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Researcher
Hilde Van Keer
Profile
Projects
Publications
Activities
Awards & Distinctions
381
Results
2025
Aan de slag met de leesscan : van leesscan tot leesplan
Jona Hebbrecht
Lieve Van Severen
Fien De Smedt
Hilde Van Keer
Iris Vansteelandt
Article in a magazine
2025
Begeleiding en onderzoek: hoe lesson study leraren in de B-stroom op weg zet naar effectiever leesonderwijs
Soetkin Werbrouck
Hilde Van Keer
U
Conference
2025
Empowering teachers’ competence : implementing lesson study to enhance reading instruction and promotion in prevocational education
Soetkin Werbrouck
Hilde Van Keer
C3
Conference
2025
Exploring vocabulary acquisition in emergent bilingual children : a comparative study of three interactive book reading approaches
Eline Decraene
Maribel Montero Perez
Hilde Van Keer
C3
Conference
2025
Interactief voorlezen: een recept voor rijke taalontwikkeling
Iris Vansteelandt
Jona Hebbrecht
Hilde Van Keer
Article in a magazine
2025
Magic in the making : the impact of professional development on Flemish prevocational teachers
Soetkin Werbrouck
Hilde Van Keer
C3
Conference
2025
Read with me, I will learn words : effects of an interactive book reading intervention on first graders' expressive target vocabulary
Silke Vanparys
Eline Decraene
Hilde Van Keer
A1
Journal Article
in
EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
2025
The impact of a Tier 1 intervention on fifth and sixth graders’ reading comprehension, reading strategy use, and reading motivation
Rielke Bogaert
Emmelien Merchie
Kim Van Ammel
Hilde Van Keer
A1
Journal Article
in
LEARNING DISABILITY QUARTERLY
2025
Time tells : longitudinal changes in teachers’ beliefs and behaviour when implementing reading innovations
Mareike Ehlert
Fien De Smedt
Hilde Van Keer
Elmar Souvignier
A1
Journal Article
in
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
2025
Van theorie naar praktijk in leesonderwijs: professionalisering van leraren in de eerste graad B-stroom
Soetkin Werbrouck
Hilde Van Keer
U
Conference
2025
Vlaamse scholen onder de leesscan
Jona Hebbrecht
Lieve Van Severen
Fien De Smedt
Hilde Van Keer
U
Conference
2025
Woordenschat in dialoog: interactief voorlezen met meertalige kinderen in het eerste en tweede leerjaar (groep 3 en 4)
Eline Decraene
Hilde Van Keer
Maribel Montero Perez
C3
Conference
2025
Woordenschatverwerving van meertalige kinderen bij de start van het lager onderwijs versterken via interactief voorlezen
Eline Decraene
Hilde Van Keer
Maribel Montero Perez
C3
Conference
2025
2024
Academic motivational reading and writing profiles of higher education students
Lisa Birnbaum
Fien De Smedt
Hilde Van Keer
C3
Conference
2024
Argumentation in collaboration : the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
A1
Journal Article
in
READING AND WRITING
2024
Argumentativo2.0 : an intervention study on argumentative, collaborative writing skills
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
C3
Conference
2024
Comparative approaches to the assessment of writing : reliability and validity of benchmark rating and comparative judgement
Renske Bouwer
Marije Lesterhuis
Fien De Smedt
Hilde Van Keer
Sven De Maeyer
A2
Journal Article
in
JOURNAL OF WRITING RESEARCH
2024
Fostering in-service teachers’ interactive book reading competencies : how a hybrid professional development program makes a difference for teachers
Iris Vansteelandt
Jona Hebbrecht
Hilde Van Keer
C3
Conference
2024
From source texts to written arguments : unmasking writing processes via process mining analysis
Fien De Smedt
Rianne Conijn
Nina Vandermeulen
Karen Putzeys
Bram De Wever
Hilde Van Keer
C3
Conference
2024
In interactie gaan rond lezen, hoe dan?
Iris Vansteelandt
Hilde Van Keer
C3
Conference
2024
Manual of argumentativo (version 1)
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
Manual
2024
Mapping the academic journey : cognitive and motivational aspects of reading and writing
Fien De Smedt
Renske Bouwer
Hilde Van Keer
C3
Conference
2024
Professionalisering in leesonderwijs : één uitdaging, twee studies
Soetkin Werbrouck
Hilde Van Keer
C3
Conference
2024
Rapport bij het piloottraject #iedereenvoorlezen, een hybride professionaliseringstraject rond interactief voorlezen. Monitoring van leraarcompetenties
Hilde Van Keer
Eline Decraene
Silke Vanparys
Lore De Cock
Fien De Smedt
Sarah-Jane Arschoot
Report
2024
Sleutels voor effectief schrijven
Fien De Smedt
Anne-Lotte Stevens
Yana Landrieu
Bram De Wever
Hilde Van Keer
A4
Journal Article
in
SCHOOL- EN KLASPRAKTIJK
2024
Strengthening in-service teachers’ interactive book reading : behind the scenes of a hybrid professional development program
Iris Vansteelandt
Jona Hebbrecht
Hilde Van Keer
C3
Conference
2024
Taal in de kleuterklas : praktijktips vanuit het onderzoek voor kwalitatief en inspirerend kleuteronderwijs
Helena Taelman
Sven Sierens
Jantina Spilt
Bénédicte Vanblaere
Hilde Van Keer
Pieter Verachtert
Book
2024
Teachers as agents of self-regulated learning (SRL) : studying the relations between teachers’ knowledge, beliefs, and SRL implementation across educational levels
Lies Backers
Fien De Smedt
Hilde Van Keer
A2
Journal Article
in
UNTERRICHTSWISSENSCHAFT
2024
The interplay between students' home literacy environment, reading attitudes and comprehension : a serial mediation analysis using PIRLS 2021-data
Renee Claes
Jana Laga
Katrijn Denies
Nele Bleukx
Jonas Dockx
Hilde Van Keer
Koen Aesaert
A2
Journal Article
in
LARGE-SCALE ASSESSMENTS IN EDUCATION
2024
The interplay between teacher beliefs, instructional practices, and students' reading achievement : national evidence from PIRLS 2021 using path analysis
Nele Bleukx
Katrijn Denies
Hilde Van Keer
Koen Aesaert
A2
Journal Article
in
LARGE-SCALE ASSESSMENTS IN EDUCATION
2024
Unknown is not chosen : university student voices on group formation for collaborative writing
Karen Putzeys
Hilde Van Keer
Bram De Wever
A2
Journal Article
in
EDUCATION SCIENCES
2024
Unraveling primary school teachers' self-regulated learning knowledge and assessment approach
Lies Backers
Britt Van de Velde
Hilde Van Keer
C3
Conference
2024
Vaardigheden voor de uitdagingen van morgen : Vlaamse resultaten van PIAAC 2023
Lisa Dewulf
Lisse Van Nieuwenhove
Fien De Smedt
Jan De Neve
Martin Valcke
Hilde Van Keer
Bram De Wever
Report
2024
Versterking van leraren en schoolteams: Leren over interactief voorlezen binnen het hybride professionaliseringstraject #iedereenvoorlezen
Iris Vansteelandt
Hilde Van Keer
Lecture / Speech
2024
Voorlezen in (inter)actie : impact van het tweejarige hybride professionaliseringstraject #iedereenvoorlezen
Iris Vansteelandt
Jona Hebbrecht
Hilde Van Keer
C3
Conference
2024
Voorlezen in (inter)actie : impact van het tweejarige hybride professionaliseringstraject #iedereenvoorlezen
Iris Vansteelandt
Jona Hebbrecht
Eline Decraene
Silke Vanparys
Hilde Van Keer
C1
Conference
2024
What's the difference? Interactive book reading with at-risk and not-at-risk 1st- and 2nd-graders
Silke Vanparys
Dries Debeer
Hilde Van Keer
A2
Journal Article
in
JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION
2024
2023
A study on the impact of explicit instruction and collaborative writing on argumentative writing
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
C3
Conference
2023
Academic reading and writing : motivational literacy profiles of higher education students
Fien De Smedt
Lisa Birnbaum
Hilde Van Keer
C3
Conference
2023
Argumenteren? Niet zonder het hen aan te leren!
