1 Three research teams are active within the research discipline

Transcription

Discipline Cluster Educational Sciences
GENERAL INTRODUCTION TO THE DISCIPLINE CLUSTER EDUCATIONAL SCIENCES Three research teams are active within the research discipline cluster Educational Sciences: PPW1_1: Social Work and the History of Education (Spokesperson: Michel Vandenbroeck); PPW1_2: Special Education (Spokesperson: Wouter Vanderplasschen); PPW1_3: Educational Studies and the Foundations of Education (Spokesperson: Martin Valcke). The research activities of each research team are set up in the setting of a different department. The extension of PPW1_1 and PPW1_3 with “History of education” and “Fundamental Education” is the result of the recent suspension of the Department of Pedagogy (October 1, 2012) and the subsequent transfer of staff to the other research teams. The following figure depicts how the integration of the earlier Department of Pedagogy is reflected in the subsequent delineation of the research group boundaries. In relation to each research team, we list the professors that have been /are active in related research lines. The research topics of the three research teams have evolved during the last decade as a result of evolutions in the research field, but also go hand in hand with the educational program reforms of 1999-‐
2000, 2004-‐2005 and 2011-‐2012. Of particular importance is that the reforms were directly linked to the growing research involvement in the research teams that enabled the staff to link teaching and research. 1
The concrete research topics and related resources, staff, output, projects … of each research team are discussed in detail below. In this introduction we present a general picture of the research field Educational Sciences as covered and delineated by the three research teams. Though a broad field of the educational sciences is covered, also clear choices have been specified to more confined research topics. This confinement is mainly influenced by conceptual options but also by decisions about feasibility, availability of resources, emerging opportunities, … . The SWOT analysis and introduction presented in relation to the three research teams help to understand particular choices. PPW1_1 Research Team Social Work en the History of Education This first research team focuses on the study of educational and social work practices, which aim to contribute to social welfare and social justice. These practices are theorised in institutional as well as in non-‐formal and informal contexts. Social work theory is developed at the micro-‐, meso-‐ and macro-‐level of related policies and practices. Five topics are central in the research program: ‘social pedagogy’, ‘social work’, ‘family pedagogy’, and since 2012 also the ‘history of education’ and ‘intercultural pedagogy’. The latter strengthen the underlying historical and cultural dimension of the first three research topics. The five research themes share the following topics/priorities: an emphasis on a historical-‐societal approach to social work; the definition of social work as a social-‐cultural practice; combining different traditions within social work theory; the embodiment of a social-‐pedagogical perspective, and of focus on the study of social work practices. Transversal themes are poverty, diversity, urbanity, human rights and children’s rights. PPW1_2 Research Team Special Education This research team focuses on educational interventions and the support for target populations living in special conditions. This varies from persons with disabilities, individuals with substance abuse or mental health problems, children with behavioural disorders or experiences of trauma, adult offenders in detention, adolescents in war zones, displaced people, … . All related research shares the focus on meaningful, intentional and methodological action aiming at improving an individual’s life situation, their quality of life and their participation in society. Three research themes can be distinguished: (1) disability studies, (2) behavioural and emotional disorders and (3) substance abuse. The research of the team covers issues related to the micro-‐level (characteristics of individuals, impact of interventions, ...), the meso-‐level (evaluation of interventions, programs, …) and the macro-‐level (policies, support provision, educational systems, …). The research is closely connected to research areas from related disciplines, such as psychiatry, criminology, social work, ethnography and psychology. 2
PPW1_3 Research Team Educational Studies and the Foundations of Education The research program of this research team reflects the domain-‐specific frame of reference of the program Educational Studies as developed in view of the recent Dutch educational quality assessment exercise (QANU, 2006, Visitatierapport Onderwijskunde. Utrecht, p.1): “Educational Studies is a scientific discipline that studies the conditions for learning, and the design and evaluation of processes that foster learning. Three levels are being distinguished: micro-‐, meso-‐ and macro-‐level. At the micro-‐level, the focus is on the learner. This introduces research about the design, implementation and evaluation of teaching and learning processes, of curricula en of learning environments such as schools, companies and self-‐organising environments. At the meso-‐level, the focus is on leadership and the organisation and management of schools, educational institutes and network organisations. At the macro-‐level, the focus is on the national and international setting of education; thus aiming at educational policies, relationship education-‐society (careers, labour market) or the relationship between learning and working.“. The research team Educational Studies and the Foundations of Education stresses that learning also takes place in informal or non-‐formal settings, such as museums, computer games, social media, movies, literature, … Due to the recent integration of staff of the Department of Pedagogy (Vakgroep Pedagogiek), the research focus of the research topic “Culture, Media and Education” was expanded to incorporate the focus on the Philosophy of Education. The latter is not an exceptional expansion since the field of the Educational Studies is often linked to the domain of the Foundations of Education. 3
PPW 1.1 SOCIAL WORK AND THE HISTORY OF EDUCATION A. The research team 1. Introduction 1.1. Research team Social Work and History of Education: a recent history The Research Team Social Work and History of Education is active within the Department of Social Welfare Studies. As of 2002, the research of this department centres on: ‘social pedagogy’, ‘family pedagogy’, and ‘social work’. These research topics reflect a research tradition from the seventies that centres on youth work, childcare, and youth care. In addition, research respects the relationship between welfare and justice, in particular in the area of children’s rights. This is reflected in the work of the Centre for Innovation in the Early Years (or VBJK, see www.vbjk.be) that was set up in 2000. Following the 2012 reorganisation of the Faculty of Psychology and Educational Sciences and the subsequent incorporation of staff of the Department of Pedagogy, the research topics ‘intercultural pedagogy’ and the ‘history of education’ were added to the research program. The former is closely linked to research about refugees and migrants, and children living in vulnerable situations, such as war-‐
affected children, child soldiers and street children. This research is set up in the Centre for Children in Vulnerable Situations (www.centreforchildren.be). Research about the history of education builds on the new cultural history of education. This has already resulted in the founding of international research networks, such as the Histories of Education Network of the European Educational Research Association. 1.2. Research topics and priorities of the research team As a result of the recent expansion of the research team (see above), a research seminar helped to consolidate a shared foundation of the research activities that builds on the following priorities: ● Elaboration of a historical-‐societal approach to social work; ● Definition of social work as a social-‐cultural practice; ● Combination of different traditions within social work theory; ● Embodiment of a social-‐pedagogical perspective; ● Focus on the study of social work practices. Elaborating a historical-‐societal approach to social work The historical-‐societal approach to social work is linked to the historical development of social work that tackles social problems via educational actions. This implies that researchers in the social work domain take a responsibility to co-‐create problem definitions and concrete practices. These definitions and practices are strongly related to societal developments; especially in the context of urbanity and 4
globalisation. The latter is enhanced by the ‘history of education’ perspective that links social work to the historical development of educational practices; thus connecting the past, present and future. Defining social work as a social-‐cultural practice Social work is approached as a social-‐cultural practice. Social work researchers legitimate their definition and approach of social problems by principles of human rights and social justice. Human rights and social justice therefore constitute an important frame of reference for related research. This was, for example, an important dimension in the activities of the International Francqui Chair in 2011 (see: Biesta, G., De Bie, M., & Wildemeersch, D. (eds.) (2013). Civic Learning, Democratic Citizenship and the Public Sphere. Dordrecht: Springer). Building on this position, the Department of Social Welfare Studies is a member of the European Association of Schools of Social Work (www.eassw.org), the International Social Work & Society Academy (www.tissa.net) and the European Society for Research on the Education of Adults (www.esrea.org). The department was also the initiator of the International Knowledge Centre of Children's Rights (www.keki.be). Combining different traditions within social work theory Within the work of the research team, different social work traditions are combined. Generally speaking, a distinction is made between the English and the continental tradition of social work. Following the English tradition, research focuses on the observation/explanation of social problems, on prevention and on the creation and implementation of social work solution methods. Following the continental tradition, research focuses on social education as part of a democratic education. The research team confronts and combines both traditions in what they call the ‘pedagogy of social work’. Rather than defining a priori what social work practices are or should be, the central research focus is rather on the social, political, cultural and historical circumstances and preconditions in which these practices work. This is e.g., reflected in the organisation of an international series of public lectures, called ‘Entanglement, doubt, amazement: discussions on social work’. Embodying a social-‐pedagogical perspective The social-‐pedagogical perspective, which inspires the research program, is absent in most social work theory, policy and practice. The adoption of a social-‐pedagogical perspective is related to both the need for a ”pedagogy of social work” (see above) and several traditions in social work. This social pedagogical perspective implies that the social, political, cultural and historical project that underpins social work is made explicit and is discussed. It starts from a reflection on everyday life and the social position of citizens in all their diversity. The resulting social work research aims at developing a theory about the relations between policies, social work practices and the life world of individuals. Focusing on the study of social work practices 5
Social work research incorporates the study of social work practices. This research goes beyond a study of the treatment, attitudes of individuals and target groups. It rather centres on the underlying assumptions when studying these practices. When it comes to “policy making”, multiple levels are distinguished (micro-‐, meso-‐ and macro-‐level). When it comes to actors, multiple actor perspectives are considered (authorities, social services and organisations, and individuals). The related research entails therefore that very differently theoretical traditions are intertwined: social pedagogy, family pedagogy, social work, intercultural pedagogy, and the history of education. The related research topics are -‐ consequently – also varied: poverty, diversity, urbanity, human rights, and children’s rights. 1.3. A research community Next to the formal and informal collaboration between the research team members, an active collaboration is set up with other research teams within the Faculty of Psychology and Educational Sciences, the University and the national and international research community. The research team explicitly invests in the systematic organisation of meetings to discuss publications and on-‐going research and. It also invests in encounters between researchers and practitioners and policy makers through the organisation of meetings, seminars and public lectures. 2. Scientific and social relevance of the research 2.1. Scientific relevance • The bibliometric study of the research output of the Faculty of Psychology and Educational Sciences (2002-‐2010, see appendix 1 and 2) reflects a systematic increase in the “mean normalized citation score” (MNSC) of the research team: from a score far below the mean world score in the time frame 2002-‐2005, to a score around and even above the world mean during recent years. The same bibliometric study shows that the impact of the research output, compared to the average field impact, is comparable to the world mean (MNCS of all publications is 1.06). As indicated in the bibliometric study, these bibliometric results only partially cover the publication output of the social sciences (e.g. internal coverage indicated in this study at only 35% for the research team Social Work and History of Education). Next to research output in ISI-‐indexed journals, there is also a significant publication output via other publication channels, such as books, international journals that are not included in ISI (VABB), professional journals, etc. This implies that – at this stage -‐ a large proportion of the research output remains outside the ISI-‐scope. • Members of the research team founded a new scientific journal: Paedagogica Historica and Panopticon. 2.2. Social relevance 6
