Van Keer

Bookchapter in Didactiek Nederlands : handboek

Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning

Sofie HeirwegMona De SmulEmmelien MerchieGeert DevosHilde Van Keer

A1 Journal Article in INSTRUCTIONAL SCIENCE

Opening the black box of students’ text-learning processes : a process mining perspective

Amelie RogiersEmmelien MerchieHilde Van Keer

A2 Journal Article in FRONTLINE LEARNING RESEARCH

ProjectExpert : enhancing vocational students’ reading motivation and comprehension

Kim Van AmmelKoen AesaertHilde Van Keer

Samenwerkend schrijven

Fien De SmedtHilde Van Keer

Bookchapter in Didactiek Nederlands : handboek

The profile of the skilled reader : an investigation into the role of reading enjoyment and student characteristics

Amelie RogiersEmmelien MerchieHilde Van Keer

A1 Journal Article in INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH

Variations in socially shared metacognitive regulation and their relation with university students’ performance

Liesje De BackerHilde Van KeerMartin Valcke

A1 Journal Article in METACOGNITION AND LEARNING

What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies

Amelie RogiersEmmelien MerchieHilde Van Keer

A1 Journal Article in EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION

What's the difference? Interaction during shared reading with at-risk and not-at-risk 1st and 2nd graders

Silke VanparysHilde Van Keer

Writing argumentative texts based on sources : a study into the cognitive and motivational correlates of 10th graders’ writing performance

Fien De SmedtYana LandrieuBram De WeverHilde Van Keer

2019

'It 'texts' two to tango' : video-based analysis of interaction in 6th grade peer-assisted writing dyads

Fien De SmedtLiesje De BackerHilde Van Keer

Beginnende leerkrachten als rolmodellen voor lezen : de nood aan continue professionalisering

Iris VansteelandtSuzanne E. MolHilde Van Keer

Beginnende leraren gaan voor graag en goed lezen

Iris VansteelandtHilde Van Keer

A4 Journal Article in FONS (BRUGGE)

Beter leren schrijven? Directe instructie en samenwerkend schrijven als twee krachtige vormen van instructie

Fien De SmedtHilde Van Keer

A4 Journal Article in FONS

Bringing continuous professional development in practice : design principles for a professional development program for primary school teachers focusing on promoting students' reading motivation

Iris VansteelandtHilde Van KeerSuzanne E. Mol

Cognitive and motivational challenges in writing : the impact of explicit instruction and peer-assisted writing in upper-elementary grades

Fien De SmedtHilde Van Keer

Continuous professional development on reading for newly qualified teachers: A mixed-method approach

Iris VansteelandtSuzanne E. MolHilde Van Keer

Design principles for a continuous professional development program on promoting reading motivation

Iris VansteelandtSuzanne MolHilde Van Keer

Design principles for professionalizing primary school teachers on promoting reading motivation

Iris VansteelandtSuzanne E MolHilde Van Keer

A2 Journal Article in L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE

Development and validation of the teacher self-efficacy scale to implement self-regulated learning

Hilde Van KeerMona De Smuldr. Sofie HeirwegGeert DevosSabrina Vandevelde

Development of an adaptive Flemish reading comprehension test for secondary school students

Blijde Van DriesscheEmmelien MerchieHilde HacquebordHilde Van Keer

Effectieve, eigentijdse begrijpend leesdidactiek in het basisonderwijs : wetenschappelijk eindrapport van een praktijkgerichte literatuurstudie

Emmelien MerchieSaartje GobynEllen De BruyneFien De SmedtMariet SchiepersMarieke VanbuelPol GhesquièreKris Van den BrandenHilde Van Keer

Factors associated with reading comprehension of secondary school students

Lin WuMartin ValckeHilde Van Keer

A2 Journal Article in EDUCATIONAL SCIENCES-THEORY & PRACTICE

Fostering secondary school students’ text-learning strategy use through a strategy-focused program

Amelie RogiersHilde Van KeerEmmelien Merchie

How do novice writers write collaboratively? Towards a better understanding of the collaborative writing processes and interactions

Fien De SmedtLiesje De BackerHilde Van Keer

Illuminating text-learning in secondary education : measuring and fostering strategy use and knowledge acquisition

Amelie RogiersHilde Van KeerEmmelien Merchie

Improving secondary school students’ text-learning strategies and performance through a strategy-focused program : a multilevel study

Amelie RogiersHilde Van KeerEmmelien Merchie

Investigating differentiated instruction in a text-learning strategy intervention with mind maps

Rielke BogaertEmmelien MerchieHilde Van Keer

It's not only about the teacher! Mapping and fostering the school-wide implementation of self-regulated learning in primary education

Mona De SmulGeert DevosHilde Van Keer

Learner profiles in secondary education : occurrence and relationship with performance and student characteristics

Amelie RogiersEmmelien MerchieHilde Van Keer

A1 Journal Article in JOURNAL OF EDUCATIONAL RESEARCH

Learning from texts and mind maps : an eye-tracking and retrospective interview study

Emmelien MerchieRielke BogaertHilde Van KeerLeen Catrysse

Measuring and promoting self-regulated learning of upper-primary school students: a study on the effectiveness of a school-wide teacher professional development program

dr. Sofie HeirwegHilde Van KeerGeert Devos

Mind maps : processed as intuitively as thought? Investigating late elementary graders’ reading-for-learning patterns in-depth : Abstracts

Emmelien Merchiedr. Sofie HeirwegHilde Van Keer

Overcoming motivational challenges in writing : a randomized control trial

Fien De SmedtSteve GrahamHilde Van Keer

Profiling upper primary school students' self-regulated learning through self-report questionnaires and think-aloud protocol analysis

dr. Sofie HeirwegMona De SmulGeert DevosHilde Van Keer

A1 Journal Article in LEARNING AND INDIVIDUAL DIFFERENCES

Promotieonderzoek laat zien : expliciete strategie-instructie via mindmaps werkt!

