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An analysis of research on inclusive education: a systematic search and meta review

International Journal of Inclusive Education, 2020-05, Vol.24 (6), p.675-689

2020

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Teaching in a Shared Classroom: Unveiling the Effective Teaching Behavior of Beginning Team Teaching Teams Using a Qualitative Approach

Education sciences, 2023-11, Vol.13 (11), p.1075

2023

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Leadership as a lever for inclusive education in Flanders: A multiple case study using qualitative comparative analysis

Educational Management Administration & Leadership, 2022-09, Vol.50 (5), p.871-888

2022

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Facing social reality together: investigating a pre-service teacher preparation programme on inclusive education

International journal of inclusive education, 2021-11, Vol.25 (13), p.1524-1539

2021

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Teachers' beliefs about and educational practices with high-ability students

Teaching and teacher education, 2022-01, Vol.109, p.103566, Article 103566

2022

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Studying the Effectiveness of Team Teaching: A Systematic Review on the Conceptual and Methodological Credibility of Experimental Studies

Review of educational research, 2024-07

2024

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Measuring Student Engagement in Lessons Using an Experience Sampling Methodology: The Development and Validation of the Dynamic Engagement With Learning Questionnaire

Journal of psychoeducational assessment, 2024-08, Vol.42 (5), p.527-539

2024

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Class Composition, Student Achievement, and the Role of the Learning Environment

Journal of educational psychology, 2022-04, Vol.114 (3), p.498-512

2022

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Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity

Social psychology of education, 2024-04

2024

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Secondary schools included: a literature review

International journal of inclusive education, 2016-02, Vol.20 (2), p.109-135

2016

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Professional development initiatives as a lever for inclusive education: a multiple case study using qualitative comparative analysis (QCA)

Professional development in education, 2023-05, Vol.49 (3), p.551-564

2023

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Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms: a systematic review

European journal of psychology of education, 2023-03, Vol.38 (1), p.83-107

2023

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Secondary School Teachers' Beliefs, Attitudes, and Reactions to Stuttering

Language, speech & hearing services in schools, 2016-04, Vol.47 (2), p.135-147

2016

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The relevance of sources of support for teachers' self-efficacy beliefs towards students with special educational needs

European journal of special needs education, 2022-01, Vol.37 (1), p.28-42

2022

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Connecting teacher collaboration to inclusive practices using a social network approach

Teaching and teacher education, 2021-01, Vol.97, p.103182, Article 103182

2021

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Impact of stuttering severity on adolescents’ domain-specific and general self-esteem through cognitive and emotional mediating processes

Journal of communication disorders, 2015-11, Vol.58, p.43-57

2015

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A First Step Toward a Comprehensive Model of Integrated Socio-emotional Guidance: Investigating the Effect of Teachers' Task Perception and a Supportive Network at School

The Journal of educational research (Washington, D.C.), 2015-03, Vol.108 (2), p.95-111

2015

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School counsellors’ beliefs regarding collaboration with parents of students with special educational needs in Flanders: Parents as partners or opposites?

British educational research journal, 2018-06, Vol.44 (3), p.419-439

2018

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Constructivist learning environments and the (im)possibility to change students' perceptions of assessment demands and approaches to learning

Instructional science, 2008-09, Vol.36 (5/6), p.431-443

2008

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Social inequality in education and the use of extramural support services: access and parental experiences in disadvantaged families

European journal of psychology of education, 2018-04, Vol.33 (2), p.215-233

2018

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Integrated Social and Emotional Guidance: What Do Secondary Education Teachers Think?

European journal of psychology of education, 2013-12, Vol.28 (4), p.1567-1586

2013

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Comparing acceptance and rejection in the classroom interaction of students who stutter and their peers: A social network analysis

Journal of fluency disorders, 2017-06, Vol.52, p.13-24

2017

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Integrated social and emotional guidance: what do secondary education teachers think? Research into teachers' task perception and guidance provision, and the affect of a supportive network at school

European journal of psychology of education, 2013-12, Vol.28 (4), p.1567-1586

2013

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Different pathways to student guidance in mainstream primary and secondary education: Results from a parent survey

International journal of school & educational psychology, 2019-12, Vol.7 (sup1), p.42-55

2019

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Measuring Integrated Socioemotional Guidance at School: Factor Structure and Reliability of the Socioemotional Guidance Questionnaire (SEG-Q)

Measurement and evaluation in counseling and development, 2013-07, Vol.46 (3), p.159-177

2013

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An analysis of research on inclusive education: a systematic search and meta review

Teaching in a Shared Classroom: Unveiling the Effective Teaching Behavior of Beginning Team Teaching Teams Using a Qualitative Approach

Leadership as a lever for inclusive education in Flanders: A multiple case study using qualitative comparative analysis

Facing social reality together: investigating a pre-service teacher preparation programme on inclusive education

Teachers' beliefs about and educational practices with high-ability students

Studying the Effectiveness of Team Teaching: A Systematic Review on the Conceptual and Methodological Credibility of Experimental Studies

Measuring Student Engagement in Lessons Using an Experience Sampling Methodology: The Development and Validation of the Dynamic Engagement With Learning Questionnaire

Class Composition, Student Achievement, and the Role of the Learning Environment

Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity

Secondary schools included: a literature review

Professional development initiatives as a lever for inclusive education: a multiple case study using qualitative comparative analysis (QCA)

Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms: a systematic review

Secondary School Teachers' Beliefs, Attitudes, and Reactions to Stuttering

The relevance of sources of support for teachers' self-efficacy beliefs towards students with special educational needs

Connecting teacher collaboration to inclusive practices using a social network approach

Impact of stuttering severity on adolescents’ domain-specific and general self-esteem through cognitive and emotional mediating processes

A First Step Toward a Comprehensive Model of Integrated Socio-emotional Guidance: Investigating the Effect of Teachers' Task Perception and a Supportive Network at School

School counsellors’ beliefs regarding collaboration with parents of students with special educational needs in Flanders: Parents as partners or opposites?

Constructivist learning environments and the (im)possibility to change students' perceptions of assessment demands and approaches to learning

Social inequality in education and the use of extramural support services: access and parental experiences in disadvantaged families

Integrated Social and Emotional Guidance: What Do Secondary Education Teachers Think?

Comparing acceptance and rejection in the classroom interaction of students who stutter and their peers: A social network analysis

Integrated social and emotional guidance: what do secondary education teachers think? Research into teachers' task perception and guidance provision, and the affect of a supportive network at school

Different pathways to student guidance in mainstream primary and secondary education: Results from a parent survey

Measuring Integrated Socioemotional Guidance at School: Factor Structure and Reliability of the Socioemotional Guidance Questionnaire (SEG-Q)

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