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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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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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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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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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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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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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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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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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A full array of emotions: An exploratory mixed methods study of teachers’ emotions during a school inspection visit

Studies in educational evaluation, 2019-12, Vol.63, p.83-93

2019

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Unravelling data use in teacher teams: How network patterns and interactive learning activities change across different data use phases

Teaching and teacher education, 2017-10, Vol.67, p.550-560

2017

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Sensemaking unraveled: how teachers process school performance feedback data

Studia paedagogica (Brno), 2022-02, Vol.26 (4), p.67-97

2022

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For squad-members only! Why some teachers are more popular to interact with than others in data use

Studies in educational evaluation, 2021-06, Vol.69, p.100881, Article 100881

2021

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School self-evaluation instruments and cognitive validity. Do items capture what they intend to?

School effectiveness and school improvement, 2017-10, Vol.28 (4), p.608-628

2017

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Data use by teachers: the impact of motivation, decision-making style, supportive relationships and reflective capacity

Educational studies, 2016-01, Vol.42 (1), p.36-53

2016

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Principals’ and Teachers’ Comprehension of School Performance Feedback Reports. Exploring Misconceptions from a User Validity Perspective

Pedagogische studiën, 2023-01, Vol.100 (1), p.67-97

2023

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How may teacher evaluation have an impact on professional development? A multilevel analysis

Teaching and teacher education, 2013-11, Vol.36, p.1-11

2013

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

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

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

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?

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?

Teachers' perceptions of intergenerational knowledge flows

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

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

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

A full array of emotions: An exploratory mixed methods study of teachers’ emotions during a school inspection visit

Unravelling data use in teacher teams: How network patterns and interactive learning activities change across different data use phases

Sensemaking unraveled: how teachers process school performance feedback data

For squad-members only! Why some teachers are more popular to interact with than others in data use

School self-evaluation instruments and cognitive validity. Do items capture what they intend to?

Data use by teachers: the impact of motivation, decision-making style, supportive relationships and reflective capacity

Principals’ and Teachers’ Comprehension of School Performance Feedback Reports. Exploring Misconceptions from a User Validity Perspective

How may teacher evaluation have an impact on professional development? A multilevel analysis

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