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2016

 

De Smedt, F., Van Keer, H., & Merchie, E. (2016). Student, teacher, and class-level correlates of Flemish late elementary school children’s writing performance. Reading and Writing.

 

2015

 

Vandevelde, Sabrina, & Van Keer, H. (2015). Unravelling the tutoring processes during student tutoring. European Association for Research on Learning and Instruction, Abstracts. Presented at the European Association for Research on Learning and Instruction (EARLI) Conference.

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2015). Not all of collaborative learners’ metacognitive regulation is socially shared: A study of reciprocal peer tutoring groups. Annual meeting of the American Educational Research Association, Abstracts. Presented at the Annual meeting of the American Educational Research Association (AERA - 2015).

 

De Smedt, Fien, Van Keer, H., & Merchie, E. (2015). Student and class-level correlates of Flemish late elementary school childrens writing performance. Presented at the 16th Biennial EARLi Conference for Research on Learning and Instruction.

 

Vandevelde, Sabrina, Goormachtigh, A., & Van Keer, H. (2015). The transition from elementary to secondary school: how does self-regulated learning strategy use evolves? Annual meeting of the American Educational Research Association, Abstracts. Presented at the Annual meeting of the American Educational Research Association (AERA).

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2015). Which regulation behaviour is shared? A study in reciprocal peer tutoring groups. 16th Biennial Conference of the European Association for Research on Learning and Instruction, Abstracts. Presented at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).

 

Van Vreckem, C., Desoete, A., & Van Keer, H. (2015). Problemen met begrijpend lezen effectief aanpakken: het belang van “wat” en “hoe.” SIGNAAL, 91(24), 18–40.

 

Vandevelde, Sabrina, & Van Keer, H. (2015). Promoting self-regulated learning: a challenging endeavour for primary school teachers. European Association for Research on Learning and Instruction, Abstracts. Presented at the European Association for Research on Learning and Instruction (EARLI) Conference.

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2015). Exploring evolutions in reciprocal peer tutoring groups’ socially shared metacognitive regulation and identifying its metacognitive correlates. LEARNING AND INSTRUCTION, 38, 63–78.

 

Vandevelde, Sabrina. (2015). The challenge of assessing and promoting late primary school children’s self-regulated learning: exploring the impact of student tutoring. Ghent University. Faculty of Psychology and Educational Sciences, Ghent, Belgium.

 

Vandevelde, Sabrina, Roose, E., Dhuyvetter, S., & Van Keer, H. (2015). Teachers’ promotion of self-regulated learning: a comparison between regular and special education teachers. Annual meeting of the American Educational Research Association, Abstracts. Presented at the Annual meeting of the American Educational Research Association (AERA).

 

Merchie, E., & Van Keer, H. (2015). Student differences and aptitude-by-treatment interactions in 5th-6th grade mind map interventions. 16th Biennial Meeting of the European Association for Research on Learning and Instruction, Abstracts. Presented at the 16th Biennial Meeting of the European Association for Research on Learning and Instruction (EARLI 2015).

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2015). Portraying peer tutoring groups’ evolution towards socially shared metacognitive regulation. 16th Biennial Conference of the European Association for Research on Learning and Instruction, Abstracts. Presented at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).

 

De Smedt, Fien, & Van Keer, H. (2015). Cognitive and motivational correlates of elementary school children’s writing performance. 2015 Annual Meeting of the American Educational Research Association, Abstracts. Presented at the 2015 Annual Meeting of the American Educational Research Association.

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2015). Promoting university students’ metacognitive regulation through peer learning: the potential of reciprocal peer tutoring. HIGHER EDUCATION, 70, 469–486.

 

De Backer, Liesje. (2015). Fostering university students’ individual and socially shared metacognitive regulation through reciprocal same-age peer tutoring: a study into the impact and interaction processes. Ghent University. Faculty of Psychology and Educational Sciences, Ghent, Belgium.

