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Intergenerational professional relationships in elementary school teams: a social network approach

Frontline learning research, 2017, Vol.5 (2), p.78-98

2017

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Explaining academic optimism in schools: The impact of performance leadership and alignment between teachers, students, and parents

International journal of educational research, 2024, Vol.128, p.102477, Article 102477

2024

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Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools

Social psychology of education, 2024-10, Vol.27 (5), p.2725-2746

2024

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Exploring data use practices around Europe: Identifying enablers and barriers

Studies in educational evaluation, 2014-09, Vol.42, p.15-24

2014

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Leading Learning Networks in Education: Theoretical Framework and School Leaders’ Perspectives across Europe

2020

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How and why minoritised communities self-organise education: a review study

Compare, 2023-10, Vol.53 (7), p.1281-1299

2023

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Retroalimentación de los indicadores de desempeño como instrumento estratégico para el mejoramiento escolar

Revista electrónica iberoamericana sobre calidad, eficacia y cambio en educación, 2023-09, Vol.3 (1)

2023

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The interplay of user beliefs and situated characteristics in explaining school performance feedback use

School effectiveness and school improvement, 2022-07, Vol.33 (3), p.456-478

2022

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Teachers’ decision-making: Data based or intuition driven?

International journal of educational research, 2017, Vol.83, p.75-83

2017

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The what and why of supplementary schooling in Flanders: purposes and underlying motives as perceived by initiators

Research Papers in Education, 2023-11, Vol.38 (6), p.1029-1051

2023

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Determinants of teachers' feedback acceptance during a school inspection visit

School effectiveness and school improvement, 2020-10, Vol.31 (4), p.529-547

2020

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Variation in teachers’ academic optimism: Examining the impact of classroom composition and school academic optimism

International journal of educational research, 2024, Vol.125, p.102350, Article 102350

2024

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Building an explanatory framework for co-workers’ responses to teacher underperformance

Studies in educational evaluation, 2024-12, Vol.83, p.101397, Article 101397

2024

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Teacher interactions in taking action upon pupil learning outcome data: A matter of attitude and self-efficacy?

Teaching and teacher education, 2020-03, Vol.89, p.102989, Article 102989

2020

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Teacher collaboration on the use of pupil learning outcome data: A rich environment for professional learning?

Teaching and teacher education, 2016-11, Vol.60, p.387-397

2016

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Insights gained by schools and emotional consequences of school inspections. A review of evidence

School leadership & management, 2015-10, Vol.35 (5), p.477-501

2015

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School self-evaluation: self-perception or self-deception? The impact of motivation and socially desirable responding on self-evaluation results

School effectiveness and school improvement, 2018-10, Vol.29 (4), p.660-678

2018

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Sorting pupils into their next educational track: How strongly do teachers rely on data-based or intuitive processes when they make the transition decision?

Studies in educational evaluation, 2021-06, Vol.69, p.100865, Article 100865

2021

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Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: a path analysis

Social psychology of education, 2018-11, Vol.21 (5), p.1153-1173

2018

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Teachers' perceptions of intergenerational knowledge flows

Teaching and teacher education, 2016-05, Vol.56, p.150-161

2016

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Individual and collective teacher support towards students in urban schools: identifying underlying school characteristics

Educational studies, 2022-09, Vol.ahead-of-print (ahead-of-print), p.1-16

2022

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Understanding the influence of teachers’ cognitive and affective responses upon school inspection feedback acceptance

Educational assessment, evaluation and accountability, 2018-11, Vol.30 (4), p.399-431

2018

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Development and validation of the education for sustainable development school organisation questionnaire

Environmental education research, 2022-02, Vol.28 (2), p.241-259

2022

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Teachers' and school leaders' sensemaking of formal achievement data: A conceptual review

Review of education (Oxford), 2022-04, Vol.10 (1), p.n/a

2022

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From ‘professional development for data use’ to ‘data use for professional development’

Studies in educational evaluation, 2014-09, Vol.42, p.1-4

2014

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Intergenerational professional relationships in elementary school teams: a social network approach

Explaining academic optimism in schools: The impact of performance leadership and alignment between teachers, students, and parents

Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools

Exploring data use practices around Europe: Identifying enablers and barriers

Leading Learning Networks in Education: Theoretical Framework and School Leaders’ Perspectives across Europe

How and why minoritised communities self-organise education: a review study

Retroalimentación de los indicadores de desempeño como instrumento estratégico para el mejoramiento escolar

The interplay of user beliefs and situated characteristics in explaining school performance feedback use

Teachers’ decision-making: Data based or intuition driven?

The what and why of supplementary schooling in Flanders: purposes and underlying motives as perceived by initiators

Determinants of teachers' feedback acceptance during a school inspection visit

Variation in teachers’ academic optimism: Examining the impact of classroom composition and school academic optimism

Building an explanatory framework for co-workers’ responses to teacher underperformance

Teacher interactions in taking action upon pupil learning outcome data: A matter of attitude and self-efficacy?

Teacher collaboration on the use of pupil learning outcome data: A rich environment for professional learning?

Insights gained by schools and emotional consequences of school inspections. A review of evidence

School self-evaluation: self-perception or self-deception? The impact of motivation and socially desirable responding on self-evaluation results

Sorting pupils into their next educational track: How strongly do teachers rely on data-based or intuitive processes when they make the transition decision?

Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: a path analysis

Teachers' perceptions of intergenerational knowledge flows

Individual and collective teacher support towards students in urban schools: identifying underlying school characteristics

Understanding the influence of teachers’ cognitive and affective responses upon school inspection feedback acceptance

Development and validation of the education for sustainable development school organisation questionnaire

Teachers' and school leaders' sensemaking of formal achievement data: A conceptual review

From ‘professional development for data use’ to ‘data use for professional development’

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