Emmelien MerchieHilde Van Keer

A4 Journal Article in TIJDSCHRIFT VOOR REMEDIAL TEACHING

School and teacher determinants underlying teachers’ implementation of self-regulated learning in primary education

Mona De Smuldr. Sofie HeirwegGeert DevosHilde Van Keer

A1 Journal Article in RESEARCH PAPERS IN EDUCATION

Schrijf je mee(r)?

Fien De SmedtHilde Van Keer

Schrijven kan je leren!

Fien De SmedtHilde Van Keer

A4 Journal Article in BASIS (BRUSSEL)

Sleutels voor effectief begrijpend lezen. Inspiratie voor een eigentijdse didactiek in het basisonderwijs.

Saartje GobynEmmelien MerchieEllen De BruyneFien De SmedtMariet S SchiepersMarieke VanbuelPandora VerstedenKris Van den BrandenPol PhesquièreHilde Van Keer

Stimulating students' self-efficacy for writing : lessons from a two-iteration intervention study

Fien De SmedtSteve GrahamHilde Van Keer

The bright and dark side of writing motivation : effects of explicit instruction and peer assistance

Fien De SmedtSteve GrahamHilde Van Keer

A1 Journal Article in JOURNAL OF EDUCATIONAL RESEARCH

The effect of structuring versus reflection-provoking support on students' shared metacognitive regulation

Liesje De BackerHilde Van KeerMartin Valcke

The functions of shared regulation during collaborative learning and their relation with students' performance

Liesje De BackerHilde Van KeerMartin Valcke

The relationship between 9th grade students' reading motivation, reading behavior and reading comprehension

Kim Van AmmelKoen AesaertHilde Van Keer

The relative contribution of cognitive and motivational variables to secondary school students' reading comprehension, taking into account their educational track

Kim Van AmmelKoen AesaertHilde Van Keer

Uncovering interactive book reading processes in first and second grade : a closer look into children’s input and interaction patterns

Silke VanparysHilde Van Keer

Unravelling interaction patterns and writing processes during collaborative writing in sixth grade

Fien De SmedtLiesje De BackerHanne SteurtewagenHilde Van Keer

Writing texts because you 'want' or because you 'must'? A self-determination theory perspective

Fien De SmedtSteve GrahamHilde Van Keer

2018

Actorshap van jongeren in het systeem 'Leren en Werken'

Caroline VandekinderenDidier ReynaertRudi RooseGriet RoetsHilde Van Keer

Bookchapter in De capability-benadering in het sociaal domein : een praktijkgerichte kennismaking

An analytic description of an instructional writing program combining explicit writing instruction and peer-assisted writing

Fien De SmedtHilde Van Keer

A2 Journal Article in JOURNAL OF WRITING RESEARCH

Are variations in shared regulation equally beneficial for all collaborative learners' performance?

Liesje De BackerHilde Van KeerMartin Valcke

Assessing prerequisites and processes of self-, co-, and shared regulation during collaborative learning

Liesje De BackerHilde Van KeerMartin ValckeIngo KollarChristopher WilliamsTina SeufertArmin WeinbergerNadine MelznerMartin GreiselMarkus Dresel et al.

Beginnende leerkrachten als rolmodellen voor lezen?!

Iris VansteelandtSuzanne E. MolHilde Van Keer

Beter en graag lezen voor elke leerling : naar een duurzaam leesbeleid op school

Iris VansteelandtAmelie RogiersHilde Van KeerSarah Van Tilburg

A4 Journal Article in FONS

Capture and understand elementary students’ visual literacy when working with texts and mind maps : a critical synthesis on applying the think-aloud method, digital writing pens, eye tracking, and retrospective interviews

Emmelien MerchieHilde Van Keer

Cognitive and motivational challenges in writing : studying the relation with writing performance across students' gender and achievement level

Fien De SmedtEmmelien MerchieMariska BarendseYves RosseelJessie De NaeghelHilde Van Keer

A1 Journal Article in READING RESEARCH QUARTERLY

Continuous professional development for beginning teachers as a means for social engagement

Iris VansteelandtHilde Van Keer

Do teachers like to read? The evolution of reading attitude throughout teacher education

Iris VansteelandtSuzanne E. MolHilde Van Keer

Do you reap what you sow? The relation between students’ self-regulated learning and student, teacher, and school characteristics

dr. Sofie HeirwegMona De SmulGeert DevosHilde Van Keer

Does the teacher matter? A study into teacher beliefs on writing and instructional writing practices

Fien De SmedtHilde Van Keer

Fostering students’ text-learning strategies secondary education : the impact of explicit strategy-instruction

Amelie RogiersEmmelien MerchieHilde Van Keer

Fostering text-learning strategies in secondary education through explicit strategy-instruction : a cluster -analytic study on the evolution of learner profiles

Amelie RogiersEmmelien MerchieHilde Van Keer

Fostering writing in upper primary grades : a study into the distinct and combined impact of explicit instruction and peer assistance

Fien De SmedtHilde Van Keer

A1 Journal Article in READING AND WRITING

How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

Mona De Smuldr. Sofie HeirwegHilde Van KeerGeert DevosSabrina Vandevelde

A1 Journal Article in TEACHING AND TEACHER EDUCATION

How to support shared regulation during face-to-face collaborative learning?