 

Thomas, V., Van Keer, H., Vandevelde, S., Peeters, J., De Backer, F., Kindekens, A., & Lombaerts, K. (2015). Self-regulated skills during homework in primary school: a learning diary study. European Association for Research on Learning and Instruction, Abstracts. Presented at the European Association for Research on Learning and Instruction (EARLI) Conference.

 

De Backer, Liesje, Van Keer, H., Moerkerke, B., & Valcke, M. (2015). Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups. Metacognition and Learning.

 

Vandevelde, Sabrina, Van Keer, H., Schellings, G., & Van Hout-Wolters, B. (2015). Using think-aloud protocol analysis to gain in-depth insights into upper primary school children’s self-regulated learning. LEARNING AND INDIVIDUAL DIFFERENCES, 43, 11–30.

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2015). Socially shared metacognitive regulation during reciprocal peer tutoring: identifying its relationship with students’ content processing and transactive discussions. INSTRUCTIONAL SCIENCE, 43, 323–344.

 

Vandevelde, Sabrina, Van Keer, H., & Merchie, E. (2015). The challenge of promoting self-regulated learning among primary school children with a low socio-economic and immigrant background. Journal of Educational Research.

 

2014

 

De Smedt, Fien, & Van Keer, H. (2014). Studying the relationship between writing performance, self-efficacy for writing, writing motivation, and writing processes in upper-primary grades. Conference on Writing Research, Abstracts. Presented at the Conference on Writing Research.

 

Merchie, E., & Van Keer, H. (2014). Stimulating graphical summarization in late elementary education: The relationship between two instructional mind map approaches and student characteristics. ELEMENTARY SCHOOL JOURNAL.

 

Merchie, E., & Van Keer, H. (2014). Using mind mapping as a meta-learning strategy: an intervention study on the evolution of pre-adolescents’ text-learning strategy use and performance. American Educational Research Association, Abstracts. Presented at the American Educational Research Association (AERA - 2014).

 

Vandevelde, Sabrina, & Van Keer, H. (2014). Fostering at-risk elementary school children’s self-regulated learning by means of student tutoring: a challenging endeavor. American Educational Research Association, Abstracts. Presented at the American Educational Research Association (AERA - 2014).

 

De Smedt, Fien, & Van Keer, H. (2014). Writing education and writing performance in Flanders’ upper-primary grades: a state-of-the-art. Research School, Conference on Writing Research, Abstracts. Presented at the Research School, Conference on Writing Research.

 

Vandevelde, Sabrina, & Van Keer, H. (2014). The significant role of motivation in self-regulated learning: a person-oriented approach. 6th Biennial Meeting of the European Association for Research on Learning and Instruction Special Interest Group 16: Metacognition, Abstracts. Presented at the 6th Biennial Meeting of the European Association for Research on Learning and Instruction Special Interest Group 16: Metacognition.

 

Merchie, E. (2014). Measuring and fostering text-learning strategies and graphical summarization skills at the end of elementary school: comparing the impact of researcher-provided and student-generated mind maps. Ghent University. Faculty of Psychology and Educational Sciences, Ghent, Belgium.

 

De Smedt, Fien, & Van Keer, H. (2014). Gender and achievement-level differences in writing motivation, self-efficacy for writing, writing processes, and writing performance in upper-elementary grades. Society for the Scientific Study of Reading, Abstracts. Presented at the Society for the Scientific Study of Reading.

 

Vandevelde, Sabrina, & Van Keer, H. (2014). Gaining insight into the development of at-risk late primary school children’s self-regulated learning. 6th Biennial Meeting of the European Association for Research on Learning and Instruction Special Interest Group 16: Metacognition, Abstracts. Presented at the 6th Biennial Meeting of the European Association for Research on Learning and Instruction Special Interest Group 16: Metacognition.

 

De Smedt, Fien, & Van Keer, H. (2014). A research synthesis on effective writing instruction in primary education. 4th International conference on education and educational psychology, Proceedings (pp. 693–701). Presented at the 4th International Conference on Education and Educational Psychology.