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
A4
Journal Article
in
FONS (BRUGGE)
2023
Building vocabulary bridges : exploring pre-service primary school teachers’ dispositions on L2 vocabulary instruction for emergent bilinguals through interactive book reading
Eline Decraene
Silke Vanparys
Maribel Montero Perez
Hilde Van Keer
A2
Journal Article
in
Education Sciences
2023
De nexus academisch lezen en schrijven in kaart gebracht
Fien De Smedt
Emmelien Merchie
Renske Bouwer
Hilde Van Keer
C3
Conference
2023
Design principles of argumentativo : designing an intervention focusing on explicit writing instruction and collaborative writing
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
C1
Conference
2023
Development of the reading comprehension strategies questionnaire (RCSQ) for late elementary school students
Rielke Bogaert
Emmelien Merchie
Yves Rosseel
Hilde Van Keer
A1
Journal Article
in
FRONTIERS IN PSYCHOLOGY
2023
Differential effects of reading strategy intervention for three levels of comprehenders : focus on text comprehension and autonomous reading motivation
Lin Wu
Martin Valcke
Hilde Van Keer
A1
Journal Article
in
LEARNING AND INDIVIDUAL DIFFERENCES
2023
Een schoolbreed professionaliseringstraject omtrent zelfregulerend leren : kansen en barrières
Lies Backers
Hilde Van Keer
C3
Conference
2023
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 Bogaert
Hilde Van Keer
Emmelien Merchie
Dissertation
2023
Group-based motivational profiles and their association with students' writing performance
Rui Alves
Ana Camacho
Fien De Smedt
Rui Maio
Joana Cadima
Hilde Van Keer
C3
Conference
2023
Het effect van interactief voorlezen op de woordenschat van kinderen in het 1e leerjaar (Groep 3)
Silke Vanparys
Eline Decraene
Hilde Van Keer
C3
Conference
2023
Opening the black box of students' argumentative writing processes
Fien De Smedt
Nina Vandermeulen
Yana Landrieu
Bram De Wever
Hilde Van Keer
C3
Conference
2023
Opvattingen van student-leraren over woordenschatinstructie voor tweedetaalleerders
Eline Decraene
Silke Vanparys
Maribel Montero Perez
Hilde Van Keer
C3
Conference
2023
Overview and design principles of Argumentativo
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
C3
Conference
2023
Pre-service primary school teachers’ beliefs on interactive book reading in multilingual contexts
Eline Decraene
Hilde Van Keer
Maribel Montero Perez
C3
Conference
2023
Professionalizing teachers on SRL : school counselors’ perspectives on barriers and opportunities
Lies Backers
Hilde Van Keer
C3
Conference
2023
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 Vanparys
Hilde Van Keer
Dissertation
2023
Relating implicit beliefs, achievement goals, self-efficacy, motives, and writing performance
Fien De Smedt
Yana Landrieu
Bram De Wever
Hilde Van Keer
C3
Conference
2023
Relating writing processes, text characteristics, and text quality in argumentative writing : a path-model
Fien De Smedt
Yana Landrieu
Nina Vandermeulen
Bram De Wever
Hilde Van Keer
C3
Conference
2023
Structural relations among implicit theories, achievement goals, and performance in writing
Ana Camacho
Fien De Smedt
João R. Daniel
Rui Alves
Hilde Van Keer
C3
Conference
2023
Studying the impact of explicit writing instruction and collaborative writing on students’ argumentative writing skills
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
C3
Conference
2023
The development of the reading comprehension : progress monitoring (RC-PM) tool for late elementary students
Rielke Bogaert
Emmelien Merchie
Koen Aesaert
Hilde Van Keer
A2
Journal Article
in
FRONTIERS IN EDUCATION
2023
The impact of an in-service teacher professionalization on teachers’ SRL competences
Lies Backers
Hilde Van Keer
C3
Conference
2023
The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance
Fien De Smedt
Yana Landrieu
Bram De Wever
Hilde Van Keer
A1
Journal Article
in
FRONTIERS IN PSYCHOLOGY
2023
Van leesscan tot leesplan : lezers maak je samen
Jona Hebbrecht
Lieve van Severen
Fien De Smedt
Hilde Van Keer
Iris Vansteelandt
C1
Conference
2023
What’s in a word : impact of interactive book reading on 1st-graders’ expressive target vocabulary
Silke Vanparys
Hilde Van Keer
C3
Conference
2023
Writing motivation profiles and their association with writing performance : a person-centered approach
Ana Camacho
Fien De Smedt
Rui Maio
Joana Cadima
Hilde Van Keer
Rui A. Alves
A1
Journal Article
in
TOPICS IN LANGUAGE DISORDERS
2023
2022
Assessing the quality of argumentative texts : examining the general agreement between different rating procedures and exploring inferences of (dis)agreement cases
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
A2
Journal Article
in
FRONTIERS IN EDUCATION
2022
Coaching and diversity : curriculum-based Engaged Learning at Ghent University
Lieve Carette
Hilde Van Keer
Elisabeth De Schauwer
Bookchapter
in
Engaged Learning in Belgium
2022
Differences between primary and secondary school teachers’ knowledge, beliefs and implementation of SRL
Lies Backers
Hilde Van Keer
C3
Conference
2022
Do cognitive processes and motives for argumentative writing converge in writer profiles?
Fien De Smedt
Yana Landrieu
Bram De Wever
Hilde Van Keer
A1
Journal Article
in
JOURNAL OF EDUCATIONAL RESEARCH
2022
Dynamic assessment of vocabulary development through interactive book reading in lower elementary school grades
Silke Vanparys
Hilde Van Keer
C1
Conference
2022
Fostering secondary students' argumentative writing skills
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
C3
Conference
2022
Fostering secondary students' argumentative writing skills
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
C3
Conference
2022
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
Liesje De Backer
Hilde Van Keer
Fien De Smedt
Emmelien Merchie
Martin Valcke
A1
Journal Article
in
COMPUTERS & EDUCATION
2022
Leer leerlingen strategische lezers te worden
Amelie Rogiers
Rielke Bogaert
Kim Van Ammel
Emmelien Merchie
Hilde Van Keer
Bookchapter
in
De zeven pijlers van onderwijs in begrijpend lezen
2022
LeesWijs : een blik op leesmotivatie en leesbegrip in de B-stroom
Eline Decraene
Amelie Rogiers
Soetkin Werbrouck
Hilde Van Keer
C3
Conference
2022
Mind maps : processed as intuitively as thought? Investigating late elementary students’ eye-tracked visual behavior patterns in-depth
Emmelien Merchie
Sofie Heirweg
Hilde Van Keer
A1
Journal Article
in
FRONTIERS IN PSYCHOLOGY
2022
Paper presentation enhancing argumentative writing skills : preliminary results
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
C3
Conference
2022
Pre-service teachers’ reader profiles : stability and change throughout teacher education
Iris Vansteelandt
Suzanne Mol
Hilde Van Keer
A1
Journal Article
in
JOURNAL OF RESEARCH IN READING
2022
Primary school teachers’ content and pedagogical content knowledge about self-regulated learning
Lies Backers
Hilde Van Keer
C3
Conference
2022
Promoting reading comprehension and reading motivation in Chinese secondary education poor readers
Lin Wu
Martin Valcke
Hilde Van Keer
Dissertation
2022
Structural relations among implicit theories, achievement goals, and performance in writing
Ana Camacho
Rui A. Alves
João R. Daniel
Fien De Smedt
Hilde Van Keer
A1
Journal Article
in
LEARNING AND INDIVIDUAL DIFFERENCES
2022
Teachers’ SRL competences : differences between primary and secondary education
Lies Backers
Hilde Van Keer
C3
Conference
2022
The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content
Liesje De Backer
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
LEARNING AND INSTRUCTION
2022
The long road from teacher professional development to student improvement : a school-wide professionalization on self-regulated learning in primary education
Sofie Heirweg
Mona De Smul
Emmelien Merchie
Geert Devos
Hilde Van Keer
A1
Journal Article
in
RESEARCH PAPERS IN EDUCATION
2022
Vlaamse scholen onder de leesscan
Jona Hebbrecht
Davy De Winne
Fien De Smedt
Hilde Van Keer
A4
Journal Article
in
FONS (BRUGGE)
2022
Vocational students’ reading motivation profiles and the relationship with reading comprehension
Eline Decraene