The research team is committed to high quality education and to the development of social work policies and practices. This commitment is reflected in: • The quality criteria adopted by the research team in their research projects: accessibility, availability, affordability, comprehensibility and usability. These criteria are applied in areas, such as child welfare, anti-‐poverty policy and general social service delivery. • The social impact of PhD research is reflected in the way the research influenced policy makers and social work practices. For example, a PhD resulted in a policy reorientation upon the social function of childcare. Another PhD resulted in the establishment of a new, acknowledged professional training program: the Bachelor Pedagogics of the Young Child, integrated in the university colleges of Ghent, Antwerp and Brussels. Another PhD resulted in international conferences on the history of youth work, organised by the Council of Europe in cooperation with the Youth Department of the Ministry of the Flemish Community. A PhD influenced on-‐going discussions in the Flemish Parliament about the development of joined-‐up youth care or laid the foundation of a call for policy-‐oriented research on behalf of the Ministry of the Flemish Community. • Members of the research team are/were involved in initiatives that connect research and practice; e.g., the professional journal Welwijs; lunch seminars about youth care; the development of a handbook about integrated youth care and about criminal justice social work; the development of the ‘Educational History Collection’ (nowadays accommodated in the School Museum of Ypres); and the international series of public lectures. • Social work practitioners collaborate actively with the research team. In many cases, practitioners are enrolled in the Master of Social Work. In some cases, practitioners start their own PhD research. • A number of research projects started from practitioner or policy maker questions. • The research team is involved in structural collaborations with policy makers and social work organisations within the context of interuniversity and interdisciplinary policy-‐oriented research centres in Belgium and Flanders, such as VBJK (Centre for Innovation in de Early Years, see www.vbjk.be), KeKi (Children’s Rights Knowledge Centre, see www.keki.be), JOP (Youth Research Platform, see http://www.jeugdonderzoeksplatform.be), and VLAS (Flemish Poverty Support Centre, see http://www.vlaamsarmoedesteunpunt.be). In the case of the Centre for Children in Vulnerable Situations (see www.centreforchildren.be), team members provide psychosocial support in Northern Uganda and Eastern Congo. • There is an intensive participation of the research team in practice-‐oriented public lectures, workshops and different advisory groups such as formal advisory committees of Child and Family (governmental agency on early childhood education and parent support); the Youth Department of the Flemish government; the Children’s Rights Knowledge Centre; juries for city renewal projects of the Flemish Community, etc. 3. SWOT-‐analysis: Strengths, Weaknesses, Opportunities, Threats Next to the generic SWOT analysis, presented at the start of this report, a number of specific SWOT-‐
elements can be put forward. 7
3.1. Strengths (internal and related to Ghent University) • Until 2002, the research team hardly published international publications and hardly produced PhD’s. However, since 2002, there is a significant increase in research output, both in terms of PhD’s and international publications in ISI-‐indexed journals (see also bibliometric study). • In 2004, the research team started a new Master’s and PhD research program in social work. • The research team established a research program in the context of the Ghent University doctoral schools with a specific focus on the methodology and epistemology of social work research. • The integration of the new research topic “intercultural pedagogy” enables the research team to develop contemporary relevant research that looks at emerging societal changes such as the increasing diversity and globalisation in urban, social and educational settings, all over the world. • The integration of the new research topic “history of education” will reinforce the genealogical and historical reflexivity on actual social and educational problems as an important perspective in educational and social work research. • The research is strongly grounded within international social work theory while taking into account historical, social, political and cultural developments in policy and practice in the national and Flemish context, while increasingly developing the internationalisation of both research and education. • The research team strongly invested – during the last three years -‐ in the internationalisation@home component, for example by the organisation of public lectures by established international researchers. • There is a strong presence of the research team in international networks; e.g., the COST-‐network, the Histories of Education Network of the European Educational Research Association, the European Sociology Association’s Children and Childhood Research Network, the European Association of Schools of Social Work (EASSW), the International Social Work & Society Academy (TISSA), and the European Society for Research on the Education of Adults (ESREA). • The research team established a number of structural solutions to foster the collaboration between researchers and the mutual exchange of expertise and experiences: joint publications, semesterial working groups between senior and junior researchers, ‘structured retreats’ to collaborate in small groups. • The research team applies a broad range of research methodologies, both quantitative and qualitative, interpretative research. • The research team is now able – in clear contrast to the past -‐ to acquire competitive funding in research tenders (e.g. FWO, BOF, Vlir-‐UOS), and via policy-‐oriented calls at the national and international level (e.g. EU 7th Framework, Ministry of Foreign Affairs, …). As a result, the differentiation of funding sources has increased, thus increasing the possibilities for PhD research and post-‐doc positions. • There is an active collaboration with PhD alumni that mostly work in universities and university colleges; others are directors of social work services. 3.2. Weaknesses (internal and related to Ghent University) 8
•
•
•
•
•
•
•
The performance of PhD researchers in terms of international publications requires attention. The output of the interuniversity and interdisciplinary research centres in the department remains limited and mainly comprises national publications. The scientific research competes strongly with the policy-‐oriented research. The involvement of staff in teaching and learning activities at Master’s and bachelor level is high and affects the balance between the – high quality – involvement in education and involvement in research activities. The involvement of the research team in projects/activities related to community development affects the balance with research activities. The participation in international conferences results only to a lesser extent into international ISI-‐
publications. The inflow of doctoral researchers is irregular. Efforts should be made to acquire research funds on a regular base. The recent growth of the research team has invigorated the research team, but the scope of the research program should now be deepened to safeguard the coherence in theory and research. 3.3. Opportunities (external to research team and Ghent University) • There is a growth in the attention for topics such as inequity, poverty and diversity in relation to education and social changes in local, national and international research, policy and practice. • In the context of the association between Ghent University and the university colleges within the association, an association research teams (associatie onderzoeksgroep, AOG) has been set up ‘The pedagogy of social work’ (AOG Pedagogiek van het Sociaal Werk). • The new Erasmus program fosters international staff and student exchange. The research team has recently invested time and effort to start up new – research-‐relevant -‐ Erasmus contracts. 3.4. Threats (external to research team and Ghent University) • Publication output criteria are moulded by subject-‐specific traditions. Certain research topics can -‐ currently -‐ not be published in highly ranked journals. This affects the “value” attached to the output of the related research teams as reflected in the funding mechanisms (see e.g. policy related research, historical research, social work research, …). Given the linear relationship between the ISI-‐
citation indexes and the actual funding of research units, this leads to a devaluation of particular research themes. • Though the “Vlaams Bibliografisch Bestand voor de Sociale en Humane Wetenschappen” (VABB) opened up a – financially – recognized platform for scientific output outside the ISI-‐domain, the actual “value” of a VABB journal-‐ publication is considered to be the same as the lowest ranked ISI journal. • Social work is often viewed as a profession instead of an academic discipline. 9
•
•
•
There is a tension between the academic publication standards and the critical level of required presence in policy and practice in the Social Work domain. The growing competition in acquiring external research funding. Governmental funding of (mainly policy-‐oriented) research has shifted to projects that only take between 6 months to maximum 24 months. This hardly allows building up expertise and output that can be valorised in scientific journals. 4. Future research activities, goals and strategy beginning from 1.10.2012 Activity 1 • Goal: strengthening the research topic about intercultural pedagogy. • Strategy: supporting the development of research on the crossroads of intercultural pedagogy, social pedagogy and social work. • Actions: stimulating master thesis and PhD research; stimulating joint publications to incorporate diversity perspectives in other research topics of the research team. Activity 2 • Goal: strengthening the research topic about the history of education. • Strategy: supporting the development of research in history of education and strengthening the historical dimension in educational and social work research. • Actions: fostering master thesis and PhD research; stimulating joint publications to incorporate historical perspectives in related research topics of the research team. Activity 3 • Goal: strengthen the research grant application capacities of the research team. • Strategy: reinforce collaboration in developing grant applications. • Actions: broaden the focus of the research themes to include discussions about project calls and tenders and explicitly discuss project applications; support promising students to apply for FWO and international grants. Activity 4 • Goal: strengthening the position of the research team in international networks. • Strategy: share international contacts between senior, junior researchers and students, and stimulate international study visits of researchers. • Actions: present joint papers at international conferences; take an active role in creating consortia for international research proposals (i.e. FP7; Comenius; Marie Curie; …); reinforce Erasmus exchange programs through the establishment of new bilateral agreements; stronger participation in the editorial board of international journals. Activity 5 10
•
•
Goal: apply for, and strengthen the specialised courses of the doctoral school program. Strategy: developing a doctoral schools program in which established international researchers are invited for a comprehensive research seminar supporting the PhD students in the research team; making more use of the Internationalisation@Home initiative in view of the latter. Actions: organising research seminars and seminars with established international researchers. •