Liesje De BackerHilde Van KeerMartin Valcke

Identifying student and classroom characteristics related to primary school students’ listening skills : a systematic review

Heleen Bourdeaud'huiKoen AesaertHilde Van KeerJohan van Braak

A1 Journal Article in EDUCATIONAL RESEARCH REVIEW

Leadership practices underlying teachers’ implementation of self-regulated learning in elementary education

Mona De Smuldr. Sofie HeirwegGeert DevosHilde Van Keer

Profiling upper primary school students’ self-regulated learning through self-report questionnaires and think-aloud protocol analysis

dr. Sofie HeirwegMona De SmulGeert DevosHilde Van Keer

Reading motivation profiles in secondary education: The student-teacher connection

Amelie RogiersEmmelien MerchieHilde Van Keer

Selecting statistical methods for the learning sciences and reporting their results

Bram De WeverHilde Van Keer

Bookchapter in International handbook of the learning sciences

Tackling social inequality and exclusion in education : from human capital to capabilities

Caroline VandekinderenGriet RoetsHilde Van KeerRudi Roose

A1 Journal Article in INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION

Teaching primary school students to write effectively : combining explicit writing instruction and collaborative writing

Fien De SmedtSteve GrahamHilde Van Keer

The implementation of self-regulated learning in primary schools: A qualitative study

Mona De Smuldr. Sofie HeirwegGeert DevosHilde Van Keer

Tracing spontaneous spatial text-learning strategies in late elementary education : comparing trace data, digital writing pen data and eye tracking data.

Emmelien MerchieHilde Van Keer

Uncovering elementary students’ cognitive processes during informative text and mind map learning. Combining eye tracking and retrospective interviews.

Emmelien MerchieHilde Van Keer

Writing instruction in Flanders: What’s the current state and how to improve it?

Fien De SmedtHilde Van Keer

2017

Assessing reading and writing motivation across grades in elementary and secondary education: A self-determination theory perspective

Fien De SmedtAmelie Rogiersdr. Sofie HeirwegEmmelien MerchieSieglinde Van DammeBram CabbekeHilde Van Keer

Best of two worlds in writing assessment: Integrating benchmarking and comparative judgement

Marije LesterhuisFien De SmedtRenske BouwerHilde Van KeerSven De Maeyer

Beter leren en motiveren in het lager onderwijs

Amelie RogiersFien De SmedtHilde Van Keer

Beter leren en motiveren in het lager onderwijs

Amelie RogiersEmmelien MerchieHilde Van Keer

Capturing self-regulated learning in upper primary school children: A data triangulation approach

dr. Sofie HeirwegMona De SmulGeert DevosHilde Van Keer

Cognitive and motivational key factors of late primary students’ writing performance

Fien De SmedtEmmelien MerchieMariska BarendseYves RosseelJessie De NaeghelHilde Van Keer

Creating a powerful learning environment fostering university students’ expertise in metacognitive regulation

Liesje De BackerHilde Van KeerMartin Valcke

De relatie tussen school- klas- en leerlingkenmerken en luistervaardigheden van leerlingen : een systematische review

Heleen Bourdeaud'huiKoen AesaertJohan van BraakHilde Van Keer

Designing a professional development programme on reading for beginning teachers

Iris VansteelandtHilde Van Keer

Do teachers like to read? Profiles of pre-service teachers’ reading attitudes

Iris VansteelandtSuzanne E. MolHilde Van Keer

Exploring diversity in teachers’ implementation of self-regulated learning in primary schools : a mixed-method study

Mona De SmulHilde Van Keerdr. Sofie HeirwegGeert Devos

Goesting in lezen : leesmotivatie als sleutel voor leessucces?

Amelie RogiersHilde Van Keer

Het belang van lezen

Amelie RogiersHilde Van Keer

Het beoordelen van teksten: de beoordelingsschaal aan de hand van ankerteksten en de paarsgewijze vergelijking

Fien De SmedtMarije LesterhuisRenske BouwerSven De MaeyerHilde Van Keer

Het meten van leerstrategieën: zelfrapportagevragenlijsten versus hardopdenkprotocollen

Amelie Rogiersdr. Sofie HeirwegHilde Van Keer

Het profiel van de vaardige lezer : de rol van intrinsieke leesmotivatie en leerlingkenmerken

Amelie RogiersHilde Van Keer

Bookchapter in Succesvol lezen in het onderwijs

Identifying learner profiles in secondary school students’ text-learning strategy use

Amelie RogiersEmmelien MerchieHilde Van Keer

Is collaborative learners’ adoption of metacognitive regulation related to students’ content processing strategies and the level of transactivity in their peer discussions?

Liesje De BackerHilde Van KeerMartin Valcke

A1 Journal Article in EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION

Leraren als rolmodellen voor lezen op school?

Iris VansteelandtHilde Van Keer

Leraren en leerlingen (graag) laten lezen. Wat met een leesbeleid?

Iris VansteelandtHilde Van Keer

Leren profileren

Amelie RogiersEmmelien MerchieHilde Van Keer

Metacognitive regulation during collaborative learning : Does sharing always imply quality?

Liesje De BackerHilde Van KeerMartin Valcke

Micro-analysis of collaborative learners’ socially shared regulation

Liesje De BackerHilde Van KeerMartin Valcke

Fien De SmedtHilde Van Keer

The challenge of promoting self-regulated learning among primary school children with a low socio-economic and immigrant background

Sabrina VandeveldeHilde Van KeerEmmelien Merchie

A1 Journal Article in JOURNAL OF EDUCATIONAL RESEARCH

The decline in reading motivation from elementary to secondary education. What to learn from Self-Determination Theory?