Amelie Rogiers
Hilde Van Keer
C3
Conference
2022
Writer profiles based on cognitive writing processes and motives for writing : a cluster analysis
Fien De Smedt
Yana Landrieu
Bram De Wever
Hilde Van Keer
C3
Conference
2022
2021
An analytical description of ProjectExpert : a reading program for ninth grade vocational students
Kim Van Ammel
Koen Aesaert
Fien De Smedt
Hilde Van Keer
C3
Conference
2021
An analytical description of ProjectExpert : an instructional reading program for ninth grade vocational students
Kim Van Ammel
Koen Aesaert
Fien De Smedt
Flore De Meester
Hilde Van Keer
A2
Journal Article
in
L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE
2021
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 Backer
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
2021
Design principles for argumentative writing focusing on cognitive strategic and conversational support
Yana Landrieu
Fien De Smedt
Bram De Wever
Hilde Van Keer
C3
Conference
2021
Development of a measurement instrument for upper primary students’ reading strategy use
Rielke Bogaert
Emmelien Merchie
Hilde Van Keer
C3
Conference
2021
Development of a progress monitoring tool for upper primary students’ reading comprehension
Rielke Bogaert
Koen Aesaert
Emmelien Merchie
Hilde Van Keer
C3
Conference
2021
Do you reap what you sow? The relationship between primary school students’ self-regulated learning and student, teacher, and school determinants
Sofie Heirweg
Mona De Smul
Emmelien Merchie
Geert Devos
Hilde Van Keer
A1
Journal Article
in
SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
2021
Empowering secondary students' argumentative writing skills : assessing argumentative writing skills
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
C3
Conference
2021
Empowering secondary students' argumentative writing skills : overview of the research project
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
C3
Conference
2021
Examining structural relations among motivation, behavior, and performance in writing
Ana Camacho
Rui Alexandre Alves
Fien De Smedt
Pietro Boscolo
Hilde Van Keer
C3
Conference
2021
Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics
Liesje De Backer
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
2021
Het realiseren van waardevol onderwijs : een collectief, pedagogisch en politiek project : lokale netwerkanalyse en participatief biografisch onderzoek in het systeem leren en werken
Caroline Vandekinderen
Griet Roets
Hilde Van Keer
Rudi Roose
Bookchapter
in
Over leven op school : de rol van school in het leven van jongeren
2021
Illuminating learning from informative texts in secondary education : a switching replication design study
Amelie Rogiers
Emmelien Merchie
Hilde Van Keer
A1
Journal Article
in
CONTEMPORARY EDUCATIONAL PSYCHOLOGY
2021
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 Ammel
Koen Aesaert
Hilde Van Keer
C3
Conference
2021
Input en interactie tijdens voorlezen
Silke Vanparys
Hilde Van Keer
C3
Conference
2021
Leraren die leesmotivatie promoten : continue professionalisering als motor voor motiverend leesonderwijs
Iris Vansteelandt
Hilde Van Keer
A4
Journal Article
in
SCHOOL- EN KLASPRAKTIJK
2021
Manual of argumentativo (version 0)
Yana Landrieu
Fien De Smedt
Hilde Van Keer
Bram De Wever
Manual
2021
Mind maps as primers when reading-for-learning in elementary grades? An eye tracking study
Emmelien Merchie
Leen Catrysse
Hilde Van Keer
A1
Journal Article
in
INSTRUCTIONAL SCIENCE
2021
Reading comprehension promotion by strategy instruction : from late elementary to secondary education
Rielke Bogaert
Kim Van Ammel
Emmelien Merchie
Koen Aesaert
Hilde Van Keer
C3
Conference
2021
Reading intervention : promoting late elementary students’ reading comprehension, motivation and strategy use
Rielke Bogaert
Emmelien Merchie
Hilde Van Keer
C3
Conference
2021
Reading with skill and will? Mapping and fostering secondary school students' reading comprehension, strategy use and motivation
Kim Van Ammel
Hilde Van Keer
Koen Aesaert
Dissertation
2021
Relations among motivation, behaviour, and performance in writing : a multiple‐group structural equation modeling study
Ana Camacho
Rui A. Alves
Fien De Smedt
Hilde Van Keer
Pietro Boscolo
A1
Journal Article
in
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
2021
Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension
Kim Van Ammel
Koen Aesaert
Fien De Smedt
Hilde Van Keer
A1
Journal Article
in
JOURNAL OF RESEARCH IN READING
2021
Supporting struggling readers at secondary school : an intervention of reading strategy instruction
Lin Wu
Martin Valcke
Hilde Van Keer
A1
Journal Article
in
READING AND WRITING
2021
Teachers' knowledge and beliefs about reading comprehension instruction : differences across tracks?
Kim Van Ammel
Koen Aesaert
Rielke Bogaert
Hilde Van Keer
C3
Conference
2021
Unfolding interaction during reading with at-risk and not at-risk first and second graders
Silke Vanparys
Hilde Van Keer
C3
Conference
2021
Vocabulary acquisition through interactive book reading : an ever-growing gap?
Silke Vanparys
Hilde Van Keer
C3
Conference
2021
Writer profiles : occurrence and relationship with student characteristics and writing outcomes
Fien De Smedt
Yana Landrieu
Bram De Wever
Hilde Van Keer
C3
Conference
2021
2020
'It takes two' : the added value of structured peer-assisted writing in explicit writing instruction
Fien De Smedt
Steve Graham
Hilde Van Keer
A1
Journal Article
in
CONTEMPORARY EDUCATIONAL PSYCHOLOGY
2020
'Schrijftandem' per twee aan de slag met schrijfstrategieën!
Fien De Smedt
Hilde Van Keer
A4
Journal Article
in
MEERTAAL (ASSEN)
2020
A lifespan developmental perspective on strategic processing
Amelie Rogiers
Emmelien Merchie
Fien De Smedt
Liesje De Backer
Hilde Van Keer
Bookchapter
in
Handbook of strategies and strategic processing : conceptualization, intervention, measurement, and analysis
2020
Assessing and mapping reading and writing motivation in third to eight graders : a self-determination theory perspective
Fien De Smedt
Amelie Rogiers
Sofie Heirweg
Emmelien Merchie
Hilde Van Keer
A1
Journal Article
in
FRONTIERS IN PSYCHOLOGY
2020
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 Vansteelandt
Hilde Van Keer
Suzanne Mol
Dissertation
2020
Begrijpend lezen, instructieprincipe 1 : bevorder de leesmotivatie
Kim Van Ammel
Rielke Bogaert
Amelie Rogiers
Hilde Van Keer
Bookchapter
in
Didactiek Nederlands : handboek
2020
Begrijpend lezen, instructieprincipe 2 : besteed aandacht aan functioneel lezen
Kim Van Ammel
Rielke Bogaert
Amelie Rogiers
Hilde Van Keer
Bookchapter
in
Didactiek Nederlands : handboek
2020
Begrijpend lezen, instructieprincipe 3 : voorzie in expliciete strategie-instructie
Kim Van Ammel
Rielke Bogaert
Amelie Rogiers
Hilde Van Keer
Bookchapter
in
Didactiek Nederlands : handboek
2020
Begrijpend lezen, instructieprincipe 4 : stimuleer interactie tussen leerlingen
Kim Van Ammel
Rielke Bogaert
Amelie Rogiers
Hilde Van Keer
Bookchapter
in
Didactiek Nederlands : handboek
2020
Beter en gemotiveerd begrijpend lezen : vier instructieprincipes in samenhang
Kim Van Ammel
Rielke Bogaert
Amelie Rogiers
Hilde Van Keer
Bookchapter
in
Didactiek Nederlands : handboek
2020
In pursuit of beginning teachers’ competence in promoting reading motivation : a mixed-methods study into the impact of a continuing professional development program
Iris Vansteelandt
Suzanne E. Mol
Ruben Vanderlinde
Marja-Kristiina Lerkkanen
Hilde Van Keer
A1
Journal Article
in
TEACHING AND TEACHER EDUCATION
2020
Individual differences in late elementary graders’ reading comprehension strategy use
Rielke Bogaert
Emmelien Merchie
Hilde Van Keer
C3
Conference
2020
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 Smul
dr. Sofie Heirweg
Geert Devos
Hilde Van Keer
A1
Journal Article
in
SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
2020
Learner profile stability and change : the impact of the explicit strategy instruction program 'Learning Light'
Amelie Rogiers
Emmelien Merchie
Hilde Van Keer
A1
Journal Article
in
JOURNAL OF EDUCATIONAL RESEARCH
2020
Leesmotivatie : wat is het en hoe kan je het bevorderen?