Activity 6 • Goal: establishing a better balance between staff involvement educational and research. • Strategy: balancing the workload between the available teaching staff and attracting external experts. • Actions: more regular discussion about the nature and size of support of professors by research and teaching assistants. Activity 7 • Goal: establishing a stronger link between the educational program and the research program. • Strategy: setting up master theses in connection with the research program. • Actions: organising master thesis seminars involving the PhD researchers. 5. Brief CV of all professors (ZAP) of the research team In this section, we provide a brief CV of all ZAP-‐members involved in the research team in the period 1.10.2004 -‐ 31.09.2012. With a view on our future research activities, we also integrate a brief CV of all new ZAP-‐members (as of 01.10.2012). 5.1 Education, Career and Major achievements of ZAP till 2012 Frank Simon (until 30.09.2009) -‐ full professor Education ● Master in History, 1965, Ghent University; ● PhD in Contemporary History, 1991, Ghent University. Career ● 1981-‐2004: part-‐time professor History of Education, Free University Brussels; ● 1990-‐1996: full professor in History teaching, Ghent University; ● 1991-‐2009: full professor in History of Education, Ghent University; ● 2000-‐2009: director of Teaching and Learning at the Faculty of Psychology and Educational Sciences, Ghent University. Major achievements 11
Frank Simon has been full professor in the research topic of the history of education, and director of teaching and learning at the Faculty of Psychology and Educational Sciences, Department of Education, at Ghent University. Since the late 1970s, he set up social-‐historical research on education, more specifically about pre-‐school and primary education in Belgium. Most of his research deals with education policy, teacher unions, the teaching profession, feminisation, and progressive education. During the last decade, his research has focused on everyday educational practice, and classroom and curriculum history. He acted as editor-‐in-‐chief of Paedagogica Historica, and is member of the editorial board of Anuario de la Historia de la Educación, Sarmiento: Anuario Galego de Historia de la Educaión, and Memoria, conocimiento y utopía: Anuario de la sociedad Mexicana de historia de la educación. He has been president of the International Standing Conference for the History of education. Nicole Vettenburg (1.10.2002 -‐ 30.09.2012) -‐ -‐ professor in the rank of senior lecturer Education ● Master in criminology, 1972, KU Leuven; ● PhD in criminology, 1987, KU Leuven. Career ● 1975-‐2002: researcher, KU Leuven; ● 2001-‐2010: professor in the rank of lecturer, Ghent University; ● 2010-‐2012: professor in the rank of senior lecturer, Ghent University. Major achievements Nicole Vettenburg worked for 25 years as a researcher in the field of social work and youth criminology. She joined the research team in 2002, to develop social work as a research domain while focusing on research subjects such as processes of social exclusion in social service delivery, social policy, and preventative approaches to social exclusion. From 2003 until 2012, she coordinated the interuniversity and interdisciplinary research centre, the Youth Research Platform (JOP), and represented this research consortium in the European Knowledge Centre for Youth Policy (EKCYP). She was a research partner in the AAA-‐prevention project (“Effective Environmental Strategies for the Prevention of Alcohol Abuse among Adolescents in Europe) an EU 7th Framework project, and in the Second International Self-‐Report Delinquency Study (ISRD2-‐project). Maria De Bie (since 1.10.1995) -‐ professor in the rank of senior lecturer Education ● Master in Political Sciences, 1973, Ghent University; ● PhD in Political Sciences and Public Administration, 1988, Ghent University. Career ● 1974-‐1988: researcher; ● 1988-‐1995: senior research assistant; 12
● 1995-‐1999: professor in the rank of lecturer, Ghent University; ● Since 1999: professor in the rank of senior lecturer, Ghent University. Major achievements Google Scholar: Number of citations: 753 h-‐index: 11 As head of the research team ‘social work and history of education’, Maria De Bie started up the Master program in Social Work in 2004-‐2005, and the doctoral program for PhD's in Social Work. The Master as well as the PhD program have contributed to establish social work as an academic discipline as well as to the deepening of the relationship between social work research, policy and practice. Her research interests founded the research topic social pedagogy, with a focus on social education, formal and informal education, democratic citizenship, and the study of civic learning in informal settings and social-‐
cultural practices. In this context, she was the Promoter of several PhD’s in educational sciences as well as in social work. She published about youth work, youth care and on the relationship between social work and welfare rights. In 2011, she was Promoter of the Internal Francqui Chair awarded to dr. Gert Biesta. Michel Vandenbroeck (since 1.10.2009) -‐ professor in the rank of lecturer Education ● Master in Educational Sciences, 1981, Free University of Brussels; ● PhD in Educational Sciences, 2004, Ghent University. Career ● 1986-‐2006: researcher, Ghent University; ● 2006-‐2009: senior research assistant, Ghent University; ● Since 2009: professor in the rank of lecturer, Ghent University. Major achievements Google Scholar: Number of citations: 545 h-‐index: 14 The research interests of Michel Vandenbroeck include the genealogy of the societal functions of child-‐
care, processes of in-‐ and exclusion and the conception of what is quality in childcare. After having worked for 20 years on action research projects with policy makers and practitioners, the PhD of Michel Vandenbroeck resulted in a theoretical framework about the relationship between conceptions of quality and the societal functions of childcare. This research helped to establish the research topic family pedagogy. The latter embodies the study of early childhood care and education. This research field has recently been broadened up by including parent support, the relation between professionals and parents, and child poverty. Recurrent in family pedagogy is the analysis of the social functions of early 13
interventions and how inclusion and/or exclusion operate on the intersection of macro-‐, meso-‐, and micro-‐processes. Bruno Vanobbergen (since 01.10.2009) -‐ visiting professor Education ● Master in Educational Sciences, 1995, Ghent University; ● PhD in Educational Sciences, 2003, Ghent University. Career ● 1995-‐2003: researcher, Ghent University; ● 2003-‐2009: senior research assistant, Ghent University; ● 2006: professor in the rank of lecturer, Rijksuniversiteit Groningen; ● 2008: visiting fellow, Rutgers University Camden (US); ● Since 2009: visiting professor, Ghent University. Major achievements Google Scholar: Number of citations: xxxx h-‐index: yyyyy With a PhD about the commodification of childhood -‐ paying attention to the history of childhood and to the paradigm of the sociology of childhood -‐ Bruno Vanobbergen introduced the research domain “childhood studies” in the research program. Childhood studies represent an interdisciplinary research domain that connects ideas and concepts from pedagogy, sociology, geography, history and media studies. It changes the classic pedagogical focus on the child needing to be schooled to a new focus along which children are seen as actors within multiple contexts. Vanobbergen’s research dealt with processes of commodification, “medicalization” and “educationalisation” of childhood, today and in the past. His research underpins the research topic social pedagogy (see above). In his research, he studies the legitimacy of education as it evolves in its historical, social, and cultural contexts. Gert Biesta (from 1.02.2012 until 31.07.2012) -‐ Francqui International Professorship Education ● Degree in Theory and History of Education, 1987, Leiden University; ● Degree of Philosophy of the Social Sciences, 1989, Erasmus University Rotterdam; ● PhD in Education, 1992, Leiden University. Career ● 1995-‐1997: postdoctoral fellow National Academy of Education (USA); ● 2007: honorary PhD from Uppsala University; ● 2004: honorary PhD from Örebro University; ● Professor of Educational Theory University of Stirling, Scotland, UK; 14
● Professor of Educational Theory and Policy, University of Luxembourg; ● Visiting Professorship for Education and Democratic Citizenship, Mälardalen University, Sweden; ● 2011-‐2012: Francqui International Professorship by the Francqui Foundation, Belgium. Major achievements Google Scholar: Number of citations: xxxx h-‐index: yyyyy Involved in both theoretical and empirical research, the work of Gert Biesta falls within four broad domains: the theory and philosophy of education, research about civic learning in informal settings, critical policy analysis, and the theory and philosophy of educational and social research. In the context of his Visiting Professorship, Gert Biesta focused on the relationships between education, democracy and citizenship. His Visiting Professorship results in a co-‐edited book with Maria De Bie (see Biesta, G., De Bie, M., & Wildemeersch, D. (eds.) (2013). Civic Learning, Democratic Citizenship and the Public Sphere. Dordrecht: Springer. 5.2 Education, Career and Major achievements new ZAP since 2012 Rudi Roose (since 1.10.2012) -‐ professor in the rank of lecturer Education ● Master in Educational Sciences (Ghent University, 1991), ● Master in Criminology (Ghent University, 1997). ● PhD in Educational Sciences (Ghent University, 2006) Career ● 1996-‐1998: researcher, Ghent University; ● 2000-‐2006: research and teaching assistant, Ghent University;, ● 2006-‐2012: senior research assistant, Ghent University; ● 2007-‐2013: part-‐time professor in the rank of lecturer, Faculty of Law and Criminology, Department of Criminology, Free University Brussels; ● Since 2012: professor in the rank of lecturer, Ghent University. Major achievements Google Scholar: Number of citations: 216 h-‐index: 6 Rudi Roose was recently appointed as a Professor in Social Work. After a career as a social worker and manager of different youth care services, he obtained a PhD in Educational Sciences about the educational perspective on child protection and youth care (2006). This PhD laid the foundation of his social work research with a strong focus on theory development, and on theorising “discretion” in social work policy and practice. The latter is related to the tension between private and public issues. He has 15
been invited as guest lecturer at foreign universities and was visiting professor at Bielefeld University. In the research topic social work, he broadened his research perspective from child protection and youth care to the field of social service delivery, as reflected in the supervision of new PhD’s. He is currently involved in a EU 7th Framework project as the supervisor of the Belgian research on Social Inequality and Social Innovation. Ilse Derluyn (since 1.10.2012) -‐ professor in the rank of lecturer Education ● Master in Educational Sciences, 2000, Ghent University; ● PhD in Educational Sciences, 2005, Ghent University. Career ● 2000-‐2005: researcher, Ghent IUniversity; ● 2006-‐2012: senior research assistant, Ghent University; ● 2008-‐2012: visiting professor, University of Kent – Brussels Schools; ● Since 2012: professor in the rank of lecturer, Ghent University. Major achievements Google Scholar: Number of citations: 665 h-‐index: 12 The PhD research of Ilse Derluyn on the psychosocial wellbeing of unaccompanied refugee minors invoked wider international attention for this topic. It has lead to an extensive research line bout the wellbeing of refugee and migrant groups. Her study about the wellbeing of former child soldiers in Northern Uganda -‐ published in the Lancet in 2004 – is largely cited and put this topic on the international political agenda. This study was also the basis for the foundation of the interuniversity research Centre for Children in Vulnerable Situations, where research, practice and dissemination activities are set up in relation to children living in vulnerable situations in Southern Countries. In all her research, the focus on the wellbeing of young people (micro-‐level) is always linked to the broader societal context (meso-‐ and macro-‐level), including available organisations and structures, the historical, social and political context; often within a larger international framework. Ilse Derluyn has set up large international research collaborations and also contributed to policy-‐oriented initiatives such as presidency of a Ministerial Task Force on minors as victims of trafficking. These research activities are set up in the context of the research topic intercultural pedagogy, in dealing with diversity in social work practices is the central focus. Angelo Van Gorp (since 1.10.2012) Education ● Master in History, 1998, KU Leuven; ● PhD in Educational Sciences, 2004,KU Leuven. 16