 

De Naeghel, J., Van Keer, H., & Vanderlinde, R. (2014). Strategies for promoting autonomous reading motivation: a multiple case study research in primary education. FRONTLINE LEARNING RESEARCH, 2(3), 83–102.

 

Blancke, S., Schellens, T., Soetaert, R., Van Keer, H., & Braeckman, J. (2014). From ends to causes (and back again) by metaphor: the paradox of natural selection. SCIENCE & EDUCATION, 23(4), 793–808.

 

De Naeghel, J., Valcke, M., De Meyer, I., Warlop, N., van Braak, J., & Van Keer, H. (2014). The role of teacher behavior in adolescents’ intrinsic reading motivation. READING AND WRITING.

 

Merchie, E., Van Keer, H., & Vandevelde, S. (2014). Development of the Text-Learning Strategies Inventory: Assessing and Profiling Learning From Texts in Fifth and Sixth Grade. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT.

 

Merchie, E., & Van Keer, H. (2014). Using on-line and off-line measures to explore fifth and sixth graders’ text-learning strategies and schematizing skills. LEARNING AND INDIVIDUAL DIFFERENCES.

 

Opdecam, E., Everaert, P., Van Keer, H., & Buysschaert, F. (2014). Preferences for team learning and lecture-based learning among first-year undergraduate accounting students. RESEARCH IN HIGHER EDUCATION, 55(4), 400–432.

 

Opdecam, E. (2014). Empirical essays on team learning in accounting education. Ghent University. Faculty of Economics and Business Administration, Ghent, Belgium.

 

Ruys, I., Van Keer, H., & Aelterman, A. (2014). Student and novice teachers’ stories about collaborative learning implementation. TEACHERS AND TEACHING.

De Naeghel, J. (2013). Students’ autonomous reading motivation: A study into its correlates and promotion strategies in late elementary classrooms. Ghent University, Department of Educational Studies, Gent, Belgium.

 

2013

 

Merchie, E., & Van Keer, H. (2013). From text to mind map: using pen movements to explore dynamic construction in upper primary school. 15th Biennial European Association for Research on Learning and Instruction for Research on Learning and Instruction (EARLI) : Responsible teaching and Sustainable learning, Abstracts. Presented at the 15th Biennial European Association for Research on Learning and Instruction for Research on Learning and Instruction (EARLI) : Responsible teaching and Sustainable learning.

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2013). Exploring evolutions in reciprocal peer tutoring groups’ metacognitive regulation: an interaction analysis. American Educational Research Association (AERA) 2013 annual meeting, Abstracts. Presented at the American Educational Research Association (AERA) 2013 annual meeting.

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2013). University students learning to regulate together: evolutions in reciprocal peer tutoring groups’ metacognitive regulation. 16th Biennial ISATT Conference on Teachers and Teaching, Abstracts. Presented at the 16th Biennial Conference on Teachers and Teaching (ISATT - 2013).

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2013). Learning to regulate from peers? An analysis on peer tutoring groups’ metacognitive regulation. 15th biennial EARLI conference for research on learning and instruction, Abstracts. Presented at the 15th biennial EARLI conference for research on learning and instruction (EARLI - 2013).

 

Merchie, E., & Van Keer, H. (2013). Learning from texts in upper primary school: measuring and exploring students’ learning strategy use. 15th Biennial European Association for Research on Learning and Instruction for Research on Learning and Instruction (EARLI) : Responsible teaching and Sustainable learning, Abstracts. Presented at the 15th Biennial European Association for Research on Learning and Instruction for Research on Learning and Instruction (EARLI) : Responsible teaching and Sustainable learning.

 

Merchie, E., & Van Keer, H. (2013). Learning from text in late elementary education: comparing think-aloud protocols with self-reports. 4th International conference on education and educational psychology, Proceedings. Presented at the 4th International conference on education and educational psychology (ICEEPSY 2013).

