Wetenschappelijke artikelen

Dit is slechts een greep uit de wetenschappelijke publicaties (gesorteerd op datum).

• Vanhees, C., Simons, M., & Joosen, V. (2021). Hyperlink desirability in adolescent fiction: location and absorption. Computer Assisted Language Learning. Advance Online
• Baeten, M., Simons, M., & Vanhees, C. (2020). Team Teaching during Field Experiences in Teacher Education: Investigating Student Teachers’ experiences with the Parallel and the Sequential Teaching Model. Journal of Teacher Education, 71, 24-40.
• Hoof, T., Surma, T., Muijs, D., Kirschner, P. A. (2020). Supporting students to become self-regulated learners: Metacognition matters. The Education Exchange (Chartered College of Teaching)
• Surma, T. & Kirschner, P.A. (2020). Virtual special issue computers in human behavior technology enhanced distance learning should not forget how learning happens. Computers in Human Behavior, 110: 106390.
• Vanhees, C., Simons, M., & Joosen, V. (2020). Pupil reading motivation and immersion: Reading Tools for MALL. In A. Andujar (Ed.), Recent Tools for Computer and Mobile-Assisted Foreign Language Learning (pp. 79-109). Hershey: IGI Global.
• Bellens, K., Van Damme, J., & Van den Noortgate, W. (2019). The informed choice: Mathematics textbook assessment in light of educational freedom, effectiveness, and improvement in primary education. School Effectiveness and School Improvement. https://doi.org/10.1080/09243453.2019.1642215
• Bellens, K., Van Damme, J., Van den Noortgate, W., Wendt, H., & Nilsen, T. (2019). Instructional quality: Catalyst or pitfall in educational systems’ aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway. Large-Scale Assessments in Education, 7(1). https://doi.org/10.1186/s40536-019-0069-2
• Simons, M., Vanhees, C., Smits, T., & Van De Putte, K. (2019). Remedying Foreign Language Anxiety through CLIL? A Mixed-Methods Study with Students, Teachers and Parents. Revista de Lingüística y Lenguas Aplicadas, 14, 153-172.
• Speltincx, G., Vanhoof, S., & Vanhoyweghen, K. (2019). De juiste weg naar zelfsturing. Misverstanden rond studentgecentreerd onderwijs. TH&MA Hoger Onderwijs 2019 (5), 70-75. 
• Surma, T., Vanhoyweghen, K., Camp, G., & Kirschner, P. A. (2018). The coverage of distributed practice and retrieval practice in Flemish and Dutch teacher education textbooks. Teaching and Teacher Education, 74, 229–237. https://doi.org/10.1016/j.tate.2018.05.007
• Muijs, D., & Reynolds, D. (2017). Effective teaching: Evidence and practice. Sage. London: UK
• De Smet, M. J. R., Brand-Gruwel, S. & Kirschner, P. A. (2014). Effectiever en efficiënter schrijven via elektronische hulpmiddelen. OnderwijsInnovatie, 16(2), 17-24.
• De Smet, M. J. R., Brand-Gruwel, S., Leijten, M. & Kirschner, P. A. (2014). Electronic outlining as a writing strategy: Effects on students’ writing products, writing processes and mental effort. Computers &Education, 78, 352-366.
• Muijs, D., Kyriakides, L., Van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art–teacher effectiveness and professional learning. School effectiveness and school improvement, 25(2), 231-256.
• De Smet, M. J. R., Brand-Gruwel, S. & Kirschner, P. A. (2013). Plannen en schrijven met een elektronische outline-tool, Weten Wat Werkt en Waarom, 6-13.
• Bellens, K., & De Fraine, B. (2012). Wat werkt? Kenmerken van effectief basisonderwijs. Leuven: Acco.
• Struyf, E., Verschueren, K., Verachtert, P., & Adriaensens, S. (2012). Zorgbeleid in het gewoon basisonderwijs en secundair onderwijs in Vlaanderen: kenmerken, predictoren en samenhang met taakopvatting en handelingsbekwaamheid van leerkrachten [eindrapport OBPWO 09.05]. Antwerpen: Universiteit Antwerpen.
• De Smet, M. J. R., Broekkamp, H., Brand-Gruwel, S., & Kirschner, P. A. (2011). Effects of electronic outlining on students’ argumentative writing performance. Journal of Computer Assisted Learning, 27(6), 557-574.
• De Smet, M. J. R., Broekkamp, H., Brand-Gruwel, S., & Kirschner, P. A. (2010). Betere teksten dankzij ‘outline-tool’ . Didaktief, 40(10), 40-41.
• Verachtert, P., Van Damme, J., Onghena, P., & Ghesquière, P. (2009). A seasonal perspective on school effectiveness: Evidence from a Flemish longitudinal study in kindergarten and first grade. School Effectiveness and School Improvement, 20(2), 215-233.
• Buyse, E., Verschueren, K., Verachtert, P., & Van Damme, J. (2009). Predicting school adjustment in early elementary school: Impact of teacher-child relationship quality and relational classroom climate. The Elementary School Journal, 110(2), 119-141.
• Van Merriënboer, J.J.G., Kirschner, P.A. (2007). Ten steps to complex learning: A systematic approach to four-component instructional design. Lawrence Erlbaum, Mahwah, NJ:Routledge.
• Kirschner, P. A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist 41 (2), 75-86.
• Muijs, D., Harris, A., Chapman, C., Stoll, L., & Russ, J. (2004). Improving schools in socioeconomically disadvantaged areas–A review of research evidence. School effectiveness and school improvement, 15(2), 149-175.
• Kirschner, P.A. (2002). Cognitive load theory: implications of cognitive load theory on the design of learning. Learning and Instruction 12, 1–10.