Career ● 1998-‐2004: researcher, KU Leuven; ● 2004-‐2007: senior research assistant, KU Leuven; ● 2007-‐2012: professor in the rank of lecturer, KU Leuven; ● 2012-‐2013: visiting professor, Ghent University. Major achievements Google Scholar: Number of citations: 105 h-‐index: 5 Angelo Van Gorp was chair of the Centre for the History of Education at the KU Leuven, Belgium, and convenor of the Histories of Education Network of the European Educational Research Association. He is a former vice-‐president of the Belgian Dutch Society for the History of Education, and is member of the editorial board of Paedagogica Historica, one of the leading international journals in the field of the history of education. During the last decade, his rewarch mainly centres on the history of progressive education, educational sciences, school culture, and school documentaries. Starting in the rank of lecturer from 1/10/2013 onwards to develop the research topic of the history of education, he aims at developing cross-‐disciplinary research with regard to social work, alternative education and cultural heritage. In this research topic, he adopts a historical perspective, mainly linked to social-‐
pedagogical and intercultural topics, and paying special attention to the concept of urbanity and the application of visual sources. Part of this research will be conducted in collaboration with the University of Birmingham (Ian Grosvenor, Kevin Myers) to continue research resulting from his visiting scholarship in 2009 and 2010. 6. Key publications of the research team 1. Depaepe, M., Simon, F., & Van Gorp, A. (2003). The canonization of Ovide Decroly to a saint of the new education. History of Education Quarterly, 43(2), 224-‐249. 2. Van Gorp, A., Depaepe, M., & Simon, F. (2004). Backing the actor as agent in discipline formation: An example of the ‘secondary disciplinarization’ of the educational sciences, based on the networks of Ovide Decroly (1901-‐1931). Paedagogica Historica, 40(5), 591-‐616. DOI: 10.1080/0030923042000293670 [5YIF 2011: 0.394, ranking: 16/31; Q3]. Times cited: / 3. Vandenbroeck, M. & Bouverne-‐De Bie, M. (2006). Children’s Agency and Educational Norms: A Tensed Negotiation. Childhood, 13(1), 127-‐143. DOI: 10.1177/0907568206059977 [5YIF 2011: 1.471, ranking: 25/89; Q2]. Times cited: 34 17
4. Bradt, L., Vettenburg, N., & Roose, R. (2007). Relevant others in restorative practices for minors: For what purposes? Australian and New Zealand Journal of Criminology, 40(3), 291-‐312. DOI: 10.1375/acri.40.3.291 [5YIF 2011: 0.748, ranking: 32/50; Q3]. Times cited: 2 5. Roose, R., & De Bie, M. (2007). Do children have rights or do their rights have to be realized? The United Nations convention on the rights of the child as a frame of reference for pedagogical action. Journal of Philosophy of Education, 41(3), 431-‐443. ISSN: 0309-‐8249 [5YIF 2011: 0.563, ranking: 17/31; Q3]. Times cited: 6 6. Vandenbroeck, M., Roets, G. & Snoeck, A. (2009). Immigrant mothers crossing borders: Nomadic identities and multiple belongings in early childhood education. European Early Childhood Education Research Journal, 17(2), 203-‐216. DOI: 10.1080/13502930902950452 [IF 2011: 0.458, ranking: 142/206; Q3]. Times cited: 5 7. Vyverman, V. & Vettenburg, N. (2009). Parent participation at school: a research study on the perspectives of children. Childhood, 16(1), 105-‐123. DOI: 10.1177/0907568208101693 [5YIF 2011: 1.471, ranking: 25/89; Q2]. Times cited: 1 8. Coussée, F., Bradt, L., Roose, R. & De Bie, M. (2010). The emerging social pedagogical paradigm in UK child and youth care: deus ex machina or walking the beaten path? British Journal of Social Work, 40(3), 789-‐805. DOI: 10.1093/bjsw/bcn147 [5YIF 2011: 1.397, ranking: 7/41; Q1]. Times cited: 5 9. Vanobbergen, B., & Vansieleghem, N. (2010), “Repairing the Body, Restoring the Soul. The Sea Hospital of the City of Paris in Berck-‐sur-‐Mer and the French War on Tuberculosis”, Paedagogica Historica, 46(3), 325-‐340. DOI: 10.1080/00309230903109206 [5YIF 2011: 0.394, ranking: 16/31; Q3]. Times cited: 0 10. Bradt, L. & Bouverne-‐De Bie M. (2011). Social work and the shift from welfare to justice. British Journal of Social Work, 39(1), 113-‐127. DOI: 10.1093/bjsw/bcm072 [5YIF 2011: 1.397, ranking: 7/41; Q1]. Times cited: 6 11. Herman, F., Van Gorp, A., Simon, F. & Depaepe, M. (2011). The school desk: from concept to object. History of Education, 40(1), 97-‐117. DOI: 10.1080/0046760X.2010.508599 [IF 2011: 0.462, ranking: 12/31; Q2]. Times cited: 5 12. Vanobbergen, B., & Simon, F. (2011), “Merci à tous et à toutes de votre propaganda, si pleine de charme et de sourires”: on tour with the Socialist travelling colony Gentse Volkskinderen (1898-‐
1915), History of Education, 40(3), 315-‐332. DOI: 10.1080/0046760X.2010.529834 [IF 2011: 0.462, ranking: 12/31; Q2]. Times cited: 0 13. Kruithof, B., Vanobbergen, B., Simon, F., Dekker, J. & Grosvenor, I. (2012), “Special Issue: Discoveries of Childhood in History” (Editors), Paedagogica Historica, 48(1). ISSN: 0030-‐9230 [5YIF 2011: 0.394, ranking: 16/31; Q3] 18
14. Roose, R., Roets, G., & Bouverne-‐De Bie, M. (2012). Irony and social work: in search of the happy Sisyphus. British Journal of Social Work, 42(8), 1592-‐1607. DOI: 10.1093/bjsw/bcr163 [5YIF 2011: 1.397, ranking: 7/41; Q1]. Times cited: 1 15. Roose, R., Verschelden, G., Vettenburg, N., & Vanthuyne, T. (2012). Working with volunteers in victim support: mirror or camouflage? International Social Work, 55(2), 269-‐281. DOI: 10.1177/0020872811408574 [5YIF 2011: 0.535, ranking: 29/41; Q3]. Times cited: 0 16. Biesta, G., De Bie, M., Wildemeersch, D. (eds.) (2013). Civic Learning, Democratic Citizenship and the Public Sphere. Dordrecht: Springer. 17. Morabito, C., Vandenbroeck, M. & Roose, R. (2013). The ‘greatest of equalizers’: A critical review of international organisations’ views on early childhood care and education. Journal of Social Policy, 42(3), 451-‐467. DOI: 10.1017/S0047279413000214 [5YIF 2011: 1.405, ranking: 10/41; Q1]. Times cited: 0 18. Vervliet, M., De Mol, J., Broekaert E. & Derluyn, I. (2013). “That I live, that’s because of her.” Intersectionality as framework for unaccompanied refugee mothers’ experiences. British Journal of Social Work, Advance Access March 28, 2013. DOI: 10.1093/bjsw/bct060 [5YIF 2011: 1.397, ranking: 7/41; Q1]. Times cited: 0 19
B. Academic Staff PPW 1.1 Row Labels PROJECT STAFF & EXTERNALLY FUNDED STAFF Doctoral researchers Didier Reynaert Dries Cardoen Ellen Rutgeerts Ilse Sinnaeve Joris De Corte Karen Van Nuffel Katrien Van Laere Katrien Vandendriessche Kristien Van Buyten Lieve Bradt Naomi Geens Riet Steel Rozemie Defrancq Sarah Crampe Saskia Decraene Stijn Mus Sven De Visscher Tine Lievrouw Tineke Schiettecat Tineke Van de Walle Tom Boonaert Tom De Coster Veerle Vyverman Doctoral researchers Total Other researchers Anja Claeys Arabella Weyts Bert Hauspie Charlotte Herman Dries Cardoen Eva Van Hove Evelyne Deceur Floor Verhaeghe Gerarda Moeneclaey Giselinde Bracke Griet Roets 2005 2006 2007 2008 2009 2010 2011 2012 0.08 0.00 1.00 1.00 0.00 0.38 0.00 0.00 0.75 0.25 0.00 0.00 0.00 0.00 0.08 0.00 1.00 0.00 0.00 0.00 0.00 1.00 0.00 5.54 1.00 0.00 0.00 0.00 1.00 0.83 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.83 0.00 0.00 1.00 1.00 0.00 0.00 1.00 0.00 0.96 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.21 0.00 0.00 1.00 0.00 0.00 1.00 6.96 4.87 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 0.00 0.00 1.00 0.75 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.63 0.00 0.00 0.24 1.00 0.75 0.00 0.00 0.00 0.00 0.00 1.00 1.00 1.00 1.00 0.00 0.00 1.00 0.00 5.99 5.37 0.00 0.00 0.00 0.42 0.00 0.00 0.00 0.00 0.00 0.25 0.00 0.00 0.00 0.00 0.91 0.00 0.00 0.00 0.00 0.00 0.00 0.83 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 0.00 0.00 0.54 0.00 0.00 0.00 1.00 0.79 1.00 1.00 0.00 0.00 0.00 0.00 4.45 4.29 0.00 1.00 0.00 0.00 1.00 0.00 0.08 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00 0.75 0.00 0.00 0.94 0.00 0.00 0.00 0.00 4.77 0.32 0.33 0.00 0.00 0.00 0.00 0.04 0.00 0.50 0.08 0.00 0.00 0.00 0.00 0.21 0.00 0.00 0.00 0.00 0.50 0.08 0.33 0.00 0.00 0.00 0.00 0.00 0.15 0.00 0.00 0.50 0.00 0.00 0.00 0.00 0.24 0.00 0.08 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.33 0.00 0.00 0.00 20
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.50 0.00 0.50 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.37 0.00 0.00 0.00 0.00 0.00 0.00 0.58 0.00 0.00 0.00 0.00 0.00 0.00 Discipline Cluster Educational Sciences
Hilde De Vos Ilse Sinnaeve Jan Peeters Karen Van Nuffel Kathleen Vlieghe Katrien Herbots Katrien Van Laere Katrien Vandendriessche Lien Claes Luc De Droogh Marie Daems Marijke Verstraeten Mieke Blomme Naomi Geens Ogi De Clerck Sandra Van der Mespel Sarah Crampe Silvie Samaey Tine Lievrouw Tine Vanthuyne Tom Boonaert Wendy De Weyer Other researchers Total Senior researchers An Piessens Arabella Weyts Filip Coussée Griet Roets Hans Berten Jan Peeters Kathleen Vlieghe Lieve Bradt Lieve Cattrijsse Michel Vandenbroeck Richard Smith Sven De Visscher Tineke Van de Walle Senior researchers Total PROJECT STAFF & EXTERNALLY FUNDED STAFF Total UNIVERSITY STAFF Professors Franky Simon 0.00 0.00 1.00 0.41 0.00 0.00 0.00 0.00 0.00 0.00 0.07 0.00 0.00 0.00 0.00 0.00 0.00 0.08 0.00 0.75 0.00 0.00 3.58 0.00 0.80 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.31 0.00 0.00 0.00 0.57 0.00 0.00 0.00 0.82 0.00 0.00 4.62 0.00 0.80 1.00 0.00 0.00 0.06 0.00 0.16 0.00 0.00 0.00 0.25 0.00 0.00 0.00 0.90 0.00 0.00 0.00 0.47 0.92 0.00 5.56 0.00 0.80 0.41 0.00 0.00 0.00 0.00 0.00 0.38 0.00 0.00 0.94 0.13 0.00 0.00 0.90 0.00 0.00 0.00 0.00 0.00 0.00 4.21 0.17 0.43 0.00 0.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.27 0.00 0.00 0.00 0.00 0.10 3.34 0.33 0.20 0.00 0.00 0.10 0.00 0.37 0.00 0.00 0.00 0.00 0.00 0.00 0.33 0.67 0.08 0.26 0.00 0.08 0.00 0.00 0.20 2.94 0.00 0.38 0.00 0.00 0.00 0.00 0.08 0.00 0.00 0.13 0.00 0.00 0.00 0.16 0.58 0.00 0.00 0.00 0.50 0.00 0.00 0.00 2.41 0.00 0.00 0.00 0.00 0.00 0.00 0.42 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.75 0.00 0.34 0.17 0.00 0.00 0.00 1.00 0.00 1.00 1.00 0.00 0.00 0.00 3.51 0.00 0.59 0.08 0.00 0.00 0.00 1.00 0.00 0.13 0.08 0.00 0.00 0.00 1.88 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.50 0.00 0.00 0.00 0.00 0.58 1.00 0.00 0.00 0.00 0.00 0.25 0.00 2.33 0.00 0.00 0.92 0.00 0.00 1.00 0.00 0.25 0.00 0.00 0.18 0.00 0.00 2.35 0.00 0.00 1.00 0.25 0.55 1.00 0.00 0.74 0.00 0.00 0.32 0.00 0.00 3.86 0.00 0.00 0.00 1.00 0.95 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.21 3.16 0.00 0.00 0.00 1.00 0.95 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.96 3.91 9.86 9.43 12.63 13.46 11.43 12.53 11.06 11.25 1.00 1.00 1.00 1.00 0.75 0.00 0.00 0.00 21
Johan Van Crombrugge 0.75 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Maria De Bie 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 Michel Vandenbroeck 0.00 0.00 0.00 0.00 0.25 1.00 1.00 1.00 Nicole Vettenburg 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.75 Pieter Dhondt 0.00 0.00 0.00 0.00 0.25 1.00 1.00 0.75 Rudi Roose 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.25 Professors Total 3.75 3.00 3.00 3.00 3.25 4.00 4.00 3.75 Research and teaching assistants 1.00 1.00 0.75 0.00 0.00 0.00 0.00 0.00 An Piessens Elias Hemelsoet 0.00 0.00 0.25 1.00 1.00 1.00 1.00 1.00 Evelien Flamez 0.00 0.00 0.00 0.25 1.00 1.00 1.00 0.75 Evelyne Deceur 0.00 0.00 0.00 0.00 0.00 0.00 0.92 1.00 Filip Coussée 0.83 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Floor Verhaeghe 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.08 Leo Van Garsse 0.00 0.00 0.00 0.00 0.92 1.00 1.00 1.00 Lien Claes 0.00 0.00 0.00 0.25 1.00 1.00 1.00 1.00 Lieselot De Wilde 0.00 0.00 0.00 0.00 0.25 1.00 1.00 1.00 Luc De Droogh 0.00 0.00 0.83 1.00 1.00 1.00 0.16 0.00 Marijke Verstraeten 0.04 0.09 0.56 0.00 0.00 0.00 0.00 0.00 Rudi Roose 1.00 0.75 0.00 0.00 0.00 0.00 0.00 0.00 Sabine Van Houte 0.00 0.00 0.00 0.25 1.00 1.00 1.00 0.75 Sammy Kolijn 0.00 0.00 0.00 0.00 0.00 0.00 0.75 1.00 Thomas Maeseele 0.00 0.00 0.92 1.00 1.00 1.00 1.00 1.00 Research and teaching assistants Total 2.87 1.84 3.31 3.75 7.16 8.00 8.83 8.58 Senior research and teaching assistants 0.00 0.00 0.25 0.09 0.00 0.00 0.00 0.00 An Piessens Bruno Vanobbergen 1.00 1.00 1.00 1.00 0.72 0.00 0.00 0.00 Filip Coussée 0.00 0.92 1.00 1.00 0.08 0.00 0.00 0.00 Griet Roets 0.00 0.00 0.00 0.92 1.00 0.75 0.00 0.00 Griet Verschelden 1.00 1.00 1.00 0.16 0.00 0.00 0.00 0.00 Lieve Bradt 0.00 0.00 0.00 0.00 0.00 0.25 1.00 1.00 Michel Vandenbroeck 0.00 0.92 1.00 1.00 0.75 0.00 0.00 0.00 Rudi Roose 0.00 0.25 1.00 1.00 1.00 1.00 1.00 0.75 Senior research and teaching assistants Total 1.99 4.09 5.25 5.17 3.55 2.00 2.00 1.75 Visiting professors 0.00 0.00 0.00 0.00 0.03 0.10 0.10 0.10 Bruno Vanobbergen Gert Biesta 0.00 0.00 0.00 0.00 0.00 0.00 0.50 0.00 Teaching staff: visiting professors Total 0.00 0.00 0.00 0.00 0.03 0.10 0.60 0.10 UNIVERSITY STAFF Total 8.61 8.93 11.56 11.92 13.99 14.10 15.43 14.18 Grand Total 21.24 22.39 22.99 24.45 25.05 25.35 25.29 23.61 Total Research FTE* 16.56 17.63 16.91 18.19 17.73 17.89 17.12 16.14 Total number of people 34 31 30 34 33 38 33 29 22
*Research FTE is calculated as the sum of {(visiting)professors FTE*0.4; senior research and teaching assistants FTE*0.5; research and teaching assistants FTE*0.5; teaching assistants FTE*0; researchers FTE*1} 23