 

Van Keer, H., & Vanderlinde, R. (2013). A book for two! Peer tutoring and reading comprenhension in elementary school practice. PHI DELTA KAPPAN, 94(8), 54–58.

 

Vandevelde, Sabrina, & Van Keer, H. (2013). Promoting self-regulated learning in primary education: a challenge for teachers. 16th Biennial Conference on Teachers and Teaching, Abstracts. Presented at the 16th Biennial Conference on Teachers and Teaching (ISATT - 2013).

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2013). From peer tutoring to metacognitive regulation: the impact of reciprocal peer tutoring. American Educational Research Association (AERA) 2013 annual meeting, Abstracts. Presented at the American Educational Research Association (AERA) 2013 annual meeting.

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2013). Peers regulating each other? Evolutions in peer tutoring groups’ socially shared regulation. 15th biennial EARLI conference for research on learning and instruction, Proceedings. Presented at the 15th biennial EARLI conference for research on learning and instruction (EARLI - 2013).

 

Aelterman, N., Vansteenkiste, M., Van Keer, H., De Meyer, J., Van den Berghe, L., & Haerens, L. (2013). Development and evaluation of a training on need-supportive teaching in physical education: qualitative and quantitative findings. TEACHING AND TEACHER EDUCATION, 29, 64–75.

 

Vandevelde, Sabrina, Van Keer, H., & Rosseel, Y. (2013). Measuring the complexity of upper primary school children’s self-regulated learning: a multi-component approach. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 38(4), 407–425.

 

Merchie, E., & Van Keer, H. (2013). Het gebruik van hardop-denkprotocollen en pencasts voor het in kaart brengen van leerstrategieën en schematiseervaardigheden in de derde graad lager onderwijs. Onderwijs research dagen, Abstracts (pp. 115–116). Presented at the Onderwijs Research Dagen (ORD - 2013).

 

De Naeghel, J., & Van Keer, H. (2013). Autonomous and controlled reading motivation as predictors of reading behaviour and performance. Association for Research on Learning and Instruction (EARLI) Conference, Abstracts. Presented at the Association for Research on Learning and Instruction (EARLI) Conference.

 

Vandevelde, Sabrina, & Van Keer, H. (2013). The challenge of promoting at-risk primary school children’s self-regulated learning. 15th biennial EARLI conference for research on learning and instruction, Abstracts. Presented at the 15th biennial EARLI conference for research on learning and instruction (EARLI - 2013).

 

Merchie, E., & Van Keer, H. (2013). Schematizing and processing informational texts with mind maps in fifth and sixth grade. MIDDLE GRADES RESEARCH JOURNAL, 8(3), 61–81.

 

De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2013). Enhancing primary students’ autonomous reading motivation: impact of an SDT-based teacher training. European Association for Research on Learning and Instruction (EARLI) Conference, Abstracts. Presented at the European Association for Research on Learning and Instruction (EARLI) Conference.

 

De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2013). Promoting elementary students’ autonomous reading motivation: effects of a teacher training grounded in self-determination theory. 16th Biennial Conference on Teachers and Teaching, Abstracts. Presented at the 16th Biennial Conference on Teachers and Teaching.

 

De Naeghel, J., & Van Keer, H. (2013). The relation of student and class-level characteristics to primary school students’ autonomous reading motivation: a multilevel approach. JOURNAL OF RESEARCH IN READING, 36(4), 351–370.

 

2012

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2012). Peer tutoring interactions as stimulators of metacognitive regulation? American Educational Research Association (AERA) 2012 annual meeting, Abstracts. Presented at the American Educational Research Association (AERA) 2012 annual meeting.

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2012). Peer tutoring groups as metacognitive learning environments? 5th biennial meeting of the European Association for Research on Learning and Instruction Special Interest Group 16 : Metacognition, Abstracts. Presented at the 5th biennial meeting of the European Association for Research on Learning and Instruction Special Interest Group 16 : Metacognition (SIG-EARLI).