Amelie RogiersFien De Smedtdr. Sofie HeirwegEmmelien MerchieHilde Van Keer

The Relationship Between Student-, Classroom- And School Characteristics And Primary School Students’ Listening Skills: A Systematic Review

Heleen Bourdeaud'huiJohan van BraakKoen AesaertHilde Van Keer

Wat als lezen geen kinderspel is?

Amelie RogiersHilde Van Keer

Writing and writing instruction in Flemish primary schools : unraveling the black box = Het openbreken van een black box : schrijven en schrijfinstructie in het Vlaamse lager onderwijs

Fien De SmedtHilde Van Keer

A1 Journal Article in PEDAGOGISCHE STUDIEN

2016

Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training

Nathalie AeltermanMaarten VansteenkisteHilde Van KeerLeen Haerens

A1 Journal Article in PSYCHOLOGY OF SPORT AND EXERCISE

Do measures matter? Differences between think-aloud protocols and task-specific self-report questionnaires in investigating self-regulated learning of primary school children

dr. Sofie HeirwegMona De SmulSabrina VandeveldeEmmelien MerchieGeert DevosHilde Van Keer

Do regular and special education teachers differ in the way they promote self-regulated learning?

Sabrina VandeveldeHilde Van Keerdr. Sofie HeirwegMona De Smul

Eliciting reciprocal peer-tutoring groups’ metacognitive regulation through structuring and problematizing scaffolds

Liesje De BackerHilde Van KeerMartin Valcke

A1 Journal Article in JOURNAL OF EXPERIMENTAL EDUCATION

Estimation of indirect effects in the presence of unmeasured confounding for the mediator-outcome relationship in a multilevel 2-1-1 mediation model

Wouter TalloenBeatrijs MoerkerkeTom LoeysJessie De NaeghelHilde Van KeerStijn Vansteelandt

A1 Journal Article in JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS

Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups

Liesje De BackerHilde Van KeerBeatrijs MoerkerkeMartin Valcke

A1 Journal Article in METACOGNITION AND LEARNING

From text to graphical summary: a product- and process- oriented assessment to explore the development in fifth and sixth graders' dynamic construction

Emmelien MerchieHilde Van Keer

A1 Journal Article in LEARNING AND INDIVIDUAL DIFFERENCES

How do novice writers write texts? Using digital pen technology to explore the development and application of cognitive writing processes

Fien De SmedtEmmelien MerchieNele MortaignieHilde Van Keer

Measuring secondary school students’ text-learning strategies: Comparing task-specific self-reports, think-aloud protocols and study traces

Amelie RogiersHilde Van Keer

Mind mapping as a meta-learning strategy: stimulating pre-adolescents’ text-learning strategies and performance?

Emmelien MerchieHilde Van Keer

A1 Journal Article in CONTEMPORARY EDUCATIONAL PSYCHOLOGY

Process-oriented analysis of collaborative learners’ metacognitive regulation behaviour

Liesje De BackerHilde Van KeerMartin Valcke

Self-regulated learning in primary education : a comprehensive study into the interrelationships among student, teacher, and school-level characteristics (Poster presentation)

Mona De Smuldr. Sofie HeirwegHilde Van KeerGeert Devos

Stimulating graphical summarization in late elementary education: The relationship between two instructional mind map approaches and student characteristics

Emmelien MerchieHilde Van Keer

A1 Journal Article in ELEMENTARY SCHOOL JOURNAL

Student, teacher, and class-level correlates of Flemish late elementary school children's writing performance

Fien De SmedtHilde Van KeerEmmelien Merchie

A1 Journal Article in READING AND WRITING

The influence of social background on participation in adult education : applying the cultural capital framework

Sebastiano CincinnatoBram De WeverHilde Van KeerMartin Valcke

A1 Journal Article in ADULT EDUCATION QUARTERLY

Using peer tutoring to improve reading skills : a practical guide for teachers

Keith ToppingDavid DuranHilde Van Keer

2015

Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates

Liesje De BackerHilde Van KeerMartin Valcke

A1 Journal Article in LEARNING AND INSTRUCTION

Fostering university students' individual and socially shared metacognitive regulation through reciprocal same-age peer tutoring : a study into the impact and interaction processes

Liesje De BackerMartin ValckeHilde Van Keer

Het vermogen tot leren : een kwalitatief onderzoek in de context van het systeem leren en werken in Gent

Caroline VandekinderenGriet RoetsHilde Van KeerRudi Roose

A4 Journal Article in WELWIJS (LEUVEN)

Problemen met begrijpend lezen effectief aanpakken: het belang van 'wat' en 'hoe'

Christel Van VreckemAnnemie DesoeteHilde Van Keer

A4 Journal Article in SIGNAAL

Promoting university students' metacognitive regulation through peer learning: the potential of reciprocal peer tutoring

Liesje De BackerHilde Van KeerMartin Valcke

A1 Journal Article in HIGHER EDUCATION

Socially shared metacognitive regulation during reciprocal peer tutoring: identifying its relationship with students' content processing and transactive discussions

Liesje De BackerHilde Van KeerMartin Valcke

A1 Journal Article in INSTRUCTIONAL SCIENCE

The challenge of assessing and promoting late primary school children's self-regulated learning : exploring the impact of student tutoring