C. Publications listed per category PPW 1.1 (listed chronologically, most recent items first). C.1 General overview 2005 2006 2007 2008 2009 2010 2011 2012 Total Articles in Web of Science-‐listed journals 1 2 8 11 17 8 7 20 74 Articles in peer reviewed international journals (not incl. in Web of Science-‐listed journals) Articles in peer reviewed national journals Academic monographs Academic book chapters Edited academic books Published Conference Papers in Web of Science Published Conference Papers (not incl. in Web of Science) SUBTOTAL 7 10 9 11 7 13 12 14 83 1 1 1 1 4 1 33 3 3 23 4 17 4 4 34 6 3 25 4 4 22 4 2 43 7 2 35 3 19 232 35 0 2 3 5 3 3 4 5 25 47 45 44 70 60 55 72 79 472 C.2 Publications listed per category Articles in Web of Science-‐listed journals 2012 (21) Berten, H., Cardoen, D., Brondeel, R., & Vettenburg, N. (2012). Alcohol and cannabis use among adolescents in Flemish secondary school in Brussels: effects of type of education. Bmc Public Health, 12. doi: 215 Bradt, L., De Bie, M., & De Visscher, S. (2012). Victim-‐offender mediation and social work: focus groups with mediators in Flanders. International Social Work. Depaepe, M., Simon, F., Herman, F., & van gorp, a. (2012). Brodskys hygienische Klappschulbank: zu leicht für die schulische Mentalität. Zeitschrift Fur Padagogik, 58, 50-‐65. Dhondt, P. (2012). Social education or medical care? Divergent views on visiting nurses in Belgium in the interwar years. History of Education & Childrens Literature, 7(1), 505-‐522. Hoshi-‐Watanabe, M., Musatti, T., Rayna, S., & Vandenbroeck, M. (2012). Origins and rationele of centres for parents and young children together. Child & Family Social Work. Keygnaert, I., Vettenburg, N., & Temmerman, M. (2012). Hidden violence is silent rape: sexual and gender-‐based violence in refugees, asylum seekers and undocumented migrants in Belgium and the Netherlands. Culture Health & Sexuality, 14(5), 505-‐520. Maeseele, T., De Bie, M., & Roose, R. (2012). On the frontline or on the side-‐line? Homelessness care and care avoiders. European Journal of Social Work. 24
Mathias, U., Vandenbroeck, M., Van Laere, K., Lazzari, A., & Peeters, J. (2012). Towards competent systems in early childhood education and care: implications for policy and practice. European Journal of Education, 47(4), 508-‐526. Roets, G., Roose, R., Claes, L., Vandekinderen, C., Van Hove, G., & Vanderplasschen, W. (2012). Reinventing the employable citizen: a perspective for social work. British Journal of Social Work, 42(1), 94-‐110. Roets, G., Roose, R., De Bie, M., Claes, L., & Van Hove, G. (2012). Pawns or pioneers? The logic of user participation in anti-‐poverty policy making in public policy units in Belgium. Social Policy & Administration, 46(7), 807-‐822. Roose, R., Roets, G., & De Bie, M. (2012). Irony and social work: in search of the happy Sisyphus. British Journal of Social Work, 42(8), 1592-‐1607. Roose, R., Roets, G., Van Houte, S., Vandenhole, W., & Reynaert, D. (2012). From parental engagement to the engagement of social work services: discussing reductionist and democratic forms of partnership with families. Child & Family Social Work. Roose, R., Verschelden, G., Vettenburg, N., & Vanthuyne, T. (2012). Working with volunteers in victim support: mirror or camouflage? International Social Work, 55(2), 269-‐281. Rutten, K., Roets, G., Roose, R., & Soetaert, R. (2012). The rhetoric of disability: a dramatistic-‐narrative perspective. Critical Arts-‐South-‐North Cultural and Media Studies, 631-‐647. Van Hove, G., Gabel, S., De Schauwer, E., Mortier, K., van Loon, J., Loots, G., . . . Claes, L. (2012). Resistance and resilience in a life full of professionals and labels: narrative snapshots of Chris. Intellectual and Developmental Disabilities, 50(5), 426-‐435. Van Laere, K., Peeters, J., & Vandenbroeck, M. (2012). The education and care divide: the role of the early childhood workforce in 15 European countries. European Journal of Education, 47(4), 527-‐
541. Vandekinderen, C., Roets, G., Roose, R., & Van Hove, G. (2012). Rediscovering recovery: re-‐
conceptualizing underlying assumptions of citizenship and interrelated notions of care and support. Scientific World Journal. doi: 496579 Vandekinderen, C., Roets, G., Vandenbroeck, M., Vanderplasschen, W., & Van Hove, G. (2012). 'One size fits all?' The social construction of dis-‐employ-‐abled women. Disability & Society, 27(5), 703-‐716. Vandenbroeck, M., Roets, G., & Roose, R. (2012). Why the evicence-‐based paradigm in early childhood education and care is anything but evident. European Early Childhood Education Research Journal, 20(4), 537-‐552. Verschuere, B., & De Corte, J. (2012). The impact of public resource dependence on the autonomy of NPOs in their strategic decision making. Nonprofit and Voluntary Sector Quarterly. 2011 (9) Berten, H., & Van Rossem, R. (2011). Mechanisms of peer influence among adolescents: cohesion versus structural equivalence. Sociological Perspectives, 54(2), 183-‐204. Boonaert, T., & Vettenburg, N. (2011). Young people's internet use: divided or diversified? Childhood-‐a Global Journal of Child Research, 18(1), 54-‐66. Bradt, L., Roose, R., De Bie, M., & De Schryver, M. (2011). Data recording and social work: form the relational to the social. British Journal of Social Work, 41(7), 1372-‐1382. Herman, F., Van gorp, A., Simon, F., & Depaepe, M. (2011). Auf den Spuren von Diskurs, Traum und Wirklichkeit der architektonischen Formgebung in Decrolys Ermitage. Zeitschrift Fur Padagogik, 57(6), 928-‐951. herman, f., van gorp, a., Simon, F., & depaepe, m. (2011). The school desk: from concept to object. History of Education, 40(1), 97-‐117. 25
Van de Walle, T., Coussée, F., & De Bie, M. (2011). Social exclusion and youth work: from the surface to the depths of an educational practice. Journal of Youth Studies, 14(2), 219-‐231. Vanobbergen, B., & Simon, F. (2011). 'Merci à tous et à toutes de votre propagande, si pleine de charme et de sourires': on tour with the socialist travelling colony Gentse Volkskinderen (1898–1915). History of Education, 40(3), 315-‐332. 2010 (8) Cliquet, A., Kervarec, F., Bogaert, D., Maes, F., & Queffelec, B. (2010). Legitimacy issues in public participation in coastal decision making processes: case studies from Belgium and France. Ocean & Coastal Management, 53(12), 760-‐768. Coussée, F., Bradt, L., Roose, R., & De Bie, M. (2010). The emerging social pedagogical paradigm in UK child and youth care: deus ex machina or walking the beaten path? British Journal of Social Work, 40(3), 789-‐805. Dhondt, P. (2010). The echo of the quatercentenary of Uppsala University in 1877 Nordic universities as examples in Europe? Scandinavian Journal of History, 35(1), 21-‐43. Egli, N., Vettenburg, N., Savoie, J., & Lucia, S. (2010). Belgium, Canada and Switzerland: are there differences in the contributions of selected variables on self-‐reported property-‐related and violent delinquency? European Journal on Criminal Policy and Research, 16(3), 145-‐166. Reynaert, D., De Bie, M., & Vandevelde, S. (2010). Children's rights education and social work: contrasting models and understandings. International Social Work, 53(4), 443-‐456. Van Rossem, R., Berten, H., & Van Tuyckom, C. (2010). AIDS knowledge and sexual activity among Flemish secondary school students: a multilevel analysis of the effects of type of education. Bmc Public Health, 10. doi: 30 Vandenbroeck, M., Coussée, F., & Bradt, L. (2010). The social and political construction of early childhood education. British Journal of Educational Studies, 58(2), 139-‐153. Vanobbergen, B., & Vansieleghem, N. (2010). Repairing the body, restoring the soul: the sea hospital of the city of Paris in Berck-‐sur-‐Mer and the french war on tuberculosis. Paedagogica Historica, 46(3), 325-‐340. 2009 (17) Berten, H., & Van Rossem, R. (2009). Doing worse but knowing better: An exploration of the relationship between HIV/AIDS knowledge and sexual behavior among adolescents in Flemish secondary schools. Journal of Adolescence, 32(5), 1303-‐1319. Bogaert, D., Cliquet, A., & Maes, F. (2009). Designation of Marine Protected Areas in Belgium: legal and ecological success? Marine Policy, 33(6), 878-‐886. Bradt, L., & De Bie, M. (2009). Social work and the shift from 'welfare' to 'justice'. British Journal of Social Work, 39(1), 113-‐127. Bradt, L., & De Bie, M. (2009). Victim-‐offender mediation as a social work practice. International Social Work, 52(2), 181-‐193. Coussée, F., Roets, G., & De Bie, M. (2009). Empowering the powerful: challenging hidden processes of marginalization in youth work policy and practice in Belgium. Critical Social Policy, 29(3), 421-‐
442. De Coster, T., Simon, F., & Depaepe, M. (2009). "Alternative" education in Flanders, 1960-‐2000: transformation of knowledge in a neo-‐liberal context. Paedagogica Historica, 45(4-‐5), 645-‐671. 26
De Mey, W., Coussée, F., Vandenbroeck, M., & De Bie, M. (2009). Social work and parent support in reaction to children's antisocial behaviour: constructions and effects. International Journal of Social Welfare, 18(3), 299-‐306. hellinckx, b., depaepe, m., & Simon, F. (2009). The educational work of Catholic women religious in the 19th and 20th centuries: a historiographical survey. Revue D Histoire Ecclesiastique, 104(2), 529-‐
549. Reynaert, D., De Bie, M., & Vandevelde, S. (2009). A review of children’s rights literature since the adoption of the United Nations Convention on the Rights of the Child. Childhood, 16(4), 518-‐534. Roets, G. (2009). Unravelling Mr President's Nomad Lands: travelling to interdisciplinary frontiers of knowledge in disability studies. Disability & Society, 24(6), 689-‐701. Roose, R., Mottart, A., Dejonckheere, N., Van Nijnatten, C., & De Bie, M. (2009). Participatory social work and report writing. Child & Family Social Work, 14(3), 322-‐330. Vandenbroeck, M., Roets, G., & Snoeck, A. (2009). Immigrant mothers crossing borders: nomadic identities and multiple belongings in early childhood education. European Early Childhood Education Research Journal, 17(2), 203-‐216. Vanobbergen, B. (2009). Changing perspectives on the child at risk at the end of the nineteenth century. The Belgian Maritime Hospital Roger de Grimberghe (1884-‐1914) as a space of inclusion and exclusion. Disability & Society, 24(4), 425-‐436. Vanobbergen, B. (2009). ‘Het gaat niet zozeer om het genezen, maar om het hervormen': over de rol en betekenis van het zeehospitaal voor kinderen in het hygiëne-‐offensief van het eind van de negentiende eeuw. Tijdschrift Voor Geschiedenis, 122(1), 48-‐61. Vanobbergen, B., Daems, M., & Van Tilburg, S. (2009). Bookbabies, their parents and the library: an evaluation of a Flemish reading programme in families with young children. Educational Review, 61(3), 277-‐287. Vyverman, V., & Vettenburg, N. (2009). Parent participation at school: a research study on the perspectives of children. Childhood-‐a Global Journal of Child Research, 16(1), 105-‐123. Vyverman, V., & Vettenburg, N. (2009). School well-‐being among young people: is it influenced by the parents' socioeconomic background? Educational Studies, 35(2), 191-‐204. 2008 (10) De Visscher, S., & De Bie, M. (2008). Children's Presence in the Neighbourhood: A Social-‐Pedagogical Perspective. Children & Society, 22(6), 470-‐481. De Visscher, S., & De Bie, M. (2008). Recognizing urban public space as a co-‐educator: Children's socialization in Ghent. International Journal of Urban and Regional Research, 32(3), 604-‐616. Devlieger, P., Grosvenor, I., Simon, F., Van Hove, G., & Vanobbergen, B. (2008). Visualising disability in the past. Paedagogica Historica, 44(6), 747-‐760. Dhondt, P. (2008). Ambiguous loyalty to the Russian tsar: the universities of Dorpat and Helsinki as nation building institutions. Historical Social Research-‐Historische Sozialforschung, 33(2), 99-‐126. Dhondt, P. (2008). Foreign students at Belgian universities: a statistical and bibliographical approach. Belgisch Tijdschrift Voor Nieuwste Geschiedenis-‐Revue Belge D Histoire Contemporaine, 38(1-‐2), 5-‐44. Dhondt, P. (2008). Teacher training inside or outside the university: the Belgian compromise (1815-‐
1890). Paedagogica Historica, 44(5), 587-‐605. Roets, G., Reinaart, R., Adams, M., & Van Hove, G. (2008). Looking at lived experiences of self-‐advocacy through gendered eyes: becoming femme fatale with/out 'learning difficulties'. Gender and Education, 20(1), 15-‐29. 27