 

Merchie, E., & Van Keer, H. (2012). Effects of a mind map intervention on fifth and sixth graders’ learning from texts. SIG2 Comprehension of Texts and Graphics : EARLI Conference, Abstracts. Presented at the SIG2 Comprehension of Texts and Graphics : EARLI Conference (2012).

 

Ruys, I. (2012). Collaborative learning in pre-service teacher education: primary school teachers’ competence and educational practice. Ghent University, Department of Educational Studies, Ghent, Belgium.

 

De Naeghel, J., Van Keer, H., & Vanderlinde, R. (2012). Significant strategies for promoting autonomous reading motivation in fifth-grade elementary school: a case study research. Annual convention of the International Reading Association, Abstracts. Presented at the Annual convention of the International Reading Association (IRA - 2012).

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2012). Van peer tutoring tot metacognitieve regulatie? Een studie naar de potentiële impact van reciproke peer tutoring in het hoger onderwijs. TIJDSCHRIFT VOOR HOGER ONDERWIJS, 29(4), 224–249.

 

Merchie, E., & Van Keer, H. (2012). Spontaneous mind map use and learning from texts: the role of instruction and student characteristics. In Z. Bekirogullari (Ed.), Procedia Social and Behavioral Sciences (Vol. 69, pp. 1387–1394). Presented at the 3rd International conference on Education and Educational Psychology (ICEEPSY 2012), Amsterdam, The Netherlands: Elsevier.

 

De Naeghel, J., & Van Keer, H. (2012). Impact of pupil and class-level characteristics on elementary students’ autonomous reading motivation: a multilevel approach. Meeting of the American Educational Research Association, Abstracts. Presented at the Meeting of the American Educational Research Association (AERA - 2012).

 

Vandevelde, S., Vandenbussche, L., & Van Keer, H. (2012). Stimulating self-regulated learning in primary education: encouraging versus hampering factors for teachers. In Z. Bekirogullari (Ed.), Procedia Social and Behavioral Sciences (Vol. 69, pp. 1562–1571). Presented at the 3rd International conference on Education and Educational Psychology (ICEEPSY 2012), Amsterdam, The Netherlands: Elsevier Science.

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2012). Fostering university students’ metacognitive regulation through peer tutoring. In Z. Bekirogullari (Ed.), Procedia Social and Behavioral Sciences (Vol. 69, pp. 1594–1600). Presented at the 3rd International conference on Education and Educational Psychology (ICEEPSY 2012), Amsterdam, The Netherlands: Elsevier Science.

 

Ruys, I., Van Keer, H., & Aelterman, A. (2012). Examining pre-service teacher competence in lesson planning pertaining to collaborative learning. (S. Hopmann, Ed.)JOURNAL OF CURRICULUM STUDIES, 44(3), 349–379.

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2012). Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation. INSTRUCTIONAL SCIENCE, 40(3), 559–588.

 

De Wever, Bram, & Van Keer, H. (2012). Student perspectives on wiki-tasks and the introduction of computer-supported peer feedback. In Z. Bekirogullari (Ed.), Procedia Social and Behavioral Sciences (Vol. 69, pp. 558–565). Presented at the 3rd International conference on Education and Educational Psychology (ICEEPSY 2012), Amsterdam, The Netherlands: Elsevier Science.

 

Wu, L., Valcke, M., & Van Keer, H. (2012). Validation of a Chinese version of metacognitive awareness of reading strategies inventory. (Ş. Çınkır, Ed.)EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, 12(48), 117–134.

 

De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students’ recreational and academic reading motivation, reading frequency, engagement, and comprehension: a self-determination theory perspective. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 104(3), 1006–1021.

 

Aelterman, N., Vansteenkiste, M., Van Keer, H., Van den Berghe, L., De Meyer, J., & Haerens, L. (2012). Students’ objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY, 34(4), 457–480.