Sabrina VandeveldeHilde Van Keer

Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning

Sabrina VandeveldeHilde Van KeerGonny SchellingsBernadette Van Hout-Wolters

A1 Journal Article in LEARNING AND INDIVIDUAL DIFFERENCES

2014

A research synthesis on effective writing instruction in primary education

Fien De SmedtHilde Van Keer

Development of the text-learning strategies inventory: assessing and profiling learning from texts in fifth and sixth grade

Emmelien MerchieHilde Van KeerSabrina Vandevelde

A1 Journal Article in JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT

Empirical essays on team learning in accounting education

Evelien OpdecamPatricia EveraertHilde Van Keer

Fostering at-risk elementary school children's self-regulated learning by means of student tutoring: a challenging endeavor

Sabrina VandeveldeHilde Van Keer

From ends to causes (and back again) by metaphor: the paradox of natural selection

Stefaan BlanckeTammy SchellensRonald SoetaertHilde Van KeerJohan Braeckman

A1 Journal Article in SCIENCE & EDUCATION

Learning from text in late elementary education : comparing think-aloud protocols with self-reports

Emmelien MerchieHilde Van Keer

Measuring and fostering text-learning strategies and graphical summarization skills at the end of elementary school : comparing the impact of researcher-provided and student-generated mind maps

Emmelien MerchieHilde Van Keer

Preferences for team learning and lecture-based learning among first-year undergraduate accounting students

Evelien OpdecamPatricia EveraertHilde Van KeerFanny Buysschaert

A1 Journal Article in RESEARCH IN HIGHER EDUCATION

Strategies for promoting autonomous reading motivation: a multiple case study research in primary education

Jessie De NaeghelHilde Van KeerRuben Vanderlinde

A2 Journal Article in FRONTLINE LEARNING RESEARCH

Student and novice teachers' stories about collaborative learning implementation

Ilse RuysHilde Van KeerAntonia Aelterman

A1 Journal Article in TEACHERS AND TEACHING

The role of teacher behavior in adolescents' intrinsic reading motivation

Jessie De NaeghelMartin ValckeInge De MeyerNele WarlopJohan van BraakHilde Van Keer

A1 Journal Article in READING AND WRITING

Using on-line and off-line measures to explore fifth and sixth graders' text-learning strategies and schematizing skills

Emmelien MerchieHilde Van Keer

A1 Journal Article in LEARNING AND INDIVIDUAL DIFFERENCES

2013

A book for two! Peer tutoring and reading comprenhension in elementary school practice

Hilde Van KeerRuben Vanderlinde

A1 Journal Article in PHI DELTA KAPPAN

Autonomous and controlled reading motivation as predictors of reading behaviour and performance.

Jessie De NaeghelHilde Van Keer

Development and evaluation of a training on need-supportive teaching in physical education: qualitative and quantitative findings

Nathalie AeltermanMaarten VansteenkisteHilde Van KeerJotie De MeyerLynn Van den BergheLeen Haerens

A1 Journal Article in TEACHING AND TEACHER EDUCATION

Enhancing primary students' autonomous reading motivation: impact of an SDT-based teacher training

Jessie De NaeghelHilde Van KeerMaarten VansteenkisteLeen HaerensNathalie Aelterman

Measuring the complexity of upper primary school children's self-regulated learning: a multi-component approach

Sabrina VandeveldeHilde Van KeerYves Rosseel

A1 Journal Article in CONTEMPORARY EDUCATIONAL PSYCHOLOGY

Promoting elementary students' autonomous reading motivation: effects of a teacher training grounded in self-determination theory

Jessie De NaeghelHilde Van KeerMaarten VansteenkisteLeen HaerensNathalie Aelterman

Promoting self-regulated learning in primary education: a challenge for teachers

Sabrina VandeveldeHilde Van Keer

Schematizing and processing informational texts with mind maps in fifth and sixth grade

Emmelien MerchieHilde Van Keer

A2 Journal Article in MIDDLE GRADES RESEARCH JOURNAL

Students' autonomous reading motivation: A study into its correlates and promotion strategies in late elementary classrooms

Jessie De NaeghelHilde Van Keer

The relation of student and class-level characteristics to primary school students’ autonomous reading motivation: a multilevel approach

Jessie De NaeghelHilde Van Keer

A1 Journal Article in JOURNAL OF RESEARCH IN READING

2012

Collaborative learning in pre-service teacher education: primary school teachers' competence and educational practice

Ilse RuysAntonia AeltermanHilde Van Keer

Effects of a mind map intervention on fifth and sixth graders' learning from texts

Emmelien MerchieHilde Van Keer

Examining pre-service teacher competence in lesson planning pertaining to collaborative learning

Ilse RuysHilde Van KeerAntonia Aelterman

A1 Journal Article in JOURNAL OF CURRICULUM STUDIES

Exploring the potential impact of reciprocal peer tutoring on higher education students' metacognitive knowledge and regulation

Liesje De BackerHilde Van KeerMartin Valcke

A1 Journal Article in INSTRUCTIONAL SCIENCE

Fostering university students' metacognitive regulation through peer tutoring

Liesje De BackerHilde Van KeerMartin Valcke

Impact of pupil and class-level characteristics on elementary students' autonomous reading motivation: a multilevel approach

Jessie De NaeghelHilde Van Keer

Self-regulated learning in late primary school: what can we learn from think aloud protocol analysis?