Amelie Rogiers
Iris Vansteelandt
Hilde Van Keer
Bookchapter
in
Didactiek Nederlands : handboek
2020
Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning
Sofie Heirweg
Mona De Smul
Emmelien Merchie
Geert Devos
Hilde Van Keer
A1
Journal Article
in
INSTRUCTIONAL SCIENCE
2020
Opening the black box of students’ text-learning processes : a process mining perspective
Amelie Rogiers
Emmelien Merchie
Hilde Van Keer
A2
Journal Article
in
FRONTLINE LEARNING RESEARCH
2020
ProjectExpert : enhancing vocational students’ reading motivation and comprehension
Kim Van Ammel
Koen Aesaert
Hilde Van Keer
C3
Conference
2020
Samenwerkend schrijven
Fien De Smedt
Hilde Van Keer
Bookchapter
in
Didactiek Nederlands : handboek
2020
The profile of the skilled reader : an investigation into the role of reading enjoyment and student characteristics
Amelie Rogiers
Emmelien Merchie
Hilde Van Keer
A1
Journal Article
in
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
2020
Variations in socially shared metacognitive regulation and their relation with university students’ performance
Liesje De Backer
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
METACOGNITION AND LEARNING
2020
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 Rogiers
Emmelien Merchie
Hilde Van Keer
A1
Journal Article
in
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
2020
What's the difference? Interaction during shared reading with at-risk and not-at-risk 1st and 2nd graders
Silke Vanparys
Hilde Van Keer
C3
Conference
2020
Writing argumentative texts based on sources : a study into the cognitive and motivational correlates of 10th graders’ writing performance
Fien De Smedt
Yana Landrieu
Bram De Wever
Hilde Van Keer
C3
Conference
2020
2019
'It 'texts' two to tango' : video-based analysis of interaction in 6th grade peer-assisted writing dyads
Fien De Smedt
Liesje De Backer
Hilde Van Keer
C3
Conference
2019
Beginnende leerkrachten als rolmodellen voor lezen : de nood aan continue professionalisering
Iris Vansteelandt
Suzanne E. Mol
Hilde Van Keer
C3
Conference
2019
Beginnende leraren gaan voor graag en goed lezen
Iris Vansteelandt
Hilde Van Keer
A4
Journal Article
in
FONS (BRUGGE)
2019
Beter leren schrijven? Directe instructie en samenwerkend schrijven als twee krachtige vormen van instructie
Fien De Smedt
Hilde Van Keer
A4
Journal Article
in
FONS
2019
Bringing continuous professional development in practice : design principles for a professional development program for primary school teachers focusing on promoting students' reading motivation
Iris Vansteelandt
Hilde Van Keer
Suzanne E. Mol
C3
Conference
2019
Cognitive and motivational challenges in writing : the impact of explicit instruction and peer-assisted writing in upper-elementary grades
Fien De Smedt
Hilde Van Keer
Dissertation
2019
Continuous professional development on reading for newly qualified teachers: A mixed-method approach
Iris Vansteelandt
Suzanne E. Mol
Hilde Van Keer
C3
Conference
2019
Design principles for a continuous professional development program on promoting reading motivation
Iris Vansteelandt
Suzanne Mol
Hilde Van Keer
C3
Conference
2019
Design principles for professionalizing primary school teachers on promoting reading motivation
Iris Vansteelandt
Suzanne E Mol
Hilde Van Keer
A2
Journal Article
in
L1 EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE
2019
Development and validation of the teacher self-efficacy scale to implement self-regulated learning
Hilde Van Keer
Mona De Smul
dr. Sofie Heirweg
Geert Devos
Sabrina Vandevelde
C3
Conference
2019
Development of an adaptive Flemish reading comprehension test for secondary school students
Blijde Van Driessche
Emmelien Merchie
Hilde Hacquebord
Hilde Van Keer
C3
Conference
2019
Effectieve, eigentijdse begrijpend leesdidactiek in het basisonderwijs : wetenschappelijk eindrapport van een praktijkgerichte literatuurstudie
Emmelien Merchie
Saartje Gobyn
Ellen De Bruyne
Fien De Smedt
Mariet Schiepers
Marieke Vanbuel
Pol Ghesquière
Kris Van den Branden
Hilde Van Keer
Report
2019
Factors associated with reading comprehension of secondary school students
Lin Wu
Martin Valcke
Hilde Van Keer
A2
Journal Article
in
EDUCATIONAL SCIENCES-THEORY & PRACTICE
2019
Fostering secondary school students’ text-learning strategy use through a strategy-focused program
Amelie Rogiers
Hilde Van Keer
Emmelien Merchie
C3
Conference
2019
How do novice writers write collaboratively? Towards a better understanding of the collaborative writing processes and interactions
Fien De Smedt
Liesje De Backer
Hilde Van Keer
C3
Conference
2019
Illuminating text-learning in secondary education : measuring and fostering strategy use and knowledge acquisition
Amelie Rogiers
Hilde Van Keer
Emmelien Merchie
Dissertation
2019
Improving secondary school students’ text-learning strategies and performance through a strategy-focused program : a multilevel study
Amelie Rogiers
Hilde Van Keer
Emmelien Merchie
C3
Conference
2019
Investigating differentiated instruction in a text-learning strategy intervention with mind maps
Rielke Bogaert
Emmelien Merchie
Hilde Van Keer
C3
Conference
2019
It's not only about the teacher! Mapping and fostering the school-wide implementation of self-regulated learning in primary education
Mona De Smul
Geert Devos
Hilde Van Keer
Dissertation
2019
Learner profiles in secondary education : occurrence and relationship with performance and student characteristics
Amelie Rogiers
Emmelien Merchie
Hilde Van Keer
A1
Journal Article
in
JOURNAL OF EDUCATIONAL RESEARCH
2019
Learning from texts and mind maps : an eye-tracking and retrospective interview study
Emmelien Merchie
Rielke Bogaert
Hilde Van Keer
Leen Catrysse
C3
Conference
2019
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 Heirweg
Hilde Van Keer
Geert Devos
Dissertation
2019
Mind maps : processed as intuitively as thought? Investigating late elementary graders’ reading-for-learning patterns in-depth : Abstracts
Emmelien Merchie
dr. Sofie Heirweg
Hilde Van Keer
C3
Conference
2019
Overcoming motivational challenges in writing : a randomized control trial
Fien De Smedt
Steve Graham
Hilde Van Keer
C3
Conference
2019
Profiling upper primary school students' self-regulated learning through self-report questionnaires and think-aloud protocol analysis
dr. Sofie Heirweg
Mona De Smul
Geert Devos
Hilde Van Keer
A1
Journal Article
in
LEARNING AND INDIVIDUAL DIFFERENCES
2019
Promotieonderzoek laat zien : expliciete strategie-instructie via mindmaps werkt!
Emmelien Merchie
Hilde Van Keer
A4
Journal Article
in
TIJDSCHRIFT VOOR REMEDIAL TEACHING
2019
School and teacher determinants underlying teachers’ implementation of self-regulated learning in primary education
Mona De Smul
dr. Sofie Heirweg
Geert Devos
Hilde Van Keer
A1
Journal Article
in
RESEARCH PAPERS IN EDUCATION
2019
Schrijf je mee(r)?
Fien De Smedt
Hilde Van Keer
Other
2019
Schrijven kan je leren!
Fien De Smedt
Hilde Van Keer
A4
Journal Article
in
BASIS
2019
Sleutels voor effectief begrijpend lezen. Inspiratie voor een eigentijdse didactiek in het basisonderwijs.
Saartje Gobyn
Emmelien Merchie
Ellen De Bruyne
Fien De Smedt
Mariet S Schiepers
Marieke Vanbuel
Pandora Versteden
Kris Van den Branden
Pol Phesquière
Hilde Van Keer
Report
2019
Stimulating students' self-efficacy for writing : lessons from a two-iteration intervention study
Fien De Smedt
Steve Graham
Hilde Van Keer
C3
Conference
2019
The bright and dark side of writing motivation : effects of explicit instruction and peer assistance
Fien De Smedt
Steve Graham
Hilde Van Keer
A1
Journal Article
in
JOURNAL OF EDUCATIONAL RESEARCH
2019
The effect of structuring versus reflection-provoking support on students' shared metacognitive regulation
Liesje De Backer
Hilde Van Keer
Martin Valcke
C3
Conference
2019
The functions of shared regulation during collaborative learning and their relation with students' performance
Liesje De Backer
Hilde Van Keer
Martin Valcke
C3
Conference
2019
The relationship between 9th grade students' reading motivation, reading behavior and reading comprehension
Kim Van Ammel
Koen Aesaert
Hilde Van Keer
C3
Conference
2019
The relative contribution of cognitive and motivational variables to secondary school students' reading comprehension, taking into account their educational track
Kim Van Ammel
Koen Aesaert
Hilde Van Keer
C3
Conference
2019
Uncovering interactive book reading processes in first and second grade : a closer look into children’s input and interaction patterns
Silke Vanparys
Hilde Van Keer
C3
Conference
2019
Unravelling interaction patterns and writing processes during collaborative writing in sixth grade
Fien De Smedt
Liesje De Backer
Hanne Steurtewagen
Hilde Van Keer
C3
Conference
2019
Writing texts because you 'want' or because you 'must'? A self-determination theory perspective
Fien De Smedt
Steve Graham
Hilde Van Keer
C3
Conference
2019
2018
Actorshap van jongeren in het systeem 'Leren en Werken'
Caroline Vandekinderen
Didier Reynaert
Rudi Roose
Griet Roets
Hilde Van Keer
Bookchapter
in
De capability-benadering in het sociaal domein : een praktijkgerichte kennismaking
2018
An analytic description of an instructional writing program combining explicit writing instruction and peer-assisted writing
Fien De Smedt
Hilde Van Keer
A2
Journal Article
in
JOURNAL OF WRITING RESEARCH
2018
Are variations in shared regulation equally beneficial for all collaborative learners' performance?
Liesje De Backer
Hilde Van Keer
Martin Valcke
C3
Conference
2018
Assessing prerequisites and processes of self-, co-, and shared regulation during collaborative learning
Liesje De Backer
Hilde Van Keer
Martin Valcke
Ingo Kollar
Christopher Williams
Tina Seufert
Armin Weinberger
Nadine Melzner
Martin Greisel
Markus Dresel
et al.
C3
Conference
2018
Beginnende leerkrachten als rolmodellen voor lezen?!