 

Vandevelde, S., & Van Keer, H. (2012). Self-regulated learning in late primary school: what can we learn from think aloud protocol analysis? 5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Abstracts. Presented at the 5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition.

 

2011

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2011). Peer tutoringinteracties als stimulator van metacognitieve regulatievaardigheden? Onderwijs research dagen, Proceedings. Presented at the Onderwijs Research Dagen (ORD - 2011), Ghent, Belgium: Ghent University, Department of Educational Studies.

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2011). Think peer! The potential of reciprocal peer tutoring in promoting university students’ metacognition. European association for research of learning and instruction, Abstracts. Presented at the European Association for Research of Learning and Instruction (EARLI - 2011).

 

Vandevelde, Sabrina, & Van Keer, H. (2011). Studying primary school children’s self-regulated learning. 14th Biennial Conference for Research on Learning and Instruction, Abstracts. Presented at the 14th Biennial Conference for Research on Learning and Instruction (EARLI - 2011).

 

Merchie, E., & Van Keer, H. (2011). An intervention study on Mind Mapping skills and text processing in fifth and sixth grade. 14TH Biennial European Association for Research on Learning and Instruction for Research on Learning and Instruction : Education for a Global Networked Society, Abstracts. Presented at the 14TH Biennial European Association for Research on Learning and Instruction for Research on Learning and Instruction : Education for a Global Networked Society (EARLI - 2011).

 

Merchie, E., & Van Keer, H. (2011). Een interventiestudie naar Mind Mapping en tekstverwerking in de derde graad lager onderwijs. Onderwijs research dagen, Proceedings (pp. 1–12). Presented at the Onderwijs Research Dagen (ORD - 2011).

 

Van Vreckem, C., Desoete, A., & Van Keer, H. (2011). Poor comprehensive readers: what do we know about their profile? Procedia Social and Behavioral Sciences (Vol. 15, pp. 229–234). Presented at the 3rd World conference on Educational Sciences (WCES 2011), Amsterdam, The Netherlands: Elsevier Science.

 

De Naeghel, J., Van Keer, H., & Vansteenkiste, M. (2011). Autonome en gecontroleerde leesmotivatie van basisschoolleerlingen in de vrije tijd en op school. Onderwijs research dagen, Proceedings (pp. 1–9). Presented at the Onderwijs Research Dagen (ORD - 2011).

 

Ruys, I., Van Keer, H., & Aelterman, A. (2011). Student teachers’ skills in the implementation of collaborative learning: a multilevel approach. TEACHING AND TEACHER EDUCATION, 27(7), 1090–1100.

 

Vanderlinde, R., & Van Keer, H. (2011). Peer tutoring bij begrijpend lezen: met twee beter dan alleen. In Steven Vanhooren & A. Mottart (Eds.), Vijfentwintigste conferentie het schoolvak Nederlands (pp. 45–48). Presented at the 25e conferentie Het Schoolvak Nederlands, Gent: Academia Press.

Vandevelde, Sabrina, Van Keer, H., & De Wever, B. (2011). Exploring the impact of student tutoring on at-risk fifth and sixth graders’ self-regulated learning. LEARNING AND INDIVIDUAL DIFFERENCES, 21(4), 419–425.

 

Valcke, Martin, De Wever, B., Van Keer, H., & Schellens, T. (2011). Long term study of safe internet use of young children. COMPUTERS & EDUCATION, 57(1), 1292–1305.

 

De Wever, Bram, Van Keer, H., Schellens, T., & Valcke, M. (2011). Assessing collaboration in a wiki: the reliability of university students’ peer assessment. INTERNET AND HIGHER EDUCATION, 14(4), 201–206.

 

De Naeghel, J., Van Keer, H., & Vansteenkiste, M. (2011). Recreational and academic reading motivation in elementary school. Meeting of the American Educational Research Association, Abstracts. Presented at the Meeting of the American Educational Research Association (AERA - 2011).