Sabrina VandeveldeHilde Van Keer

Significant strategies for promoting autonomous reading motivation in fifth-grade elementary school: a case study research

Jessie De NaeghelHilde Van KeerRuben Vanderlinde

Spontaneous mind map use and learning from texts : the role of instruction and student characteristics

Emmelien MerchieHilde Van Keer

Stimulating self-regulated learning in primary education: encouraging versus hampering factors for teachers

Sabrina VandeveldeLies VandenbusscheHilde Van Keer

Student perspectives on wiki-tasks and the introduction of computer-supported peer feedback

Bram De WeverHilde Van Keer

Students' objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education

Nathalie AeltermanMaarten VansteenkisteHilde Van KeerLynn Van den BergheJotie De MeyerLeen Haerens

A1 Journal Article in JOURNAL OF SPORT & EXERCISE PSYCHOLOGY

The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension : a self-determination theory perspective

Jessie De NaeghelHilde Van KeerMaarten VansteenkisteYves Rosseel

A1 Journal Article in JOURNAL OF EDUCATIONAL PSYCHOLOGY

Validation of a Chinese version of metacognitive awareness of reading strategies inventory

Lin WuMartin ValckeHilde Van Keer

A1 Journal Article in EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH

2011

An intervention study on Mind Mapping skills and text processing in fifth and sixth grade

Emmelien MerchieHilde Van Keer

Assessing collaboration in a wiki: the reliability of university students' peer assessment

Bram De WeverHilde Van KeerTammy SchellensMartin Valcke

A1 Journal Article in INTERNET AND HIGHER EDUCATION

Autonome en gecontroleerde leesmotivatie van basisschoolleerlingen in de vrije tijd en op school

Jessie De NaeghelHilde Van KeerMaarten Vansteenkiste

Een interventiestudie naar Mind Mapping en tekstverwerking in de derde graad lager onderwijs

Emmelien MerchieHilde Van Keer

Exploring the impact of student tutoring on at-risk fifth and sixth graders' self-regulated learning

Sabrina VandeveldeHilde Van KeerBram De Wever

A1 Journal Article in LEARNING AND INDIVIDUAL DIFFERENCES

Long term study of safe internet use of young children

Martin ValckeBram De WeverHilde Van KeerTammy Schellens

A1 Journal Article in COMPUTERS & EDUCATION

Peer tutoring bij begrijpend lezen: met twee beter dan alleen

Ruben VanderlindeHilde Van Keer

Peer tutoringinteracties als stimulator van metacognitieve regulatievaardigheden?

Liesje De BackerHilde Van KeerMartin Valcke

Poor comprehensive readers: what do we know about their profile?

Christel Van VreckemAnnemie DesoeteHilde Van Keer

Recreational and academic reading motivation in elementary school

Jessie De NaeghelHilde Van KeerMaarten Vansteenkiste

Recreational and academic reading motivation in primary school

Jessie De NaeghelHilde Van KeerMaarten Vansteenkiste

Student teachers' skills in the implementation of collaborative learning: a multilevel approach

Ilse RuysHilde Van KeerAntonia Aelterman

A1 Journal Article in TEACHING AND TEACHER EDUCATION

Studying primary school children's self-regulated learning

Sabrina VandeveldeHilde Van Keer

Studying primary school children’s self-regulated learning

Sabrina VandeveldeHilde Van Keer

The relation between school leadership from a distributed perspective and teachers' organizational commitment: examining the source of the leadership function

Hester HulpiaGeert DevosHilde Van Keer

A1 Journal Article in EDUCATIONAL ADMINISTRATION QUARTERLY

The relationship between recreational and academic reading motivation, reading frequency and comprehension in late primary school

Jessie De NaeghelHilde Van KeerMaarten Vansteenkiste

Think peer! The potential of reciprocal peer tutoring in promoting university students' metacognition

Liesje De BackerHilde Van KeerMartin Valcke

Van peer tutoring tot metacognitieve regulatie? Een studie naar de potentiële impact van reciproke peer tutoring in het hoger onderwijs

Liesje De BackerHilde Van KeerMartin Valcke

A2 Journal Article in TIJDSCHRIFT VOOR HOGER ONDERWIJS

2010

Collaborative learning in pre-service teacher education: an exploratory study on related conceptions, self-efficacy and implementation

Ilse RuysHilde Van KeerAntonia Aelterman

A1 Journal Article in EDUCATIONAL STUDIES

Content analysis in asynchronous discussion groups: studying role internalization

Bram De WeverHilde Van KeerTammy SchellensMartin Valcke

Cross-age peer tutors in asynchronous discussion groups: exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics

Marijke De SmetHilde Van KeerBram De WeverMartin Valcke

A1 Journal Article in COMPUTERS & EDUCATION

De impact van reciproke peer tutoring op de metacognitie van studenten hoger onderwijs

Liesje De BackerHilde Van KeerMartin Valcke

Development of a content analysis approach for collaboration in a wiki environment

Bram De WeverHilde Van Keer

Measuring reading motivation in elementary school

Jessie De NaeghelHilde Van KeerMaarten Vansteenkiste

Roles as a structuring tool in online discussion groups: the differential impact of different roles on social knowledge construction

Bram De WeverHilde Van KeerTammy SchellensMartin Valcke

A1 Journal Article in COMPUTERS IN HUMAN BEHAVIOR

Structuring asynchronous discussion groups: comparing scripting by assigning roles with regulation by cross-age peer tutors

Bram De WeverHilde Van KeerTammy SchellensMartin Valcke

A1 Journal Article in LEARNING AND INSTRUCTION

Studying thought processes of online peer tutors through stimulated-recall interviews

