Zobrazeno 1 - 10
of 25
pro vyhledávání: '"Wendelien Vantieghem"'
Publikováno v:
Frontiers in Communication, Vol 9 (2024)
This study examines the impact of linguistic accommodations on the science performance of multilingual pupils. In a randomized controlled trial conducted in Flanders (Belgium), pupils aged 9–12 were assigned to one of three conditions: a control gr
Externí odkaz:
https://doaj.org/article/901272c61c364663ac38c273a4ecdf31
Publikováno v:
PLoS ONE, Vol 18, Iss 11 (2023)
Externí odkaz:
https://doaj.org/article/e5051ddd80a84c898b9f37d519ca87d0
Publikováno v:
Education Sciences, Vol 13, Iss 7, p 755 (2023)
(1) Background: In preparing the next generation of teachers, teacher educators are key actors in fostering diversity-responsive education. However, evidence-informed professional development initiatives (PDIs) are needed to raise teacher educators
Externí odkaz:
https://doaj.org/article/4d41d49b65f84002b7045095f027db82
Autor:
Marloes Hagenaars, Charlotte Maene, Peter A. J. Stevens, Sara Willems, Wendelien Vantieghem, Fanny D’Hondt
Publikováno v:
JOURNAL OF EDUCATION POLICY
As most studies focus on the outcomes of multiculturalism, assimilation and colourblindness (MAC) for students, little is known about why schools vary in the diversity approaches that they adopt and the role of the teacher in this process. This study
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a9e261142dd98586e0ba46d662a65bab
https://doi.org/10.1080/02680939.2023.2167236
https://doi.org/10.1080/02680939.2023.2167236
Publikováno v:
EDUCATIONAL REVIEW
To ensure inclusion and equity in education, both teacher beliefs and practice are cited as influential. However, the connection between beliefs on student diversity and inclusive practice is often more complex than straightforward. Professional visi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e79b70dd257bd3ab94e796438facc60e
https://doi.org/10.1080/00131911.2022.2054957
https://doi.org/10.1080/00131911.2022.2054957
This paper explores the connection between nurses' multilingual beliefs and their advice on multilingual parenting to families with young children. Data was gathered through video-stimulated reflection dialogues with 11 nurses employed at infant welf
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::03cf507b41d08998b3a0d170386151cd
https://hdl.handle.net/20.500.14017/e3e6647a-79ce-481d-8efa-f4eb346be650
https://hdl.handle.net/20.500.14017/e3e6647a-79ce-481d-8efa-f4eb346be650
Publikováno v:
CURRENT ISSUES IN LANGUAGE PLANNING
Whereas early childhood professionals can play a pivotal role in fostering young children's home language development, little is known about what determines the kind of multilingual parenting advice they offer families. The objective of this study wa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3e36bf55d49a4ae247ab404ead72e47a
https://biblio.ugent.be/publication/8762045
https://biblio.ugent.be/publication/8762045
Publikováno v:
Current Issues in Language Planning. 23:77-95
This study investigates Spolsky's conception of language policy as the amalgam of language beliefs, language practices and language management. To the best of our knowledge, no quantitative evidence has ever been produced for his theoretical model. T
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::612a58938dbbe546da7fecc33916176e
https://doi.org/10.1080/14664208.2021.1907060
https://doi.org/10.1080/14664208.2021.1907060
Publikováno v:
Journal of Teacher Education. 72:381-395
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers’ philosophy and praxis of teaching, has never been tested
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cea7e9dc56221c875af769f3065a1580
https://doi.org/10.1177/0022487120965525
https://doi.org/10.1177/0022487120965525
Publikováno v:
Contemporary Educational Psychology. 56:140-151
Insight in the way teachers' beliefs filter their interpretation of inclusive classrooms is vital to support teachers’ competences to teach diverse learners. This study explores how three types of teacher beliefs about teaching diverse learners (i.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b6b74879a609bdff3ba59ae924958725
https://doi.org/10.1016/j.cedpsych.2019.01.002
https://doi.org/10.1016/j.cedpsych.2019.01.002