Roets, G., Reinaart, R., & Van Hove, G. (2008). Living between borderlands: discovering a sense of nomadic subjectivity throughout Rosa's life story. Journal of Gender Studies, 17(2), 99-‐115. Roose, R., De Bie, M. (2008). Children's rights: a challenge for social work. International Social Work, 51(1). Vandenbroeck, M., De Visscher, S., Van Nuffel, K., & Ferla, J. (2008). Mothers' search for infant child care: The dynamic relationship between availability and desirability in a continental European welfare state. Early Childhood Research Quarterly, 23(2), 245-‐258. Vandenbroeck, M., Verschelden, G., & Boonaert, T. (2008). E-‐learning in a low-‐status female profession: the role of motivation, anxiety and social support in the learning divide. Journal of Computer Assisted Learning, 24(3), 181-‐190. 2007 (8) Bradt, L., Vettenburg, N., & Roose, R. (2007). Relevant others in restorative practices for minors: For what purposes? Australian and New Zealand Journal of Criminology, 40(3), 291-‐312. Depaepe, M., Simon, F., Surmont, M., & Van Gorp, A. (2007). "People in worlds" -‐ Organisation structures of pedagogy on the road between the house and the school. Zeitschrift Fur Padagogik, 96-‐109. Roets, G., & Goedgeluck, M. (2007). Daisies on the Road: tracing the political potential of our postmodernist feminist approach to life story research. Qualitative Inquiry, 13(1), 85-‐112. Roets, G., Goodley, D., & Van Hove, G. (2007). Narrative in a nutshell: Sharing hopes, fears, and dreams with self-‐advocates. Intellectual and Developmental Disabilities, 45(5), 323-‐334. Roets, G., Kristiansen, K., Van Hove, G., & Vanderplasschen, W. (2007). Living through exposure to toxic psychiatric orthodoxies: exploring narratives of people with 'mental health problems' who are looking for employment on the open labour market. Disability & Society, 22(3), 267-‐281. Roose, R., & De Bie, M. (2007). Do children have rights or do their rights have to be realised? The United Nations convention on the rights of the child as a frame of reference for pedagogical action. Journal of Philosophy of Education, 41(3), 431-‐443. Vandenbroeck, M. (2007). Beyond anti-‐bias education: changing conceptions of diversity and equity in European early childhood education. European Early Childhood Education Research Journal, 15(1), 21-‐35. Vandenbroeck, M., Verschelden, G., Boonaert, T., & Van Haute, L. (2007). Changes in the digital divide: a case from Belgium. British Journal of Educational Technology, 38(4), 742-‐743. 2006 (2) Vandenbroeck, M. (2006). The persistent gap between education and care: a 'history of the present' research on Belgian child care provision and policy. Paedagogica Historica, 42(3), 363-‐383. Vandenbroeck, M., & Bouverne-‐De-‐Bie, M. (2006). Children's agency and educational norms -‐ A tensed negotiation. Childhood-‐a Global Journal of Child Research, 13(1), 127-‐143. 2005 (1) Pereira De Sousa, C., Catani, D., NÓVoa, A., & Simon, F. (2005). School and Modernity: Knowledge, Institutions and Practices. Introduction. Paedagogica Historica, 41(1-‐2), 1-‐8. Articles in peer reviewed international journals (not incl. in Web of Science-‐listed journals) 28
2012 (14) Barbez, C., & Deroo, M. (2012). Wenselijke preventie van kansarmoede bij jonge kinderen: de Katrol. Tijdschrift Klinische Psychologie, 42(2), 77-‐86. doi: 2 Claes, B., Van Garsse, L., Maeseele, T., Paterson, N., & Vettenburg, N. (2012). Naar een nieuw uitzicht voor de Centra Algemeen Welzijnswerk? Panopticon, 33(1), 60-‐76. De Visscher, S., De Bie, M., & Verschelden, G. (2012). Urban public space and the construction of social life: a social-‐pedagogical perspective. International Journal of Lifelong Education, 31(1), 97-‐110. De Visscher, S., De Bie, M., & Verschelden, G. (2012). Urban public space and the construction of social life: a social-‐pedagogical perspective. International Journal of Lifelong Education, 31(1), 97-‐110. De Vos, K., Roose, R., & De Bie, M. (2012). Honderd jaar na de kinderbescherming: de institutionalisering van een pedagogische paradox. Panopticon, 33(5), 454-‐469. Gryp, D., Loobuyck, P., & Verschelden, G. (2012). Burgerschap tussen recht en deugd: een analyse van burgerschap in het Vlaamse inburgeringsbeleid. Ethiek & Maatschappij, 14(3), 51-‐72. Hemelsoet, E. (2012). De Roma en maatschappelijke instituties: twee onverenigbare werelden? Panopticon, 33(5), 479-‐483. Hemelsoet, E. (2012). How to make sense of the right to education? Issues from the case of Roma people. Ethics and Education, 7(2), 163-‐174. Hemelsoet, E. (2012). A right to education for all: the meaning of equal educational opportunities. The International Journal of Children's Rights, 20(3), 523-‐540. Peeters, J., & Vandenbroeck, M. (2012). A la recherche des systèmes compétents: conclusions et recommandations de CoRe un projet de recherche européen sur les compétences requises en EAPE. Petite Enfance, 107, 79-‐86. Reynaert, D., De Bie, M., & Vandevelde, S. (2012). Between 'believers' and 'opponents': critical discussions on children's rights. The International Journal of Children's Rights, 20(1), 1-‐15. Roets, G., Vandenabeele, J., & De Bie, M. (2012). Acknowledging ambivalence in a multicultural neighbourhood: in search of an educational space in narrative practices. International Journal of Lifelong Education, 31(1), 33-‐45. Saarivirta, T., Consoli, D., & Dhondt, P. (2012). The evolution of the Finnish health-‐care system early 19th century and onwards. International Journal of Business and Social Science, 3(6), 243-‐257. Van Hove, G., De Schauwer, E., Mortier, K., Claes, L., De Munck, K., Verstichele, M., . . . Thienpondt, L. (2012). Supporting gaduate students toward a 'pedagogy of hope': resisting and redefining traditional notions of disability. Review of Disability Studies, 8(3), 45-‐54. 2011 (12) Claes, B., & Van Garsse, L. (2011). Onze jongens in Tilburg: een dubbele kijk op een rapport over gevangenishuur. Panopticon, 32(5), 50-‐52. Claes, L., Roets, G., Coene, G., & Van Hove, G. (2011). Recht op geestelijke gezondheidszorg voor personen met een verstandelijke beperking: onnodig controversieel? Ethiek & Maatschappij, 13(4), 79-‐98. Decaigny, T., De Hert, P., & Van Garsse, L. (2011). De minnelijke schikking na de wetten van 14 april en 11 juli 2011: verruiming van de buitengerechtelijke afhandeling en fundamentele hervorming. Rechtskundig Weekblad, 12, 550-‐563. Hemelsoet, E. (2011). Gelijke kansen als hefboom voor het universeel recht op onderwijs? Een pedagogische lezing. Tijdschrift Voor Onderwijsrecht En Onderwijsbeleid, 11(6), 477-‐484. 29
Hemelsoet, E. (2011). Questioning the homogenization of irregular migrants in educational policy: from (il)legal residence to inclusive education. Educational Theory, 61(6), 659-‐669. Maeseele, T., & Hemelsoet, E. (2011). Een handhavingsbeleid voor het OCMW: hefboom tot of bedreiging van een menswaardig bestaan? Panopticon, 32(5), 65-‐68. Pauwels, L., Vettenburg, N., Gavray, C., & Brondeel, R. (2011). Societal vulnerability and troublesome youth group involvement: the mediating role of violent values and low self-‐control. International Criminal Justice Review, 21(3), 283-‐296. Simon, F., & Vanobbergen, B. (2011). 'Merci à tous et à toutes de votre propagande': Aimé Bogaerts en de Gentse Volkskinderen als reizende kolonie (1898-‐1915). Brood & Rozen, 16(3), 5-‐31. Van Garsse, L. (2011). Het CAW-‐landschap aan hertekening toe: een koppige lectuur van een 'historische' Vlaamse beleidsnota. Panopticon, 32(5), 68-‐71. Van Garsse, L. (2011). Mensenrechten, detentie en gemeenschap: een averechtse bedenking bij het Liga-‐
rapport over Tilburg. Panopticon, 32(5), 59-‐64. Van Garsse, L. (2011). Trefdag naar aanleiding van 25 jaar forensisch welzijnswerk. Panopticon, 32(2), 79-‐
81. Vandenbroeck, M. (2011). Evidence-‐based practice, professionalism and respect for diversity: a tense relation. Asia-‐Pacific Journal of Research in Early Childhood Education (Pacific Early Childhood Education Research Association), 6(1), 1-‐20. 2010 (13) Bradt, L. (2010). Een blik op herstelbemiddeling vanuit een sociaal werk-‐perspectief. Tijdschrift Voor Herstelrecht, 10(1), 36-‐46. De Bie, M., & Roose, R. (2010). Herstelrecht en de maatschappelijke (re)integratie van de dader. Tijdschrift Voor Herstelrecht, 10(4), 32-‐43. De Visscher, S. (2010). Maakt de buurt het verschil?: een sociaal pedagogische kijk. Journal of Social Intervention, 19(1), 5-‐21. Depaepe, M., Simon, F., & Van gorp, A. (2010). El evolucionismo y el desarollo del pensamiento educacional en Bélgica antes de Segunda Guerra Mundial. Revista Brasileira De Historia Educacao, 24, 11-‐34. Lorenz, W., Coussée, F., & Verschelden, G. (2010). Historical consciousness in youth work and adult education. Social Work & Society, 8(1), 32-‐45. Lorenz, W., Coussée, F., & Verschelden, G. (2010). Historical consciousness in youth work and adult education. Social Work & Society, 8(1), 32-‐45. Maeseele, T. (2010). From charity to welfare rights? A study of social care practices. Social Work & Society, 8(1), 1-‐3. doi: 0009-‐11-‐27201 Reynaert, D., De Bie, M., & Vandevelde, S. (2010). Children, rights and social work: rethinking children's rights education. Social Work and Society, 8(1), 60-‐69. Roose, R., Coussée, F., & Bradt, L. (2010). Going beyond the bounds of possibility: questioning the delimitation of the social in social work. Social Work & Society, 8(1), 1-‐5. Roose, R., & De Bie, M. (2010). Jeugdzorg en armoedebestrijding: nood aan een ander debat. Panopticon, 31(4), 1-‐6. Van Gorp, A., Simon, F., & Depaepe, M. (2010). A rede cultural da escola de Decroly em Bruxelas: a teoria da organização e a função de guardião da história. Cadernos De Historia Da Educacao, 9(2), 329-‐
345. Vanobbergen, J., De Visschere, L., Daems, M., Ceuppens, A., & Van Emelen, J. (2010). Sociodemographic determinants for oral health risk profiles. International Journal of Dentistry, 2010. doi: 938936 30
Verbeken, K., & Vettenburg, N. (2010). Hulpverlening aan seksuele delinquenten: tussen emancipatie en beheersing. Panopticon(2), 91-‐95. 2009 (7) De Visscher, S. (2009). Probleemkinderen in probleembuurten? De stad als alledaags socialisatiekader. Panopticon, 9(4), 21-‐34. Roets, G., Roose, R., & De Bie, M. (2009). Ouders en kinderen in armoede en onderwijs: slechts kinderspel? Tijdschrift Voor Onderwijsrecht En Onderwijsbeleid, 10(5), 443-‐451. Vanacker, J., & De Bie, M. (2009). Mag het iets meer zijn... of iets minder?: samenhang tussen strafrecht, criminologie en forensisch welzijnswerk. Panopticon, 30(3), 3-‐16. Vandenbroeck, M. (2009). Autorisons nous au désaccord. Furet (Quebec), 6(60), 17-‐19. Vandenbroeck, M. (2009). Vamos discordar. Revista Eletronica De Educacao (Sao Carlos), 3(2). Vandenbroeck, M., Boonaert, T., Van der Mespel, S., & De Brabandere, K. (2009). Dialogical spaces to reconceptualize parent support in the social investment state. Contemporary Issues in Early Childhood, 10(1), 66-‐70. Vanobbergen, B. (2009). Belgian sea hospitals and the child at risk: exploring an educational paradox. Journal of the History of Childhood and Youth, 2(2), 234-‐248. 2008 (11) Goodley, D., & Roets, G. (2008). The (be)comings and goings of developmental disabilities: the cultural politics of 'impairment'. Discourse: studies In the cultural politics of education (London), 29(2), 241-‐257. Herman, F., Surmont, M., Depaepe, M., Simon, F., & Van Gorp, A. (2008). Remembering the Schoolmaster’s Blood-‐Red Pen: the story of the exercise books and the story of the children of the time (1950-‐1970). History of Education & Children's Literature, 3(2), 351-‐375. Maeseele, T., De Droogh, L., & Vettenburg, N. (2008). Discretionaire ruimte binnen het activeringsbeleid van het OCMW. Panopticon, 29(5), 87-‐90. Piessens, A. (2008). De grammatica van het welzijnswerk. Het welzijnswerk als een perspectief op de sociale werkelijkheid. Panopticon, 29(2), 55-‐61. Roets, G., & Goodley, D. (2008). Disability, citizenship and uncivilized society: the smooth and nomadic qualities of self-‐advocacy. Disability Studies Quarterly, 28(4), 1-‐21. doi: 131 Roose, R., & De Bie, M. (2008). Forensisch welzijnswerk: meer dan humane detentie! Panopticon, 29(2), 1-‐5. Van Garsse, L. (2008). De implementatie van de herstelbemiddeling: veranderingsmaagement in samenspraak. Panopticon(5), 14-‐30. Vandenbroeck, M., & Peeters, J. (2008). Gender and professionalism: A critical analysis of overt and covert curricula. Early Child Development and Care, 178(7-‐8), 703-‐715. Vanderlinde, R., van Braak, J., De Windt, V., Tondeur, J., Hermans, R., & Sinnaeve, I. (2008). Technology curriculum and planning for technology in schools: the Flemish case. Tech Trends, 52(2), 23-‐26. Vanobbergen, B. (2008). Beyond the Myth of the Child. From the Garden of Eden to the Promised Land. PANORAMA. International Journal of Comparative Religious Education and Values, 19, 25-‐36. Vettenburg, N., & Burssens, D. (2008). Herstelgericht groepsoverleg in een pedagogische context. Tijdschrift Voor Herstelrecht, 8(2), 7-‐19. 2007 (9) 31
Bradt, L., Vettenburg, N., & Roose, R. (2007). Relevante derden binnen herstelbemiddeling en herstelgericht groepsoverleg: ondersteuning of instrumentalisering? Panopticon, 28(1), 11-‐29. De Bie, M., Roose, R., & Bradt, L. (2007). De nieuwe jeugdbeschermingswet:nood aan een forensisch perspectief. Panopticon, 28(6), 68-‐79. De Welter, J., De Visscher, S., & Vanobbergen, B. (2007). Is een ramp een ramp? De dominante constructie van de publieke ruimte door skaters uitgedaagd. Pedagogiek (Assen), 27(3), 187-‐200. Gavray, C., & Vettenburg, N. (2007). La délinquance juvénile autorévélée: le cas de la Belgique. Carrefours de l'éducation, 24, 53-‐72. Peeters, J. (2007). Including men in early childhood education: insights from the European experience. New Zealand Research in Early Childhood Education, 10, 15-‐24. Smeyers, P., & Vanobbergen, B. (2007). On Cioran’s criticism of utopian thinking and the history of education. Educational philosophy and theory, 39(1), 44-‐55. Van Garsse, L. (2007). Bemiddeling met het oog op helen. Tijdschrift Voor Herstelrecht, 7, 38-‐45. Vandenbroeck, M. (2007). Diversidad y equidad. Infancia (Montevideao), 105, 3-‐6. Vanobbergen, B. (2007). 'Soon he will boil over like a kettle': visualizing the invisible. The representation of Hyperactivity in Women's magazines and Professional Journals for Teachers in Flanders (1965-‐
2005). History of Education. Journal of the History of Education Society, 36(2), 173-‐189. 2006 (10) Burssens, D., & Vettenburg, N. (2006). Restorative group conferencing at school: a constructive response to serious incidents. Journal of School Violence, 5, 5-‐17. Cliquet, A., & Bogaert, D. (2006). Mariene beschermde gebieden in het Belgisch deel van de Noordzee: een eerste stap in de richting van het behoud van de mariene biodiversiteit? Tijdschrift Voor Milieurecht, 2, 165-‐171. Dhondt, P. (2006). De verloren strijd voor één universiteit in België, 1814-‐1835. Bijdragen En Mededelingen Betreffende De Geschiedenis Der Nederlanden, 121(2), 197-‐221. Dhondt, P. (2006). Een tweevoudig compromis: discussies over universitair onderwijs in het negentiende-‐