Marijke De SmetHilde Van KeerBram De WeverMartin Valcke

A1 Journal Article in HIGHER EDUCATION

The impact of cross-age peer tutoring on third and sixth graders’ reading strategy awareness, reading strategy use, and reading comprehension

Hilde Van KeerRuben Vanderlinde

A2 Journal Article in Middle Grades Research Journal

2009

Can tutors make a difference? Exploring the impact of student tutoring on fifth and sixth graders 'learning to learn'

Sabrina VandeveldeHilde Van Keer

Cross-age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support

Marijke De SmetHilde Van KeerMartin Valcke

A1 Journal Article in INSTRUCTIONAL SCIENCE

Maken tutors een verschil? Een verkenning van de impact van student tutoring op 'leren leren' van leerlingen lager onderwijs

Sabrina VandeveldeHilde Van Keer

Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students’ levels of knowledge construction through social negotiation

Bram De WeverHilde Van KeerTammy SchellensMartin Valcke

A1 Journal Article in Journal of Computer Assisted Learning

Student tutoring: veel kansen in één: een effectenstudie bij student tutoringinitiatieven in het Vlaamse onderwijs

Eva SanteRuben HermansLiesje De BackerHilde Van Keer

Studenten maken het verschil

Liesje De BackerHilde Van Keer

A4 Journal Article in WELWIJS (LEUVEN)

Tagging thinking types in asynchronous discussion groups: effects on critical thinking

Tammy SchellensHilde Van KeerBram De WeverMartin Valcke

A1 Journal Article in INTERACTIVE LEARNING ENVIRONMENTS

The influence of distributed leadership on teachers' organizational commitment: a multilevel approach

Hester HulpiaGeert DevosHilde Van Keer

A1 Journal Article in JOURNAL OF EDUCATIONAL RESEARCH

Tutors aan de slag met kansarme en/of allochtone leerlingen: mogelijkheden, succesfactoren en randvoorwaarden van student tutoring in het (secundair) onderwijs

Liesje De BackerHilde Van Keer

Bookchapter in Handboek leerlingenbegeleiding 2

2008

Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour

Marijke De SmetHilde Van KeerMartin Valcke

A1 Journal Article in COMPUTERS & EDUCATION

Conferentie na de peiling Nederlands lezen en luisteren - Basisonderwijs 15 oktober 2008. Verslag. Aanbevelingen

Gert RijlaarsdamHilde Van KeerAnita Wuestenberg

Cross-age peer tutors in asynchronous discussion groups: Studying the impact of tutors labelling their interventions.

Marijke De SmetHilde Van KeerMartin Valcke

A1 Journal Article in JOURNAL OF COMPUTER ASSISTED LEARNING

Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension

Ruben HermansJohan van BraakHilde Van Keer

A1 Journal Article in TEACHING AND TEACHER EDUCATION

ICT integration in the classroom: Challenging the potential of a school policy

Jo TondeurHilde Van KeerJohan van BraakMartin Valcke

A1 Journal Article in COMPUTERS & EDUCATION

Opvattingen van leraren over 'goed' onderwijs

Johan van BraakRuben HermansHilde Van Keer

A4 Journal Article in SCHOOLLEIDING EN -BEGELEIDING : SCHOOL EN SAMENLEVING

Structuring asynchronous discussion groups by introducing roles: do students act in line with assigned roles?

Bram De WeverTammy SchellensHilde Van KeerMartin Valcke

A1 Journal Article in SMALL GROUP RESEARCH

Student tutoring: of hoe studenten de onderwijskansen van allochtone en/of kansarme leerlingen kunnen bevorderen

Liesje De BackerHilde Van Keer

Bookchapter in Praktijkgids voor de basisschool

The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking

Tammy SchellensHilde Van KeerBram De WeverMartin Valcke

A2 Journal Article in PSICOLOGIA ESCOLAR E EDUCACIONAL

The influence of student characteristics and interpersonal teacher behaviour in the classroom on student's wellbeing

Karen Van PetegemAntonia AeltermanHilde Van KeerYves Rosseel

A1 Journal Article in SOCIAL INDICATORS RESEARCH

Tutors maken het verschil. Tutoring en begeleidingsinitiatieven in het Vlaamse onderwijs

Liesje De BackerHilde Van Keer

2007

Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups

Bram De WeverHilde Van KeerTammy SchellensMartin Valcke

A1 Journal Article in LEARNING AND INSTRUCTION

Cross-age peer tutors in asynchronous discussion groups. Promoting tutors' efficacy beliefs and grading up the quality of interventions.

Marijke De SmetHilde Van KeerMartin Valcke

Fostering university students' knowledge construction in asynchronous discussion groups by means of the use of knowledge types.

Tammy SchellensHilde Van KeerBram De WeverMartin Valcke

Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics

Tammy SchellensHilde Van KeerMartin ValckeBram De Wever

A1 Journal Article in BEHAVIOUR & INFORMATION TECHNOLOGY

Nog een boek voor twee: Strategieën voor begrijpend lezen via peer tutoring.

Hilde Van KeerRuben Vanderlinde

Peer tutoring in het hoger onderwijs. Een studie naar tutorgedrag binnen een online en face-to-face setting

Marijke De SmetHilde Van KeerMartin Valcke

A2 Journal Article in Tijdschrift voor Hoger Onderwijs

Peer tutoring: met z’n tweeën is beter dan alleen!

Bookchapter in Praktijkgids voor de basisschool

Primary school children's safe and unsafe use of the Internet at home and at school: An exploratory study

Martin ValckeTammy SchellensHilde Van KeerM GERARTS

A1 Journal Article in COMPUTERS IN HUMAN BEHAVIOR

Roles as structuring tool in online discussion groups: Studying students' role performance and the impact on knowledge construction.

