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Researcher
Hilde Van Keer
- Keywords:self-regulated learning, language didactics
- Disciplines:Instructional psychology and instructional design, Microlevel instructional sciences, Language curriculum and pedagogics, Didactics of school subjects, Literacy curriculum and pedagogics, Language didactics
Affiliations
- Department of Educational Studies (Department)
Responsible
From1 Oct 2022 → Today - Department of Educational Studies (Department)
Member
From1 Oct 2022 → Today - Department of Educational Studies (Department)
Member
From1 Oct 1997 → Today
Projects
1 - 10 of 39
- ZoLeerRijk: an interactive learning platform to foster language and learningFrom1 Jan 2024 → TodayFunding: BOF - various
- Predictive reading: Context Effects Across DevelopmentFrom1 Nov 2023 → TodayFunding: FWO fellowships
- Predictive reading: Context Effects Across DevelopmentFrom1 Oct 2023 → 31 Oct 2023Funding: BOF - doctoral mandates
- Studenttutoringproject - TutorTalk - school year 2023-2024From1 Sep 2023 → TodayFunding: Department Education and Training
- Programme for International Assessment of Adult Competencies (PIAAC) in Flanders – Working year 2023From1 Jan 2023 → 31 Dec 2023Funding: Department Education and Training
- Interactive book reading in multilingual contexts: The functional use of L1 for L2 vocabulary developmentFrom1 Nov 2022 → TodayFunding: FWO fellowships
- Educational platform Language, learning, innovation: Sustainable sharing of evidence-based learning materialFrom1 Jun 2022 → 31 May 2023Funding: BOF - various
- Effective Reading Education Excels EveryoneFrom1 Apr 2022 → 31 Dec 2023Funding: ESF
- Read SmartFrom1 Sep 2021 → 31 Aug 2022Funding: Department Education and Training
- Studen ttutoring project - TutorTalk - school year 2021-2022From1 Sep 2021 → 31 Aug 2022Funding: Department Education and Training
Publications
41 - 50 of 214
- Unfolding interaction during reading with at-risk and not at-risk first and second graders(2021)
Authors: Silke Vanparys, Hilde Van Keer
Pages: 244 - 245 - Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension(2021)
Authors: Kim Van Ammel, Koen Aesaert, Fien De Smedt, Hilde Van Keer
Pages: 574 - 596 - Implementing a reading intervention in authentic 9th grade vocational classrooms : a study into the quality of implementation and its relationship with students' learning outcomes(2021)
Authors: Kim Van Ammel, Koen Aesaert, Hilde Van Keer
Number of pages: 1 - Development of a measurement instrument for upper primary students’ reading strategy use(2021)
Authors: Rielke Bogaert, Emmelien Merchie, Hilde Van Keer
Pages: 95 - 96 - Vocabulary acquisition through interactive book reading : an ever-growing gap?(2021)
Authors: Silke Vanparys, Hilde Van Keer
Number of pages: 1 - Relations among motivation, behaviour, and performance in writing : a multiple‐group structural equation modeling study(2021)
Authors: Ana Camacho, Rui A. Alves, Fien De Smedt, Hilde Van Keer, Pietro Boscolo
Pages: 1456 - 1480 - An analytical description of ProjectExpert : an instructional reading program for ninth grade vocational students(2021)
Authors: Kim Van Ammel, Koen Aesaert, Fien De Smedt, Flore De Meester, Hilde Van Keer
- Teachers' knowledge and beliefs about reading comprehension instruction : differences across tracks?(2021)
Authors: Kim Van Ammel, Koen Aesaert, Rielke Bogaert, Hilde Van Keer
Number of pages: 1 - Do you reap what you sow? The relationship between primary school students’ self-regulated learning and student, teacher, and school determinants(2021)
Authors: Sofie Heirweg, Mona De Smul, Emmelien Merchie, Geert Devos, Hilde Van Keer
Pages: 118 - 140 - Collaborative learning groups’ adoption of shared metacognitive regulation : examining the impact of structuring versus reflection-provoking support and its relation with group performance(2021)
Authors: Liesje De Backer, Hilde Van Keer, Martin Valcke
Pages: 1075 - 1094