 

Hulpia, H., Devos, G., & Van Keer, H. (2011). The relation between school leadership from a distributed perspective and teachers’ organizational commitment: examining the source of the leadership function. EDUCATIONAL ADMINISTRATION QUARTERLY, 47(5), 728–771.

 

De Naeghel, J., Van Keer, H., & Vansteenkiste, M. (2011). Recreational and academic reading motivation in primary school. 14th Biennial EARLI Conference for Research on Learning and Instruction : Education for a Global Networked Society, Abstracts. Presented at the 14th Biennial EARLI Conference for Research on Learning and Instruction : Education for a Global Networked Society (EARLI - 2011).

 

Vandevelde, S., & Van Keer, H. (2011). Studying primary school children’s self-regulated learning. Onderwijs research dagen, Proceedings. Presented at the Onderwijs Research Dagen (ORD - 2011).

 

De Naeghel, J., Van Keer, H., & Vansteenkiste, M. (2011). The relationship between recreational and academic reading motivation, reading frequency and comprehension in late primary school. Annual Meeting of the Belgian Association for Psychological Science, Abstracts. Presented at the Annual Meeting of the Belgian Association for Psychological Science (BAPS - 2011).

 

2010

 

De Wever, Bram, & Van Keer, H. (2010). Development of a content analysis approach for collaboration in a wiki environment. 9th International Conference of the Learning Sciences, Abstracts. Presented at the 9th International Conference of the Learning Sciences (ICLS - 2010).

 

De Wever, Bram, Van Keer, H., Schellens, T., & Valcke, M. (2010). Content analysis in asynchronous discussion groups: studying role internalization. Annual meeting of the American Educational Research Association, Abstracts. Presented at the Annual meeting of the American Educational Research Association (AERA - 2010).

 

De Backer, Liesje, Van Keer, H., & Valcke, M. (2010). De impact van reciproke peer tutoring op de metacognitie van studenten hoger onderwijs. Onderwijs research dagen, Proceedings. Presented at the Onderwijs Research Dagen (ORD - 2010), Gent: Ghent University, Department of Educational Studies.

De Wever, Bram, Van Keer, H., Schellens, T., & Valcke, M. (2010). Roles as a structuring tool in online discussion groups: the differential impact of different roles on social knowledge construction. COMPUTERS IN HUMAN BEHAVIOR, 26(4), 516–523.

 

De Wever, Bram, Van Keer, H., Schellens, T., & Valcke, M. (2010). Structuring asynchronous discussion groups: comparing scripting by assigning roles with regulation by cross-age peer tutors. LEARNING AND INSTRUCTION, 20(5), 349–360.

 

De Smet, Marijke, Van Keer, H., De Wever, B., & Valcke, M. (2010). Cross-age peer tutors in asynchronous discussion groups: exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics. COMPUTERS & EDUCATION, 54(4), 1167–1181.

Ruys, I., Van Keer, H., & Aelterman, A. (2010). Collaborative learning in pre-service teacher education: an exploratory study on related conceptions, self-efficacy and implementation. EDUCATIONAL STUDIES, 36(5), 537–553.

 

De Smet, Marijke, Van Keer, H., De Wever, B., & Valcke, M. (2010). Studying thought processes of online peer tutors through stimulated-recall interviews. HIGHER EDUCATION, 59(5), 645–661.

 

De Naeghel, J., Van Keer, H., & Vansteenkiste, M. (2010). Measuring reading motivation in elementary school. Fourth International Conference on Self-Determination Theory, Abstracts. Presented at the Fourth International Conference on Self-Determination Theory.

 

Van Keer, H., & Vanderlinde, R. (2010). The impact of cross-age peer tutoring on third and sixth graders’ reading strategy awareness, reading strategy use, and reading comprehension. Middle Grades Research Journal, 5, 33–46.

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