Bram De WeverHilde Van KeerTammy SchellensMartin Valcke

Scripting by assigning roles: does it improve knowledge construction in asynchronous discussion groups?

Tammy SchellensHilde Van KeerBram De WeverMartin Valcke

A1 Journal Article in INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING

Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions

Annemie SchepensAntonia AeltermanHilde Van Keer

A1 Journal Article in TEACHING AND TEACHER EDUCATION

The Use of "Knowledge Types" as Scripting Tool to Enhance Critical Thinking in Online Discussions.

Tammy SchellensHilde Van KeerBram De WeverMartin Valcke

2006

About scripting: the effects of two CSCL scripts on university students' critical thinking

Tammy SchellensHilde Van KeerBram De WeverMartin Valcke

Applying role assignment and self-assessment to support social knowledge construction in asynchronous discussion groups.

Bram De WeverHilde Van KeerTammy SchellensMartin Valcke

Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review

Bram De WeverTammy SchellensMartin ValckeHilde Van Keer

A1 Journal Article in COMPUTERS & EDUCATION

2005

Collaborative Learning and ICT: The Flemish Experiences

Martin ValckeKatherine Chiluiza GarciaMarijke De SmetBram De WeverTammy SchellensSofie TimmersHilde Van Keer

A2 Journal Article in Educational Technology Magazine

Comparing analysis schemes and applying multilevel modelling: Methodological issues in the study of the impact of role assignment in asynchronous discussion groups.

Bram De WeverHilde Van KeerTammy SchellensMartin Valcke

Comparing knowledge construction in two cohorts of asynchronous discussion groups with and without role assignment.

Tammy SchellensHilde Van KeerBram De WeverMartin Valcke

Comparing two teacher development programs for innovating reading comprehension instruction with regard to teachers' experiences and student outcomes

Hilde Van KeerJean Verhaeghe

A1 Journal Article in TEACHING AND TEACHER EDUCATION

Een onderzoek naar de impact van rollen in asynchrone discussiegroepen: meetinstrumenten en analysetechnieken.

Bram De WeverHilde Van KeerTammy SchellensMartin Valcke

Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders' reading comprehension and self-efficacy perceptions

Hilde Van KeerJean Verhaeghe

A1 Journal Article in JOURNAL OF EXPERIMENTAL EDUCATION

Graduate students as peer tutors in asynchronous discussion groups: An exploration of individual tutoring styles.

Marijke De SmetHilde Van KeerBram De WeverMartin ValckeTammy Schellens

On line tutors onder de loep: een analyse van tutorbijdragen binnen asynchrone discussiegroepen.

Marijke De SmetBram De WeverHilde Van KeerMartin Valcke

Self-assessment en kennisconstructie in asynchrone discussiegroepen.

Hilde Van KeerBram De WeverMartin Valcke

The impact of role assignment as scripting tool on knowledge construction in asynchronous discussion groups.

Tammy SchellensHilde Van KeerMartin ValckeBram De Wever

The impact of role assignment on knowledge construction in asynchronous discussion groups - A multilevel analysis

Tammy SchellensHilde Van KeerMartin Valcke

A1 Journal Article in SMALL GROUP RESEARCH

Uncovering the impact of self-assessment on freshman's social construction of knowledge in online asynchronous discussion groups.

Hilde Van KeerBram De WeverMartin Valcke

2004

Begrijpend en studerend lezen: samen naar strategische diepgang

Hilde Van KeerJean Verhaeghe

Bookchapter in Taal verwerven op school. Taaldidactiek voor basisonderwijs en eerste graad secundair

Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring

A1 Journal Article in BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY

Strategieën voor begrijpend lezen via peer tutoring

L KuijteHilde Van KeerDirk Gombeir

A4 Journal Article in SCHOOL- EN KLASPRAKTIJK

2003

Effecten van expliciete instructie in leesstrategieën en 'peer tutoring' op tweede- en vijfdeklassers

Hilde Van KeerJean Verhaeghe

A2 Journal Article in PEDAGOGISCHE STUDIEN

Effecten van expliciete instructie in leesstrategieën en peer tutoring op tweede- en vijfdeklassers

Hilde Van KeerJean Verhaeghe

A2 Journal Article in PEDAGOGISCHE STUDIEN

Effects of explicit reading strategies instruction and peer tutoring in second and fifth graders

Hilde Van KeerJean Verhaeghe

Bookchapter in Powerful learning environments: Unravelling basic components and dimensions

Lezen met z'n twee : het verwerven van strategieën voor begrijpend lezen via 'peer tutoring'

Hilde Van KeerB. Ampe

Article in a magazine

2002

Een boek voor twee. Een onderzoek naar het verwerven van strategieÃ«n voor begrijpend lezen via peer tutoring in de lagere school.

A4 Journal Article in VONK

Een boek voor twee. Strategieën voor begrijpend lezen via peer tutoring. Handleiding.

Reading strategies instruction and peer tutoring in primary schools. A quasi-experimental study of the effects on students' reading comprehension and metacognition

Hilde Van KeerJean Verhaeghe

2000

Armoede en basisonderwijs. Een actie-onderzoek in opdracht van de Koning Boudewijnstichting door de vakgroep Onderwijskunde. Koning Boudewijnstichting, Brussel, 2000, 95 pp.

JP VerhaegheN VansieleghemHilde Van KeerMerlyn SchoorsMarita de Koster