Iris Vansteelandt
Suzanne E. Mol
Hilde Van Keer
C3
Conference
2018
Beter en graag lezen voor elke leerling : naar een duurzaam leesbeleid op school
Iris Vansteelandt
Amelie Rogiers
Hilde Van Keer
Sarah Van Tilburg
A4
Journal Article
in
FONS
2018
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 Merchie
Hilde Van Keer
C3
Conference
2018
Cognitive and motivational challenges in writing : studying the relation with writing performance across students' gender and achievement level
Fien De Smedt
Emmelien Merchie
Mariska Barendse
Yves Rosseel
Jessie De Naeghel
Hilde Van Keer
A1
Journal Article
in
READING RESEARCH QUARTERLY
2018
Continuous professional development for beginning teachers as a means for social engagement
Iris Vansteelandt
Hilde Van Keer
C3
Conference
2018
Do teachers like to read? The evolution of reading attitude throughout teacher education
Iris Vansteelandt
Suzanne E. Mol
Hilde Van Keer
C3
Conference
2018
Do you reap what you sow? The relation between students’ self-regulated learning and student, teacher, and school characteristics
dr. Sofie Heirweg
Mona De Smul
Geert Devos
Hilde Van Keer
C3
Conference
2018
Does the teacher matter? A study into teacher beliefs on writing and instructional writing practices
Fien De Smedt
Hilde Van Keer
C3
Conference
2018
Fostering students’ text-learning strategies secondary education : the impact of explicit strategy-instruction
Amelie Rogiers
Emmelien Merchie
Hilde Van Keer
C3
Conference
2018
Fostering text-learning strategies in secondary education through explicit strategy-instruction : a cluster -analytic study on the evolution of learner profiles
Amelie Rogiers
Emmelien Merchie
Hilde Van Keer
C3
Conference
2018
Fostering writing in upper primary grades : a study into the distinct and combined impact of explicit instruction and peer assistance
Fien De Smedt
Hilde Van Keer
A1
Journal Article
in
READING AND WRITING
2018
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 Smul
dr. Sofie Heirweg
Hilde Van Keer
Geert Devos
Sabrina Vandevelde
A1
Journal Article
in
TEACHING AND TEACHER EDUCATION
2018
How to support shared regulation during face-to-face collaborative learning?
Liesje De Backer
Hilde Van Keer
Martin Valcke
C3
Conference
2018
Identifying student and classroom characteristics related to primary school students’ listening skills : a systematic review
Heleen Bourdeaud'hui
Koen Aesaert
Hilde Van Keer
Johan van Braak
A1
Journal Article
in
EDUCATIONAL RESEARCH REVIEW
2018
Leadership practices underlying teachers’ implementation of self-regulated learning in elementary education
Mona De Smul
dr. Sofie Heirweg
Geert Devos
Hilde Van Keer
C3
Conference
2018
Profiling upper primary school students’ self-regulated learning through self-report questionnaires and think-aloud protocol analysis
dr. Sofie Heirweg
Mona De Smul
Geert Devos
Hilde Van Keer
C3
Conference
2018
Reading motivation profiles in secondary education: The student-teacher connection
Amelie Rogiers
Emmelien Merchie
Hilde Van Keer
C3
Conference
2018
Selecting statistical methods for the learning sciences and reporting their results
Bram De Wever
Hilde Van Keer
Bookchapter
in
International handbook of the learning sciences
2018
Tackling social inequality and exclusion in education : from human capital to capabilities
Caroline Vandekinderen
Griet Roets
Hilde Van Keer
Rudi Roose
A1
Journal Article
in
INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
2018
Teaching primary school students to write effectively : combining explicit writing instruction and collaborative writing
Fien De Smedt
Steve Graham
Hilde Van Keer
C3
Conference
2018
The implementation of self-regulated learning in primary schools: A qualitative study
Mona De Smul
dr. Sofie Heirweg
Geert Devos
Hilde Van Keer
C3
Conference
2018
Tracing spontaneous spatial text-learning strategies in late elementary education : comparing trace data, digital writing pen data and eye tracking data.
Emmelien Merchie
Hilde Van Keer
C3
Conference
2018
Uncovering elementary students’ cognitive processes during informative text and mind map learning. Combining eye tracking and retrospective interviews.
Emmelien Merchie
Hilde Van Keer
C3
Conference
2018
Writing instruction in Flanders: What’s the current state and how to improve it?
Fien De Smedt
Hilde Van Keer
C3
Conference
2018
2017
Assessing reading and writing motivation across grades in elementary and secondary education: A self-determination theory perspective
Fien De Smedt
Amelie Rogiers
dr. Sofie Heirweg
Emmelien Merchie
Sieglinde Van Damme
Bram Cabbeke
Hilde Van Keer
C3
Conference
2017
Best of two worlds in writing assessment: Integrating benchmarking and comparative judgement
Marije Lesterhuis
Fien De Smedt
Renske Bouwer
Hilde Van Keer
Sven De Maeyer
C3
Conference
2017
Beter leren en motiveren in het lager onderwijs
Amelie Rogiers
Emmelien Merchie
Hilde Van Keer
[0-9]{2}
2017
Beter leren en motiveren in het lager onderwijs
Amelie Rogiers
Fien De Smedt
Hilde Van Keer
[0-9]{2}
2017
Capturing self-regulated learning in upper primary school children: A data triangulation approach
dr. Sofie Heirweg
Mona De Smul
Geert Devos
Hilde Van Keer
C3
Conference
2017
Cognitive and motivational key factors of late primary students’ writing performance
Fien De Smedt
Emmelien Merchie
Mariska Barendse
Yves Rosseel
Jessie De Naeghel
Hilde Van Keer
C3
Conference
2017
Creating a powerful learning environment fostering university students’ expertise in metacognitive regulation
Liesje De Backer
Hilde Van Keer
Martin Valcke
C3
Conference
2017
De relatie tussen school- klas- en leerlingkenmerken en luistervaardigheden van leerlingen : een systematische review
Heleen Bourdeaud'hui
Koen Aesaert
Johan van Braak
Hilde Van Keer
C3
Conference
2017
Designing a professional development programme on reading for beginning teachers
Iris Vansteelandt
Hilde Van Keer
C3
Conference
2017
Do teachers like to read? Profiles of pre-service teachers’ reading attitudes
Iris Vansteelandt
Suzanne E. Mol
Hilde Van Keer
C3
Conference
2017
Exploring diversity in teachers’ implementation of self-regulated learning in primary schools : a mixed-method study
Mona De Smul
Hilde Van Keer
dr. Sofie Heirweg
Geert Devos
C3
Conference
2017
Goesting in lezen : leesmotivatie als sleutel voor leessucces?
Amelie Rogiers
Hilde Van Keer
C3
Conference
2017
Het belang van lezen
Amelie Rogiers
Hilde Van Keer
C3
Conference
2017
Het beoordelen van teksten: de beoordelingsschaal aan de hand van ankerteksten en de paarsgewijze vergelijking
Fien De Smedt
Marije Lesterhuis
Renske Bouwer
Sven De Maeyer
Hilde Van Keer
C3
Conference
2017
Het meten van leerstrategieën: zelfrapportagevragenlijsten versus hardopdenkprotocollen
Amelie Rogiers
dr. Sofie Heirweg
Hilde Van Keer
C3
Conference
2017
Het profiel van de vaardige lezer : de rol van intrinsieke leesmotivatie en leerlingkenmerken
Amelie Rogiers
Hilde Van Keer
Bookchapter
in
Succesvol lezen in het onderwijs
2017
Identifying learner profiles in secondary school students’ text-learning strategy use
Amelie Rogiers
Emmelien Merchie
Hilde Van Keer
C3
Conference
2017
Is collaborative learners’ adoption of metacognitive regulation related to students’ content processing strategies and the level of transactivity in their peer discussions?
Liesje De Backer
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
2017
Leraren als rolmodellen voor lezen op school?
Iris Vansteelandt
Hilde Van Keer
[0-9]{2}
2017
Leraren en leerlingen (graag) laten lezen. Wat met een leesbeleid?
Iris Vansteelandt
Hilde Van Keer
[0-9]{2}
2017
Leren profileren
Amelie Rogiers
Emmelien Merchie
Hilde Van Keer
Other
2017
Metacognitive regulation during collaborative learning : Does sharing always imply quality?
Liesje De Backer
Hilde Van Keer
Martin Valcke
C3
Conference
2017
Micro-analysis of collaborative learners’ socially shared regulation
Liesje De Backer
Hilde Van Keer
Martin Valcke
C3
Conference
2017
Schrijftandem
Fien De Smedt
Hilde Van Keer
Other
2017
The Relationship Between Student-, Classroom- And School Characteristics And Primary School Students’ Listening Skills: A Systematic Review
Heleen Bourdeaud'hui
Johan van Braak
Koen Aesaert
Hilde Van Keer
C3
Conference
2017
The challenge of promoting self-regulated learning among primary school children with a low socio-economic and immigrant background
Sabrina Vandevelde
Hilde Van Keer
Emmelien Merchie
A1
Journal Article
in
JOURNAL OF EDUCATIONAL RESEARCH
2017
The decline in reading motivation from elementary to secondary education. What to learn from Self-Determination Theory?
Amelie Rogiers
Fien De Smedt
dr. Sofie Heirweg
Emmelien Merchie
Hilde Van Keer
C3
Conference
2017
Wat als lezen geen kinderspel is?
Amelie Rogiers
Hilde Van Keer
[0-9]{2}
2017
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 Smedt
Hilde Van Keer
A1
Journal Article
in
PEDAGOGISCHE STUDIEN
2017
2016
Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training
Nathalie Aelterman
Maarten Vansteenkiste
Hilde Van Keer
Leen Haerens
A1
Journal Article
in
PSYCHOLOGY OF SPORT AND EXERCISE
2016
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 Heirweg
Mona De Smul
Sabrina Vandevelde
Emmelien Merchie
Geert Devos
Hilde Van Keer
C3
Conference
2016
Do regular and special education teachers differ in the way they promote self-regulated learning?