eeuwse België. Belgisch Tijdschrift Voor Nieuwste Geschiedenis-‐Revue Belge D Histoire Contemporaine, 36(1-‐2), 242-‐249. Roets, G., Adams, M., & Van Hove, G. (2006). Challenging the monologue about silent sterilization: implications for self-‐advocacy. British Journal of Learning Disabilities, 34(3), 167-‐174. Roose, R., & De Bie, M. (2006). Moeten we de jeugdbescherming niet serieus nemen? Panopticon, 27(5), 1-‐6. Vandenbroeck, M. (2006). Autonomous children, privileging negotiation and new limist to freedom. The International Journal of Education Policy, Research & Practice, 7, 71-‐80. Vanobbergen, B. (2006). 'Dadelijk kookt hij over lijk een melksoep' De representatie van hyperactiviteit in vrouwenmagazines en praktijktijdschriften voor leerkrachten (1965-‐heden). Pedagogiek (Assen), 2, 138-‐156. Vanobbergen, B., Vandenbroeck, M., Roose, R., & De Bie, M. (2006). "We are one big happy family": beyond negotiation and compulsory happiness. Educational Theory, 56(4), 423-‐437. Vettenburg, N. (2006). Jeugdcriminaliteit, opvoeding en jeugdcultuur. Tijdschrift voor criminologie, 4, 393-‐397. 2005 (7) Burssens, D., & Vettenburg, N. (2005). Concertation réparatrice de groupe en milieu scolaire. Les politiques sociales, 1 & 2, 70-‐77. 32
De Bie, M., & Roose, R. (2005). Over ouderstages, of: de maatschappelijke logica van een jeugdbeschermingssysteem. Panopticon, 26(1), 35-‐44. Schoeters, L., Schelfhout, P., Roets, G., & Van Hove, G. (2005). Partnership working between university researchers and self-‐advocacy organisations: "a way forward for inclusion" in England and "fine feathers make a fine bird" in Flanders (Belgium). Journal of intellectual disabilities, 9(4), 345-‐357. Van Garsse, L. (2005). Regelgeving inzake bemiddeling in de strafrechtelijke context: een doos van Pandora? Panopticon, 6, 43-‐49. Van Garsse, L. (2005). Strafuitvoeringsrechtbank, externe rechtspositie en het herstelrecht: een verhaal van klok en klepel? Orde Van De Dag : Criminaliteit En Samenleving, 32(december), 45-‐53. Van Garsse, L. (2005). Wetgevend initiatief inzake een breed bemiddelingsaanbod in de strafrechtelijke context: enkele indrukken op het terrein. Panopticon, 3, 72-‐77. Van Rompaey, L., Depaepe, M., & Simon, F. (2005). Le COV et l'arme de la grève en Belgique. Une histoire d'attirance et de rejet. Carrefours de l'éducation, 19(jan.-‐juni 2005), 49-‐61. Articles in peer reviewed national journals 2011 (1) Depaepe, M., & Simon, F. (2011). Sources in the making of histories of education: proofs, arguments, and other forms of reasoning from the historian's workplace. ŠUMADIJSKI ANALI [Annals of Šumadija], 5(6), 143-‐165. 2009 (1) Depaepe, M., van Rompaey, L., & Simon, F. (2009). A different kind of activism: the position of catholic women teachers in their union (Belgium, 1950-‐1965). Sens Public(mei). 2008 (1) Dhondt, P. (2008). Research network on the history of university and higher education in Finland. Tekniikan Waiheita, 26(2), 67-‐69. 2007 (1) Vandenbroeck, M. (2007). De-‐culuralisering social inclusion and re-‐culturising outcomes. Early Childhood Matters, 108, 7-‐10. Academic monographs 2012 (2) Steel, R., Van Eeghem, E., Verschelden, G., & Carlos, D. (2012). Reading urban cracks: practices of artists and community workers: University College Ghent: School of Arts & Faculty of Education, Health and Social Work, and MER. Paper Kunsthalle. 33
Van de Walle, T. (2012). Jeugdwerk en sociale uitsluiting: de toegankelijkheidsdiscussie voorbij? : Academia Press. 2011 (2) Dhondt, P. (2011). Un double compromis: enjeux et débats relatifs à l'enseignement universitaire en Belgique au XIXe siècle: Academia Press. Vandenbroeck, M. (2011). Eduquer nos enfants à la diversité: sociale, culturelle, ethnique, familiale: Presse Universitaire de Brxelles (ULB). 2010 (4) De Bie, M., Rosseel, Y., Impens, J., De Visscher, S., Willems, S., & Delens-‐Ravier, I. (2010). Een link tussen leven in armoede en maatregelen bijzondere jeugdbijstand? : Academia Press. De Pauw, P., Vermeersch, H., Coussée, F., Vettenburg, N., & Van Houtte, M. (2010). Jeugdbewegingen in Vlaanderen: een onderzoek bij groepen, leiding en leden: Steunpunt Jeugd. Hellinckx, B., Simon, F., & Depaepe, M. (2010). The forgotten contribution of the teaching sisters: a historiographical essay on the educational work of catholic women religious in the 19th and 20th centuries: Leuven University Press. Vandenbroeck, M. (2010). Educare alla diversità: sociale, culturale etnica, familiare: Azzane Sao Paolo: Edizioni Junior. 2009 (3) Maeseele, T. (2009). Reality and Rhetoric in European Policy on Child Sex Tourism: VDM Verlag. Steel, R., Vandevelde, S., & Poppe, L. (2009). Groene appels en zussenknuffels. Vier verhalen van brussen: Academia Press. Vandenbroeck, M. (2009). In verzekerde bewaring: honderdvijftig jaar kinderen, ouders en kinderopvang: Swp. 2008 (4) Coussée, F. (2008). A Century of Youth Work Policy: Academia Press. De Visscher, S. (2008). De sociaal-‐pedagogische betekenis van de woonomgeving voor kinderen: Academia Press. Peeters, J. (2008). The construction of a new profession: Swp. Peeters, J. (2008). De warme professional: Academia Press. 2006 (3) Coussée, F. (2006). De pedagogiek van het jeugdwerk: Academia Press. Lambeir, B., Levering, B., Smeyers, P., & Vanobbergen, B. (2006). Zonde van de tijd: zeven opstellen over opvoeding: Van Halewijck. Roose, R. (2006). De bijzondere jeugdzorg als opvoeder: Academia Press. 2005 (3) 34
Cliquet, R., & Thienpont, K. (2005). Biologische variabiliteit bij de mens: inleiding tot de biologische antropologie: Academia Press. Vandenbroeck, M. (2005). Eduquer nos enfants à la diversité: Érès. Verschelden, G., Larock, Y., Gehre, G., Van den Eeckhaut, G., Vanwing, T., & Cockx, F. (2005). Spoor zoeken: Academia Press. Academic book chapters 2012 (35) Berten, H. (2012). Alcohol-‐ en cannabisgebruik bij jonge adolescenten: een interactionistische kijk op de relatie tussen maatschappelijke kwetsbaarheid en een selaagd onderwijssysteem. Maatschappelijk engagement : een besef van kwetsbaarheid : Liber Amicorum Nicole Vettenburg, 219-‐240. Bradt, L., & Reynaert, D. (2012). Herstelrecht en kinderrechten: discussies over responsabilisering. Maatschappelijk engagement : een besef van kwetsbaarheid : Liber Amicorum Nicole Vettenburg, 443-‐458. Coussée, F., De Stoop, K., Bradt, L., & Nolf, M. (2012). Emancipatorisch jeugdwerk in een marginaliserende context. Jeugdwerk en sociale uitsluiting : handvatten voor emanciperend jeugdbeleid, 17-‐28. Coussée, F., Neyrinck, B., van de Vijver, W., & Crivit, R. (2012). Van aanbod naar leefwereld: leren van Jeugdopbouwwerk. Jeugdwerk en sociale uitsluiting : handvatten voor emanciperend jeugdbeleid, 195-‐208. De Bie, M., Oosterlinck, S., & De Blust, S. (2012). Participatie, ontwerp en toe-‐eigening in een democratische stadsvernieuwing. Stadsvernieuwingsprojecten in Vlaanderen (2002-‐2011) : een eigenzinnige praktijk in Europees perspectief, 29-‐33. De Bie, M., Roose, R., Maeseele, T., & Vandenbroeck, M. (2012). De tragiek van het preventiedenken. Maatschappelijk engagement : een besef van kwetsbaarheid : Liber Amicorum Nicole Vettenburg, 277-‐294. De Corte, J., & Kolijn, S. (2012). Eerstelijnszorg via samenwerking tussen lokale besturen en private welzijnsvoorzieningen: de case van het sociaal huis in Vlaanderen. Maatschappelijk engagement : een besef van kwetsbaarheid : Liber Amicorum Nicole Vettenburg, 203-‐218. Deceur, E., & De Bie, M. (2012). Reading between the lines. Reading urban cracks : practices of artists and community workers, 178-‐180. Deceur, E., & De Visscher, S. (2012). Jeugd verbinden met de stad. Maatschappelijk engagement : een besef van kwetsbaarheid : Liber Amicorum Nicole Vettenburg, 333-‐348. Deceur, E., & Vandenbroeck, M. (2012). Omgaan met verschil. Zaaien op beton en 106 andere recepten voor de stad : 10 jaar Stedenfonds in Vlaanderen, 86-‐90. Hemelsoet, E. (2012). De Roma: probleem of spiegel voor onze samenleving? Een exploratie van pedagogische kansen. Segregatie in onderwijs en samenleving : bijdragen aan de vijftiende landelijke pedagogendag, 96-‐106. Hemelsoet, E., & Reynaert, D. (2012). Living apart together: de betekenis van participatie voor een gesegregeerde kindwereld. Segregatie in onderwijs en samenleving : bijdragen aan de vijftiende landelijke pedagogendag, 117-‐127. Hustinx, L., & Godemont, J. (2012). Vrijwilligerswerk in een veranderende welvaartsmix. Zorg voor welzijn : oude vragen en nieuwe antwoorden, 159-‐172. 35
Meyvis, W., Roose, R., & Vander Laenen, F. (2012). Van private reclassering naar maatschappelijke dienstverlening aan justitiecliënteel. Handboek forensisch welzijnswerk : ontwikkeling, beleid, organisatie & praktijk, 27-‐46. Peeters, J. (2012). Childcare professionalism in Flanders: an inside-‐outside perspective. Early childhood grows up : towards a critical ecology of the profession, 6, 131-‐144. Peeters, J. (2012). De Deense voorzieningen voor jonge kinderen: geen onderscheid tussenzorg en onderwijs. Maatschappelijk engagement : een besef van kwetsbaarheid : Liber Amicorum Nicole Vettenburg, 185-‐202. Peeters, J. (2012). De neerwaartse spiraal doorbroken: de professionaliteitsdiscussie in de kinderopvang. Gezinnen in soorten, 83-‐109. Peeters, J. (2012). Durven dromen over vaderen en moederen? Wie gelooft die pedagogen nog? Nadenken over opvoeding, 87-‐93. Peeters, J., & Vandenbroeck, M. (2012). Childcare practitioners and the process of prosfesionalisation. Extending professional practice in the early years, 99-‐112. Peeters, J., & Vandenbroeck, M. (2012). Freinet en de Kinderopvang: opnieuw in de wereld geloven. 25 jaar Freinet, 101-‐110. Peeters, J., & Vandenbroeck, M. (2012). Freinet et l'accueil d’enfants: à nouveau croire au monde. 25 ans d’enseignement Freinet à Gand, 103-‐114. Polfliet, K., Vander Laenen, F., & Roose, R. (2012). Het beleid van de Vlaamse Gemeenschap inzake forensisch welzijnswerk. Handboek forensisch welzijnswerk : ontwikkeling, beleid, organisatie & praktijk, 105-‐120. Regelbrugge, M., & Bradt, L. (2012). De organisatie van de bemiddelingspraktijk in Vlaanderen. Handboek forensisch welzijnswerk : ontwikkeling, beleid, organisatie & praktijk, 239-‐248. Roets, G., & Braidotti, R. (2012). Theorizing the unity of bodies and minds: nomadology and subjectivity in disability studies. Disability and social theory : new developments and directions, 161-‐176. Roets, G., Roose, R., & De Bie, M. (2012). Onderzoek naar de leefwereld van kinderen in armoede: een boeiende zoektocht. Maatschappelijk engagement : een besef van kwetsbaarheid : Liber Amicorum Nicole Vettenburg, 367-‐384. Roose, R., De Vos, K., & De Bie, M. (2012). De zoektocht naar de pedagogiek van de integrale jeugdhulp. Jeugdwerk en sociale uitsluiting : handvatten voor emanciperend jeugdbeleid, 73-‐86. Van de Walle, T., Cardoen, D., Coussée, F., & Bradt, L. (2012). Beleidsgericht onderzoek naar de 'staat van de jeugd' vanuit sociaal pedagogisch perspectief: wat we niet mogen wegcijferen. Maatschappelijk engagement : een besef van kwetsbaarheid. Liber Amicorum Nicole Vettenburg, 349-‐365. Van Garsse, L. (2012). Achtergronden van een complexe bevoegdheidsverkaveling. Handboek forensisch welzijnswerk : ontwikkeling, beleid, organisatie & praktijk, 93-‐103. Van Garsse, L. (2012). Daders en herstel: tussen plicht, behoefte en capaciteit. Slachtoffer-‐
dadergesprekken in de schaduw van het strafproces, 59-‐72. Van Garsse, L. (2012). (Herstel)recht en pedagogiek: iets voor beginners. Maatschappelijk engagement : een besef van kwetsbaarheid : Liber Amicorum Nicole Vettenburg, 419-‐442. Vandenbroeck, M. (2012). Fietsen op het grind. Nadenken over opvoeding, 38-‐42. Vandenbroeck, M., Van Houte, S., Geens, N., & Schiettecat, T. (2012). Inzetten op het jonge kind als preventie. Maatschappelijk engagement : een besef van kwetsbaarheid : Liber Amicorum Nicole Vettenburg, 295-‐316. Vander Laenen, F., Vander Beken, T., & De Bie, M. (2012). Strafrecht en welzijnswerk. Handboek Forensisch Welzijnswerk, 3-‐25. 36
Vanobbergen, B., & Simon, F. (2012). Aimé Bogaerts and his travelling Holiday Camp, Gentse Volkskinderen: a soft socialist propaganda tool on the road (1898-‐1915). The history of youth work in Europe : relevance for today's youth work policy, 3, 43-‐65. Vanthuyne, T. (2012). Onderwijs, sociaal-‐cultureel werk en sport in de forensische context. Handboek forensisch welzijnswerk : ontwikkeling, beleid, organisatie & praktijk, 223-‐238. 2011 (43) Cardoen, D., Berten, H., & Vettenburg, N. (2011). Alcohol-‐ en softdrugsgebruik in Brussel. Jong in Brussel : bevindingen uit de Jop-‐monitor Brussel, 349-‐377. Coussée, F., De Schepper, P., & Deceur, E. (2011). Dertien drempels tussen droom en daad: van toegankelijk jeugdwerk naar bruikbaar jeugdwerk. Uit de marge van het jeugdbeleid : werken met maatschappelijk kwetsbare kinderen en jongeren, 130-‐145. Coussée, F., & Jeffs, T. (2011). The bad, the worse and the funny: toegankelijkheid bekeken vanuit de drie historische functies van het jeugdwerk. Uit de marge van het jeugdbeleid : werken met maatschappelijk kwetsbare kinderen en jongeren, 51-‐62. Coussée, F., Mathijssen, C., & Crivit, R. (2011). Een introductie in de marge van het jeugdbeleid. Uit de marge van het jeugdbeleid : werken met maatschappelijk kwetsbare kinderen en jongeren, 15-‐
