The added value of instruction related teacher and school characteristics to the development of ICT competences of students in segregated primary schools.
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.
The relation between teacher perceptions and language achievement in socially and ethnically segregated primary schools
Reading and listening comprehension in socially and ethnically segregated elementary schools: the role of class compositional characteristics.
Teaching quality in socially and ethnically segregated classes: the interplay between teachers and class characteristics in language lessons
Social Capital and Mathematics Achievement of Fourth and Fifth Grade Children in Segregated Primary Schools