Sabrina Vandevelde
Hilde Van Keer
dr. Sofie Heirweg
Mona De Smul
C3
Conference
2016
Eliciting reciprocal peer-tutoring groups’ metacognitive regulation through structuring and problematizing scaffolds
Liesje De Backer
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
JOURNAL OF EXPERIMENTAL EDUCATION
2016
Estimation of indirect effects in the presence of unmeasured confounding for the mediator-outcome relationship in a multilevel 2-1-1 mediation model
Wouter Talloen
Beatrijs Moerkerke
Tom Loeys
Jessie De Naeghel
Hilde Van Keer
Stijn Vansteelandt
A1
Journal Article
in
JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS
2016
Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups
Liesje De Backer
Hilde Van Keer
Beatrijs Moerkerke
Martin Valcke
A1
Journal Article
in
METACOGNITION AND LEARNING
2016
From text to graphical summary: a product- and process- oriented assessment to explore the development in fifth and sixth graders' dynamic construction
Emmelien Merchie
Hilde Van Keer
A1
Journal Article
in
LEARNING AND INDIVIDUAL DIFFERENCES
2016
How do novice writers write texts? Using digital pen technology to explore the development and application of cognitive writing processes
Fien De Smedt
Emmelien Merchie
Nele Mortaignie
Hilde Van Keer
C3
Conference
2016
Measuring secondary school students’ text-learning strategies: Comparing task-specific self-reports, think-aloud protocols and study traces
Amelie Rogiers
Hilde Van Keer
C3
Conference
2016
Mind mapping as a meta-learning strategy: stimulating pre-adolescents’ text-learning strategies and performance?
Emmelien Merchie
Hilde Van Keer
A1
Journal Article
in
CONTEMPORARY EDUCATIONAL PSYCHOLOGY
2016
Process-oriented analysis of collaborative learners’ metacognitive regulation behaviour
Liesje De Backer
Hilde Van Keer
Martin Valcke
C3
Conference
2016
Self-regulated learning in primary education : a comprehensive study into the interrelationships among student, teacher, and school-level characteristics (Poster presentation)
Mona De Smul
dr. Sofie Heirweg
Hilde Van Keer
Geert Devos
Other
2016
Stimulating graphical summarization in late elementary education: The relationship between two instructional mind map approaches and student characteristics
Emmelien Merchie
Hilde Van Keer
A1
Journal Article
in
ELEMENTARY SCHOOL JOURNAL
2016
Student, teacher, and class-level correlates of Flemish late elementary school children's writing performance
Fien De Smedt
Hilde Van Keer
Emmelien Merchie
A1
Journal Article
in
READING AND WRITING
2016
The influence of social background on participation in adult education : applying the cultural capital framework
Sebastiano Cincinnato
Bram De Wever
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
ADULT EDUCATION QUARTERLY
2016
Using peer tutoring to improve reading skills : a practical guide for teachers
Keith Topping
David Duran
Hilde Van Keer
Book
2016
2015
Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates
Liesje De Backer
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
LEARNING AND INSTRUCTION
2015
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 Backer
Martin Valcke
Hilde Van Keer
Dissertation
2015
Het vermogen tot leren : een kwalitatief onderzoek in de context van het systeem leren en werken in Gent
Caroline Vandekinderen
Griet Roets
Hilde Van Keer
Rudi Roose
A4
Journal Article
in
WELWIJS (LEUVEN)
2015
Problemen met begrijpend lezen effectief aanpakken: het belang van 'wat' en 'hoe'
Christel Van Vreckem
Annemie Desoete
Hilde Van Keer
A4
Journal Article
in
SIGNAAL
2015
Promoting university students' metacognitive regulation through peer learning: the potential of reciprocal peer tutoring
Liesje De Backer
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
HIGHER EDUCATION
2015
Socially shared metacognitive regulation during reciprocal peer tutoring: identifying its relationship with students' content processing and transactive discussions
Liesje De Backer
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
INSTRUCTIONAL SCIENCE
2015
The challenge of assessing and promoting late primary school children's self-regulated learning : exploring the impact of student tutoring
Sabrina Vandevelde
Hilde Van Keer
Dissertation
2015
Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning
Sabrina Vandevelde
Hilde Van Keer
Gonny Schellings
Bernadette Van Hout-Wolters
A1
Journal Article
in
LEARNING AND INDIVIDUAL DIFFERENCES
2015
2014
A research synthesis on effective writing instruction in primary education
Fien De Smedt
Hilde Van Keer
P1
Conference
2014
Development of the text-learning strategies inventory: assessing and profiling learning from texts in fifth and sixth grade
Emmelien Merchie
Hilde Van Keer
Sabrina Vandevelde
A1
Journal Article
in
JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT
2014
Empirical essays on team learning in accounting education
Evelien Opdecam
Patricia Everaert
Hilde Van Keer
Dissertation
2014
Fostering at-risk elementary school children's self-regulated learning by means of student tutoring: a challenging endeavor
Sabrina Vandevelde
Hilde Van Keer
C3
Conference
2014
From ends to causes (and back again) by metaphor: the paradox of natural selection
Stefaan Blancke
Tammy Schellens
Ronald Soetaert
Hilde Van Keer
Johan Braeckman
A1
Journal Article
in
SCIENCE & EDUCATION
2014
Learning from text in late elementary education : comparing think-aloud protocols with self-reports
Emmelien Merchie
Hilde Van Keer
P1
Conference
2014
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 Merchie
Hilde Van Keer
Dissertation
2014
Preferences for team learning and lecture-based learning among first-year undergraduate accounting students
Evelien Opdecam
Patricia Everaert
Hilde Van Keer
Fanny Buysschaert
A1
Journal Article
in
RESEARCH IN HIGHER EDUCATION
2014
Strategies for promoting autonomous reading motivation: a multiple case study research in primary education
Jessie De Naeghel
Hilde Van Keer
Ruben Vanderlinde
A2
Journal Article
in
FRONTLINE LEARNING RESEARCH
2014
Student and novice teachers' stories about collaborative learning implementation
Ilse Ruys
Hilde Van Keer
Antonia Aelterman
A1
Journal Article
in
TEACHERS AND TEACHING
2014
The role of teacher behavior in adolescents' intrinsic reading motivation
Jessie De Naeghel
Martin Valcke
Inge De Meyer
Nele Warlop
Johan van Braak
Hilde Van Keer
A1
Journal Article
in
READING AND WRITING
2014
Using on-line and off-line measures to explore fifth and sixth graders' text-learning strategies and schematizing skills
Emmelien Merchie
Hilde Van Keer
A1
Journal Article
in
LEARNING AND INDIVIDUAL DIFFERENCES
2014
2013
A book for two! Peer tutoring and reading comprenhension in elementary school practice
Hilde Van Keer
Ruben Vanderlinde
A1
Journal Article
in
PHI DELTA KAPPAN
2013
Autonomous and controlled reading motivation as predictors of reading behaviour and performance.
Jessie De Naeghel
Hilde Van Keer
C3
Conference
2013
Development and evaluation of a training on need-supportive teaching in physical education: qualitative and quantitative findings
Nathalie Aelterman
Maarten Vansteenkiste
Hilde Van Keer
Jotie De Meyer
Lynn Van den Berghe
Leen Haerens
A1
Journal Article
in
TEACHING AND TEACHER EDUCATION
2013
Enhancing primary students' autonomous reading motivation: impact of an SDT-based teacher training
Jessie De Naeghel
Hilde Van Keer
Maarten Vansteenkiste
Leen Haerens
Nathalie Aelterman
C3
Conference
2013
Measuring the complexity of upper primary school children's self-regulated learning: a multi-component approach
Sabrina Vandevelde
Hilde Van Keer
Yves Rosseel
A1
Journal Article
in
CONTEMPORARY EDUCATIONAL PSYCHOLOGY
2013
Promoting elementary students' autonomous reading motivation: effects of a teacher training grounded in self-determination theory
Jessie De Naeghel
Hilde Van Keer
Maarten Vansteenkiste
Leen Haerens
Nathalie Aelterman
C3
Conference
2013
Promoting self-regulated learning in primary education: a challenge for teachers
Sabrina Vandevelde
Hilde Van Keer
C3
Conference
2013
Schematizing and processing informational texts with mind maps in fifth and sixth grade
Emmelien Merchie
Hilde Van Keer
A2
Journal Article
in
MIDDLE GRADES RESEARCH JOURNAL
2013
Students' autonomous reading motivation: A study into its correlates and promotion strategies in late elementary classrooms
Jessie De Naeghel
Hilde Van Keer
Dissertation
2013
The relation of student and class-level characteristics to primary school students’ autonomous reading motivation: a multilevel approach
Jessie De Naeghel
Hilde Van Keer
A1
Journal Article
in
JOURNAL OF RESEARCH IN READING
2013
2012
Collaborative learning in pre-service teacher education: primary school teachers' competence and educational practice
Ilse Ruys
Antonia Aelterman
Hilde Van Keer
Dissertation
2012
Effects of a mind map intervention on fifth and sixth graders' learning from texts
Emmelien Merchie
Hilde Van Keer
C3
Conference
2012
Examining pre-service teacher competence in lesson planning pertaining to collaborative learning
Ilse Ruys
Hilde Van Keer
Antonia Aelterman
A1
Journal Article
in
JOURNAL OF CURRICULUM STUDIES
2012
Exploring the potential impact of reciprocal peer tutoring on higher education students' metacognitive knowledge and regulation
Liesje De Backer
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
INSTRUCTIONAL SCIENCE
2012
Fostering university students' metacognitive regulation through peer tutoring
Liesje De Backer
Hilde Van Keer
Martin Valcke
P1
Conference
2012
Impact of pupil and class-level characteristics on elementary students' autonomous reading motivation: a multilevel approach
Jessie De Naeghel
Hilde Van Keer
C3
Conference
2012
Self-regulated learning in late primary school: what can we learn from think aloud protocol analysis?
