Projects
The “grammar of schooling” in the Chilean school system during the second half of Twenty century KU Leuven
In my research I came across the notions, proposed by professor Marc Depaepe and his collaborators, of “grammar of schooling,” “grammar of pedagogizing,” and “educationalization,” which can operate, as these scholars have stated, as “container concepts” (Depaepe and Smeyer, 2008, p. 3; Depaepe et al, 2008, p. 13,). As to the first of these concepts, for instance, the authors have explained: 'Hence, we have conceived the concept ‘grammar of ...
A quantitative study of the development of an relationship between perceived racism, oppostional school and collective guilt culture and educational outcomes and wellbeing for native Flemish and Turkish and Moroccan minority students. Ghent University
This study employs longitudinal, multi-level modelling analyses technoques to investigate the development and inter-related nature of students' perceptions of racism, their adherence to an oppositional school and collective guilt culture and their educational and wider outcomes through a specifically designed longitudinal, random, selective survey of 7200 secondary native Flemish and Turkish and Moroccan minority students selected from 60 ...
COLIBRU: Collective investigative school leadership in and around Brussels Vrije Universiteit Brussel
Challenges to the Chinese educational system: the critical status of school autonomy Ghent University
This PhD research focuses on the development and evaluation of a model in relation to School Autonomy in the Chinese setting and how this is related to principal and teacher variables. The study is set up in Chinese senior middle schools. Clear questions are asked about the impact on school performance. The following research questions are dealt with: RQ1: What levels of school autonomy can be distinguished in the Chinese high school ...
Determining sample requirements for modeling and reporting (stability of) school value-added estimates: sample size, inter-school student mobility and sample heterogeneity KU Leuven
Within the context of school accountability systems, many countries use value added (VA)-estimates as indicators of the educational quality or effectiveness of their schools. A fundamental issue in this field is the (in)stability of VA estimates across time, i.e., the extent to which school effects persist over successive cohorts of students. VA-estimates are less stable, i.e., less reliable, especially for primary schools and for schools ...
Use of ICT interventions to improve road safety for school children in developing countries Hasselt University
Use of ICT interventions to improve road safety for school children in developing countries Hasselt University
How does track identity develop within school contexts and impact on students’ educational attitudes in Belgium? Ghent University
Although a wealth of research has been conducted on the educational and broader outcomes of sorting students in different educational tracks (ability grouping) in secondary schools (in Flanders: ASO, TSO and BSO), there is virtually no research that investigates how young people develop ‘track identities’ in such contexts and how such identities in turn relate to particular educational outcomes. This study uses data from the large-scale ...