The added value of instruction related teacher and school characteristics to the development of ICT competences of students in segregated primary schools.

01 January 2018 → 31 December 2021
Regional and community funding: Special Research Fund
Research disciplines
  • Social sciences
    • Education curriculum
    • Education systems
    • General pedagogical and educational sciences
    • Instructional sciences
    • Specialist studies in education
    • Other pedagogical and educational sciences
ICT competences socially and ethnically segregated schools instruction educational effectiveness research primary education
Project description

The research project studies teacher and school characteristics related to ICT competences of students in segregated schools. RO1 focuses on the relationship between teachers’ instructional role and students’ ICT competences. RO2 studies how teachers’ expectations and instructional role
mediate the relationship between gender, SES and ICT competences. RO3 studies the relationship between an instruction-orientated school policy and students’ ICT competences.