Sabrina Vandevelde
Hilde Van Keer
C3
Conference
2012
Significant strategies for promoting autonomous reading motivation in fifth-grade elementary school: a case study research
Jessie De Naeghel
Hilde Van Keer
Ruben Vanderlinde
C3
Conference
2012
Spontaneous mind map use and learning from texts : the role of instruction and student characteristics
Emmelien Merchie
Hilde Van Keer
P1
Conference
2012
Stimulating self-regulated learning in primary education: encouraging versus hampering factors for teachers
Sabrina Vandevelde
Lies Vandenbussche
Hilde Van Keer
P1
Conference
2012
Student perspectives on wiki-tasks and the introduction of computer-supported peer feedback
Bram De Wever
Hilde Van Keer
P1
Conference
2012
Students' objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education
Nathalie Aelterman
Maarten Vansteenkiste
Hilde Van Keer
Lynn Van den Berghe
Jotie De Meyer
Leen Haerens
A1
Journal Article
in
JOURNAL OF SPORT & EXERCISE PSYCHOLOGY
2012
The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension : a self-determination theory perspective
Jessie De Naeghel
Hilde Van Keer
Maarten Vansteenkiste
Yves Rosseel
A1
Journal Article
in
JOURNAL OF EDUCATIONAL PSYCHOLOGY
2012
Validation of a Chinese version of metacognitive awareness of reading strategies inventory
Lin Wu
Martin Valcke
Hilde Van Keer
A1
Journal Article
in
EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
2012
2011
An intervention study on Mind Mapping skills and text processing in fifth and sixth grade
Emmelien Merchie
Hilde Van Keer
C3
Conference
2011
Assessing collaboration in a wiki: the reliability of university students' peer assessment
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
A1
Journal Article
in
INTERNET AND HIGHER EDUCATION
2011
Autonome en gecontroleerde leesmotivatie van basisschoolleerlingen in de vrije tijd en op school
Jessie De Naeghel
Hilde Van Keer
Maarten Vansteenkiste
C1
Conference
2011
Een interventiestudie naar Mind Mapping en tekstverwerking in de derde graad lager onderwijs
Emmelien Merchie
Hilde Van Keer
C1
Conference
2011
Exploring the impact of student tutoring on at-risk fifth and sixth graders' self-regulated learning
Sabrina Vandevelde
Hilde Van Keer
Bram De Wever
A1
Journal Article
in
LEARNING AND INDIVIDUAL DIFFERENCES
2011
Long term study of safe internet use of young children
Martin Valcke
Bram De Wever
Hilde Van Keer
Tammy Schellens
A1
Journal Article
in
COMPUTERS & EDUCATION
2011
Peer tutoring bij begrijpend lezen: met twee beter dan alleen
Ruben Vanderlinde
Hilde Van Keer
C1
Conference
2011
Peer tutoringinteracties als stimulator van metacognitieve regulatievaardigheden?
Liesje De Backer
Hilde Van Keer
Martin Valcke
C1
Conference
2011
Poor comprehensive readers: what do we know about their profile?
Christel Van Vreckem
Annemie Desoete
Hilde Van Keer
P1
Conference
2011
Recreational and academic reading motivation in elementary school
Jessie De Naeghel
Hilde Van Keer
Maarten Vansteenkiste
C3
Conference
2011
Recreational and academic reading motivation in primary school
Jessie De Naeghel
Hilde Van Keer
Maarten Vansteenkiste
C3
Conference
2011
Student teachers' skills in the implementation of collaborative learning: a multilevel approach
Ilse Ruys
Hilde Van Keer
Antonia Aelterman
A1
Journal Article
in
TEACHING AND TEACHER EDUCATION
2011
Studying primary school children's self-regulated learning
Sabrina Vandevelde
Hilde Van Keer
C1
Conference
2011
Studying primary school children’s self-regulated learning
Sabrina Vandevelde
Hilde Van Keer
C3
Conference
2011
The relation between school leadership from a distributed perspective and teachers' organizational commitment: examining the source of the leadership function
Hester Hulpia
Geert Devos
Hilde Van Keer
A1
Journal Article
in
EDUCATIONAL ADMINISTRATION QUARTERLY
2011
The relationship between recreational and academic reading motivation, reading frequency and comprehension in late primary school
Jessie De Naeghel
Hilde Van Keer
Maarten Vansteenkiste
C3
Conference
2011
Think peer! The potential of reciprocal peer tutoring in promoting university students' metacognition
Liesje De Backer
Hilde Van Keer
Martin Valcke
C3
Conference
2011
Van peer tutoring tot metacognitieve regulatie? Een studie naar de potentiële impact van reciproke peer tutoring in het hoger onderwijs
Liesje De Backer
Hilde Van Keer
Martin Valcke
A2
Journal Article
in
TIJDSCHRIFT VOOR HOGER ONDERWIJS
2011
2010
Collaborative learning in pre-service teacher education: an exploratory study on related conceptions, self-efficacy and implementation
Ilse Ruys
Hilde Van Keer
Antonia Aelterman
A1
Journal Article
in
EDUCATIONAL STUDIES
2010
Content analysis in asynchronous discussion groups: studying role internalization
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
C3
Conference
2010
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 Smet
Hilde Van Keer
Bram De Wever
Martin Valcke
A1
Journal Article
in
COMPUTERS & EDUCATION
2010
De impact van reciproke peer tutoring op de metacognitie van studenten hoger onderwijs
Liesje De Backer
Hilde Van Keer
Martin Valcke
C1
Conference
2010
Development of a content analysis approach for collaboration in a wiki environment
Bram De Wever
Hilde Van Keer
C3
Conference
2010
Measuring reading motivation in elementary school
Jessie De Naeghel
Hilde Van Keer
Maarten Vansteenkiste
C3
Conference
2010
Roles as a structuring tool in online discussion groups: the differential impact of different roles on social knowledge construction
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
A1
Journal Article
in
COMPUTERS IN HUMAN BEHAVIOR
2010
Structuring asynchronous discussion groups: comparing scripting by assigning roles with regulation by cross-age peer tutors
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
A1
Journal Article
in
LEARNING AND INSTRUCTION
2010
Studying thought processes of online peer tutors through stimulated-recall interviews
Marijke De Smet
Hilde Van Keer
Bram De Wever
Martin Valcke
A1
Journal Article
in
HIGHER EDUCATION
2010
The impact of cross-age peer tutoring on third and sixth graders’ reading strategy awareness, reading strategy use, and reading comprehension
Hilde Van Keer
Ruben Vanderlinde
A2
Journal Article
in
Middle Grades Research Journal
2010
2009
Can tutors make a difference? Exploring the impact of student tutoring on fifth and sixth graders 'learning to learn'
Sabrina Vandevelde
Hilde Van Keer
C3
Conference
2009
Cross-age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support
Marijke De Smet
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
INSTRUCTIONAL SCIENCE
2009
Maken tutors een verschil? Een verkenning van de impact van student tutoring op 'leren leren' van leerlingen lager onderwijs
Sabrina Vandevelde
Hilde Van Keer
C3
Conference
2009
Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students’ levels of knowledge construction through social negotiation
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
A1
Journal Article
in
Journal of Computer Assisted Learning
2009
Student tutoring: veel kansen in één: een effectenstudie bij student tutoringinitiatieven in het Vlaamse onderwijs
Eva Sante
Ruben Hermans
Liesje De Backer
Hilde Van Keer
Report
2009
Studenten maken het verschil
Liesje De Backer
Hilde Van Keer
A4
Journal Article
in
WELWIJS (LEUVEN)
2009
Tagging thinking types in asynchronous discussion groups: effects on critical thinking
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
A1
Journal Article
in
INTERACTIVE LEARNING ENVIRONMENTS
2009
The influence of distributed leadership on teachers' organizational commitment: a multilevel approach
Hester Hulpia
Geert Devos
Hilde Van Keer
A1
Journal Article
in
JOURNAL OF EDUCATIONAL RESEARCH
2009
Tutors aan de slag met kansarme en/of allochtone leerlingen: mogelijkheden, succesfactoren en randvoorwaarden van student tutoring in het (secundair) onderwijs
Liesje De Backer
Hilde Van Keer
Bookchapter
in
Handboek leerlingenbegeleiding 2
2009
2008
Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour
Marijke De Smet
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
COMPUTERS & EDUCATION
2008
Conferentie na de peiling Nederlands lezen en luisteren - Basisonderwijs 15 oktober 2008. Verslag. Aanbevelingen
Gert Rijlaarsdam
Hilde Van Keer
Anita Wuestenberg
Report
2008
Cross-age peer tutors in asynchronous discussion groups: Studying the impact of tutors labelling their interventions.
