Projects
Towards a blueprint for successful collaborative writing and revision in higher education: the interplay of instruction, interaction and writing processes and  task complexity and their relation to text quality. KU Leuven
Vocabulary Development and Language Learning Strategy Use in CLIL in the Czech Context KU Leuven
This research focuses on Content and Language Integrated Learning (CLIL) being one important approach in modern education. More specifically, during the study, CLIL was examined in connection with vocabulary development and language learning strategies.
The research took place in the Czech Republic and comprised a sample of 286 pupils ranging from 11 to 14 years of age; a total of 12 classes spread over three schools. Ten of the classes ...
Educational platform Language, learning, innovation: Sustainable sharing of evidence-based learning material Ghent University
The research group Language, Learning, Innovation (LLI) has been purposefully focusing on evidence-based intervention research in authentic classroom contexts for many years. Numerous learning materials and professionalization initiatives have already been developed and evaluated. By organizing annual study days and demand-driven individual study courses, we have already focused on disseminating this knowledge and materials to optimize the ...
Structured Machine Learning for Mapping Natural Language to Spatial Ontologies KU Leuven
Due ...
Promoting tertiary students' writing. A subject-specific genre-based approach. KU Leuven
In recent years, embedding writing into subject teaching through genre-based writing instruction (GBWI) has been advocated in L1 tertiary education to promote student writing. However, little is known about how this approach can be shaped and implemented in higher education. In this design-based research project in the first year of Dutch higher professional education, the aim was to investigate how subject-specific GBWI can be prepared and ...
Pedagogical content knowledge in French: Disentangling its development KU Leuven
Teachers’ pedagogical content knowledge (PCK) (Shulman, 1986b) is an important predictor of educational quality and student outcomes (e.g., Baumert et al., 2010; Kunter et al., 2013). Hence, it is an important task of teacher education to contribute to PCK development in the best possible way. The present project aims at a better understanding of the development of PCK. The project focuses on primary (pre-service) teachers’ PCK of French as a ...
EFFECTIVE in TEACHING FRENCH: a blended learning path for (future) primary school teachers Thomas More
Implementing integrated STEM: teachers' attitudes, instructional practices and students' learning outcomes KU Leuven
Integrated STEM (iSTEM) education is a promising approach to improve students’ interest and achievement in science, technology, engineering and mathematics (e.g., Honey et al., 2014; Pearson, 2017). However, implementation of this new instructional approach faces several challenges. In addition to the absence of a universally agreed-upon definition, knowledge about factors influencing the implementation of iSTEM is scarce. Moreover, ...