Marijke De Smet
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
JOURNAL OF COMPUTER ASSISTED LEARNING
2008
Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension
Ruben Hermans
Johan van Braak
Hilde Van Keer
A1
Journal Article
in
TEACHING AND TEACHER EDUCATION
2008
ICT integration in the classroom: Challenging the potential of a school policy
Jo Tondeur
Hilde Van Keer
Johan van Braak
Martin Valcke
A1
Journal Article
in
COMPUTERS & EDUCATION
2008
Opvattingen van leraren over 'goed' onderwijs
Johan van Braak
Ruben Hermans
Hilde Van Keer
A4
Journal Article
in
SCHOOLLEIDING EN -BEGELEIDING : SCHOOL EN SAMENLEVING
2008
Structuring asynchronous discussion groups by introducing roles: do students act in line with assigned roles?
Bram De Wever
Tammy Schellens
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
SMALL GROUP RESEARCH
2008
Student tutoring: of hoe studenten de onderwijskansen van allochtone en/of kansarme leerlingen kunnen bevorderen
Liesje De Backer
Hilde Van Keer
Bookchapter
in
Praktijkgids voor de basisschool
2008
The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
A2
Journal Article
in
PSICOLOGIA ESCOLAR E EDUCACIONAL
2008
The influence of student characteristics and interpersonal teacher behaviour in the classroom on student's wellbeing
Karen Van Petegem
Antonia Aelterman
Hilde Van Keer
Yves Rosseel
A1
Journal Article
in
SOCIAL INDICATORS RESEARCH
2008
Tutors maken het verschil. Tutoring en begeleidingsinitiatieven in het Vlaamse onderwijs
Liesje De Backer
Hilde Van Keer
Report
2008
2007
Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
A1
Journal Article
in
LEARNING AND INSTRUCTION
2007
Cross-age peer tutors in asynchronous discussion groups. Promoting tutors' efficacy beliefs and grading up the quality of interventions.
Marijke De Smet
Hilde Van Keer
Martin Valcke
C1
Conference
2007
Fostering university students' knowledge construction in asynchronous discussion groups by means of the use of knowledge types.
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
C1
Conference
2007
Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics
Tammy Schellens
Hilde Van Keer
Martin Valcke
Bram De Wever
A1
Journal Article
in
BEHAVIOUR & INFORMATION TECHNOLOGY
2007
Nog een boek voor twee: Strategieën voor begrijpend lezen via peer tutoring.
Hilde Van Keer
Ruben Vanderlinde
Book
2007
Peer tutoring in het hoger onderwijs. Een studie naar tutorgedrag binnen een online en face-to-face setting
Marijke De Smet
Hilde Van Keer
Martin Valcke
A2
Journal Article
in
Tijdschrift voor Hoger Onderwijs
2007
Peer tutoring: met z’n tweeën is beter dan alleen!
Hilde Van Keer
Bookchapter
in
Praktijkgids voor de basisschool
2007
Primary school children's safe and unsafe use of the Internet at home and at school: An exploratory study
Martin Valcke
Tammy Schellens
Hilde Van Keer
M GERARTS
A1
Journal Article
in
COMPUTERS IN HUMAN BEHAVIOR
2007
Roles as structuring tool in online discussion groups: Studying students' role performance and the impact on knowledge construction.
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
C1
Conference
2007
Scripting by assigning roles: does it improve knowledge construction in asynchronous discussion groups?
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
A1
Journal Article
in
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING
2007
Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions
Annemie Schepens
Antonia Aelterman
Hilde Van Keer
A1
Journal Article
in
TEACHING AND TEACHER EDUCATION
2007
The Use of "Knowledge Types" as Scripting Tool to Enhance Critical Thinking in Online Discussions.
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
C1
Conference
2007
2006
About scripting: the effects of two CSCL scripts on university students' critical thinking
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
C1
Conference
2006
Applying role assignment and self-assessment to support social knowledge construction in asynchronous discussion groups.
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
C1
Conference
2006
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
Bram De Wever
Tammy Schellens
Martin Valcke
Hilde Van Keer
A1
Journal Article
in
COMPUTERS & EDUCATION
2006
2005
Collaborative Learning and ICT: The Flemish Experiences
Martin Valcke
Katherine Chiluiza Garcia
Marijke De Smet
Bram De Wever
Tammy Schellens
Sofie Timmers
Hilde Van Keer
A2
Journal Article
in
Educational Technology Magazine
2005
Comparing analysis schemes and applying multilevel modelling: Methodological issues in the study of the impact of role assignment in asynchronous discussion groups.
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
C1
Conference
2005
Comparing knowledge construction in two cohorts of asynchronous discussion groups with and without role assignment.
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
C1
Conference
2005
Comparing two teacher development programs for innovating reading comprehension instruction with regard to teachers' experiences and student outcomes
Hilde Van Keer
Jean Verhaeghe
A1
Journal Article
in
TEACHING AND TEACHER EDUCATION
2005
Een onderzoek naar de impact van rollen in asynchrone discussiegroepen: meetinstrumenten en analysetechnieken.
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
C1
Conference
2005
Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders' reading comprehension and self-efficacy perceptions
Hilde Van Keer
Jean Verhaeghe
A1
Journal Article
in
JOURNAL OF EXPERIMENTAL EDUCATION
2005
Graduate students as peer tutors in asynchronous discussion groups: An exploration of individual tutoring styles.
Marijke De Smet
Hilde Van Keer
Bram De Wever
Martin Valcke
Tammy Schellens
C1
Conference
2005
On line tutors onder de loep: een analyse van tutorbijdragen binnen asynchrone discussiegroepen.
Marijke De Smet
Bram De Wever
Hilde Van Keer
Martin Valcke
C1
Conference
2005
Self-assessment en kennisconstructie in asynchrone discussiegroepen.
Hilde Van Keer
Bram De Wever
Martin Valcke
C1
Conference
2005
The impact of role assignment as scripting tool on knowledge construction in asynchronous discussion groups.
Tammy Schellens
Hilde Van Keer
Martin Valcke
Bram De Wever
C1
Conference
2005
The impact of role assignment on knowledge construction in asynchronous discussion groups - A multilevel analysis
Tammy Schellens
Hilde Van Keer
Martin Valcke
A1
Journal Article
in
SMALL GROUP RESEARCH
2005
Uncovering the impact of self-assessment on freshman's social construction of knowledge in online asynchronous discussion groups.
Hilde Van Keer
Bram De Wever
Martin Valcke
C1
Conference
2005
2004
Begrijpend en studerend lezen: samen naar strategische diepgang
Hilde Van Keer
Jean Verhaeghe
Bookchapter
in
Taal verwerven op school. Taaldidactiek voor basisonderwijs en eerste graad secundair
2004
Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring
Hilde Van Keer
A1
Journal Article
in
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
2004
Strategieën voor begrijpend lezen via peer tutoring
L Kuijte
Hilde Van Keer
Dirk Gombeir
A4
Journal Article
in
SCHOOL- EN KLASPRAKTIJK
2004
2003
Effecten van expliciete instructie in leesstrategieën en 'peer tutoring' op tweede- en vijfdeklassers
Hilde Van Keer
Jean Verhaeghe
A2
Journal Article
in
PEDAGOGISCHE STUDIEN
2003
Effecten van expliciete instructie in leesstrategieën en peer tutoring op tweede- en vijfdeklassers
Hilde Van Keer
Jean Verhaeghe
A2
Journal Article
in
PEDAGOGISCHE STUDIEN
2003
Effects of explicit reading strategies instruction and peer tutoring in second and fifth graders
Hilde Van Keer
Jean Verhaeghe
Bookchapter
in
Powerful learning environments: Unravelling basic components and dimensions
2003
Lezen met z'n twee : het verwerven van strategieën voor begrijpend lezen via 'peer tutoring'
Hilde Van Keer
B. Ampe
Article in a magazine
2003
2002
Een boek voor twee. Een onderzoek naar het verwerven van strategieën voor begrijpend lezen via peer tutoring in de lagere school.
Hilde Van Keer
A4
Journal Article
in
VONK
2002
Een boek voor twee. Strategieën voor begrijpend lezen via peer tutoring. Handleiding.
Hilde Van Keer
Book
2002
Reading strategies instruction and peer tutoring in primary schools. A quasi-experimental study of the effects on students' reading comprehension and metacognition
Hilde Van Keer
Jean Verhaeghe
Dissertation
2002
2000
Armoede en basisonderwijs. Een actie-onderzoek in opdracht van de Koning Boudewijnstichting door de vakgroep Onderwijskunde. Koning Boudewijnstichting, Brussel, 2000, 95 pp.
JP Verhaeghe
N Vansieleghem
Hilde Van Keer
Merlyn Schoors
Marita de Koster
[0-9]{2}
2000