24. De Bie, M. (2011). De relatie armoede en jeugdzorg, of: de bijzondere jeugdzorg tussen 'maatschappelijke noodzaak' en 'maatschappelijke hulpbron'. Handboek Integrale Jeugdhulp, 9, 353-‐373. De Bie, M. (2011). Sociaal werk: een praktijk, een wetenschap en een beroep. Welzijn en zorg in Vlaanderen : wegwijzer voor de sociale sector 2011-‐2012, 331-‐340. De Clerck, O., & Vettenburg, N. (2011). Het schoolwelbevinden in Brussel. Jong in Brussel : bevindingen uit de Jop-‐monitor Brussel, 69-‐106. De Pauw, P., Vermeersch, H., Coussée, F., Vettenburg, N., & Van Houtte, M. (2011). Jeugdbewegingen in Vlaanderen anno 2011. Gids sociaal-‐cultureel en educatief werk, 62(62), 79-‐92. Depaepe, M., Herman, f., Van Gorp, A., & Simon, F. (2011). Over pedagogisering gesproken… vanuit het perspectief van de pedagogische historiografie. Pedagogische historiografie : een socio-‐culturele lezing van de geschiedenis van opvoeding en onderwijs, 63-‐76. Depaepe, M., Simon, F., & Van Gorp, A. (2011). Ein 'Pädagoge' als 'Experte'? Decrolys Schlüssel zum Erfolg in der Bildungslandschaft des ersten Jahrzehnts des 20. Jahrhunderts. Metamorphosen der Bildung : Historie -‐ Empirie -‐ Theorie, 337-‐350. Depaepe, M., Simon, F., & Van Gorp, A. (2011). L’expertise médicale et psychopédagogique d’Ovide Decroly en action: utiliser le 'fardeau' qu’engendre l’inadaptation sociale au profit de la société. Violences juvéniles sous expertise(s) : XIXe-‐XXIe siècles -‐ Expertise and juvenile violence : 19th-‐
21th century, 39-‐54. Dhondt, P. (2011). The bicentenary of Helsinki University in 1840: the jubilee of a Russian University in a Nordic context. National, Nordic or European? Nineteenth-‐century university jubilees and Nordic cooperation, 25(4), 13-‐38. Dhondt, P. (2011). The echo of the quartercentenary of Uppsala University in 1877 across Scandinavia. National, Nordic or European? Nineteenth-‐century university jubilees and Nordic cooperation, 25(4), 138-‐167. Dhondt, P. (2011). Künstler im Lernen: Umbildung der belgischen Medizinischen Fakultäten in den 1870er Jahren. Deutschlandbilder in Belgien 1830-‐1940, 22, 115-‐136. 37
Dhondt, P. (2011). Leraren als wetenschappers of als opvoeders: het streven naar een Belgisch compromis sinds 1815. Pedagogische historiografie : een socio-‐culturele lezing van de geschiedenis van opvoeding en onderwijs, 149-‐172. Dhondt, P. (2011). Nineteenth-‐century university jubilees as (rhetorical) attempts at increasing Nordic cooperation. National, Nordic or European? Nineteenth-‐century university jubilees and Nordic cooperation, 25 (4), 313-‐318. Dhondt, P. (2011). Nineteenth-‐century university jubilees as the driving force of increasing Nordic cooperation. National, Nordic or European? Nineteenth-‐century university jubilees and Nordic cooperation, 25 (4), 1-‐9. Dhondt, P., & Tamul, S. (2011). The University of Dorpat as a(n) (inter)national institution at its 50th anniversary in 1852. National, Nordic or European? Nineteenth-‐century university jubilees and Nordic cooperation, 25(4), 39-‐69. Dhondt, P., & van Weel, T. (2011). The idea of one university in Belgium/Flanders since 1814: 'one nation, one university, one rector'? Wahrheit oder Gewinn? Über die Ökonomisierung von Universität und Wissenschaft, 157-‐176. Hemelsoet, E. (2011). Roma: problem or mirror of our societies? Roma and traveller inclusion in Europe : green questions and answers, 101-‐102. Hemelsoet, E. (2011). Samenleven met Roma: fictie of realiteit? Armoede en sociale uitsluiting : jaarboek 2011, 363-‐380. Herman, F., Van Gorp, A., Simon, F., & Depaepe, M. (2011). The organic growth of the decroly school in Brussels: from villa to school, from living room to classroom. The black box of schooling : a cultural history of the classroom, 241-‐259. Lenaerts, G., Roets, G., & Bouverne-‐De Bie, M. (2011). Een pad bezaaid met exclusiecriteria. Handboek Integrale Jeugdhulp, 8, 241-‐263. Peeters, J., & Vandenbroeck, M. (2011). Childcare practitioners and the process of professionalization. Professionalization, leadership and management in the early years, 3, 62-‐76. Reynaert, D., De Bie, M., & Vandevelde, S. (2011). Over kinderen en recht: aanzet tot het herdenken van kinderrechten. Kinderrechten : springplank of struikelblok? Naar een kritische benadering van kinderrechten, 95-‐108. Roets, G., De Cock, R., Roose, R., & Bouverne-‐De Bie, M. (2011). Rechten van kinderen in armoede: hefboom tot armoedebeheersing of armoedebestrijding? Kinderrechten : springplank of struikelblok? Naar een kritische benadering van kinderrechten, 25-‐41. Roets, G., & Vandenbroeck, M. (2011). Kersentijd. Armoede door kinderogen, 43-‐56. Roose, R. (2011). Jeugdzorg: een debat voorbij de criminaliteit. Deviante wetenschap : het domein van de criminologie : liber amicorum Johan Goethals, 205-‐214. Roose, R., & De Bie, M. (2011). De bijzondere jeugdzorg in Vlaanderen: bevragen of verderzetten van een dominante logica? Kansen voor kinderen : een weg voor het jongerenwelzijn in Vlaanderen, 83-‐
96. Tersmeden, F., & Dhondt, P. (2011). The bicentenary of the university of Lund in 1868: a low point in Scandinavian cooperation, or a rebirth? National, Nordic or European? Nineteenth-‐century university jubilees and Nordic cooperation, 25(4), 99-‐137. Van Garsse, L. (2011). De justitiehuizen en de humanisering van justitie: een kritische terugblik. Congresverslagboek colloquium federale overheidsdienst justitie, 197-‐203. Van Garsse, L. (2011). (Herstel)recht en criminologie: toelichting bij een herstelgerichte dagvaarding. Deviante wetenschap het domein van de criminologie, 249-‐260. Van Gorp, A., Dhondt, P., Simon, F., & Depaepe, M. (2011). Ten geleide: een lezing in veelvoud. Pedagogische historiografie : een socio-‐culturele lezing van de geschiedenis van opvoeding en onderwijs, 9-‐14. 38
Van Gorp, A., Simon, F., & Depaepe, M. (2011). Van vele markten thuis: Ovide Decroly (1871-‐1932). Pedagogische historiografie : een socio-‐culturele lezing van de geschiedenis van opvoeding en onderwijs, 193-‐212. Vandenbroeck, M. (2011). Diversiteit van het diversiteitsbegrip. Kinderrechten : springplank of struikelblok : naar een kritische benadering van kinderrechten, 75-‐82. Vandenbroeck, M. (2011). Diversity in early childhood services. Encyclopedia on early childhood development, 70-‐75. Vandenbroeck, M. (2011). Early childhood education and care: equity and excellence in the foundational stage. Equity and excellence in education : towards maximum learning opportunities for all students, 145-‐165. Vandenbroeck, M. (2011). Opvoedingsondersteuning: winkelketens in plaats van opvoedingswinkels? Kansen voor kinderen : een weg voor het jongerenwelzijn in Vlaanderen., 97-‐112. Vandenbroeck, M. (2011). Ouders als onderzoekers, opvoedingsondersteuning en evidence based werken. Handboek Integrale Jeugdhulp, 8, 393-‐420. Vandenbroeck, M., Coussée, F., Bradt, L., & Roose, R. (2011). Diversity in early childhood education: a matter of social pedagogy and working with children. Social pedagogy and working with children : engaging with children in care. Vettenburg, N. (2011). Jongeren, maatschappelijke kwetsbaarheid en emancipatorisch werk. Uit de marge van het jeugdbeleid : werken met maatschappelijk kwetsbare kinderen en jongeren, 25-‐
38. Vettenburg, N., Elchardus, M., & Put, J. (2011). Jong in Brussel: bevindingen uit de JOP-‐monitor Brussel. Jong in Brussel : bevindingen uit de Jop-‐monitor Brussel, 409-‐426. Williamson, H., & Coussée, F. (2011). The emperor has no clothes! Over wat we zeggen dat we doen of we doenwat we zeggen. Uit de marge van het jeugdbeleid : werken met maatschappelijk kwetsbare kinderen en jongeren, 169-‐180. 2010 (22) De Bie, M. (2010). Over kinderrechten en kindvriendelijkheid: in discussie met kind en samenleving. Tussen kind en samenleving : over het sociale actorschap van kinderen, 115-‐124. De Bie, M. (2010). Sociaal werk als wetenschap en als beroep. Welzijn en zorg in Vlaanderen : wegwijzer voor de sociale sector 2010-‐2011, 311-‐318. De Bie, M., Roose, R., & Vandenbroeck, M. (2010). Governing families in the social investment state. Childhoods : a handbook, 42, 119-‐129. Depaepe, M., & Simon, F. (2010). Sources in the making of histories of education: proofs, arguments, and other forms of reasoning from the historian’s workplace. Educational research : proofs, arguments, and other reasonings, 4, 23-‐39. Dhondt, P. (2010). Du balayeur de rue au président des Etats-‐Unis: caractère ambigu et genèse controversée du doctorat honoris causa. ULB DHC 175e : les docteurs honoris causa de l'Université libre de Bruxelles 2010-‐1898, 139-‐149. Hemelsoet, E. (2010). Het universeel recht op onderwijs: de betekenis van gelijke onderwijskansen. De publieke betekenis van pedagogisch denken en handelen, 46-‐55. Hemelsoet, E. (2010). To frame the unframable: quantifying irregular migrants’ presence. Educational research : the ethics and aesthetics of statistics, 5, 97-‐114. Peeters, J. (2010). Welk soort professional heeft de kinderopvang nodig? Permanent leren : van zelfreflectie naar teamreflectie, 19-‐27. Peeters, J., Pirard, F., Bouvy, A.-‐F., & Buysse, B. (2010). Country report Belgium. Professionals in early childhood education and care systems : european profiles and perspectives, 31-‐52. 39
Roose, R., Roets, G., Reynaert, D., & De Bie, M. (2010). Child poverty, children's rights and participation: a perspective from social work. Why care? Children's rights and child poverty, 57-‐70. Van Garsse, L. (2010). Herstelrecht en bemiddeling in Vlaanderen en de politie. Pleidooi voor het beleidsmatig activeren van een essentieel partnerschap. Herstelrechtelijke politiezorg, 17-‐42. Vandenbroeck, M. (2010). La construction de savoirs sur l'enfance et sur la parentalité dans l'Etat-‐
providence actif: la prevention précoce comme cas emblématique. Parents, pratiques et savoirs au préscolaire, 93-‐114. Vandenbroeck, M. (2010). Participation in early childhood education and care programs: equity, diversity and educational disadvantage. International encyclopedia of education, 81-‐85. Vandenbroeck, M. (2010). Participation in ECEC programs: equity, diversity and educational disadvantage. International encyclopedia of education, 2, 81-‐85. Vandenbroeck, M. (2010). Une fenêtre sur le monde: oui d’accord, mais lequel? On ne lit pas tout seul! Lectures et petite enfance, 163-‐170. Vandenbroeck, M. (2010). Une vision alternative de l'acceuil des enfants. Une école réellement juste pour tous! Seize pistes de réforme en d'action, 72-‐82. Vandenbroeck, M., & De Bie, M. (2010). Lasten toimijuus ja kasvatuksken normit: neuvoteltu yhtälö. Missä lapsuutta tehdään?, 17-‐32. Verschelden, G. (2010). Vrijwilligerswerk en maatschappelijke stages als forum voor samenlevingsopbouw? Chinese vrijwilligers : over de driehoeksverhouding tussen vrijwilligerswerk, activering en arbeidsmarkt, 125-‐141. Vettenburg, N., & Brondeel, R. (2010). Het schoolwelbevinden van jongeren in Vlaanderen. Jongeren in cijfers en letters : bevindingen uit de JOP-‐monitor 2, 59-‐78. Vettenburg, N., & Brondeel, R. (2010). Sociale achtergrond van studerenden in Vlaanderen. Jongeren in cijfers en letters : bevindingen uit de JOP-‐monitor 2, 49-‐58. Vettenburg, N., Deklerck, J., & Siongers, J. (2010). Jong zijn in Vlaanderen: de belangrijkste bevindingen uit de JOP-‐monitor 2. Jongeren in cijfers en letters : bevindingen uit de JOP-‐monitor 2, 311-‐324. Vettenburg, N., Gavray, C., & Born, M. (2010). Belgium. Juvenile delinquency in Europe and beyond : results of the second international self report delinquency study, 1, 29-‐46. 2009 (25) Ahic, J., Bisschop, L., Maeseele, T., Klima, N., & Van Droogenbroeck, S. (2009). Former Yugoslavia: Research Development and Surprises. Regards sur la police – Insights on police, Un quart de siècle de recherche sur la police en Europe et dans le monde anglo-‐saxon – Quarter of a century research on police in Europe and the anglo-‐saxon world, 366-‐389. Bocklandt, P., Decuypere, N., & Vlaeminck, H. (2009). Kiezen voor onlinehulp: wie kent de weg en spreekt de taal? Handboek Integrale Jeugdhulp, 3, 1-‐12. Boonaert, T., & Vettenburg, N. (2009). Jongeren en ICT: een divers publiek. Jongeren binnenstebuiten, 151-‐174. Coussée, F. (2009). Cardijn versus Baden-‐Powell: the methodical turn in youth work history. Essays in the history of youth and community work : discovering the past, 116-‐131. Coussée, F. (2009). De toegankelijkheidsobsessie in het jeugdwerk. Versterking van een asociaal opvoedingsdiscours? 360° Participatie, 129-‐142. Coussée, F. (2009). The relevance of youth work's history. The history of youth work in Europe and its relevance for youth work policy today, 6-‐10. Coussée, F. (2009). Youth work and its forgotten history: a view from Flanders. The history of youth work in Europe and its relevance for youth work policy today, 41-‐55. 40
De Bie, M. (2009). A question of caring? Population ageing in Flanders and the Netherlands. The low countries : arts and society in Flanders and the Netherlands, 17, 52-‐59. De Bie, M. (2009). Sociaal werk als wetenschap en als beroep. Welzijn en zorg in Vlaanderen : wegwijzer voor de sociale sector 2009-‐2010, 299-‐306. De Bie, M., & Roose, R. (2009). Taking a stance. Research in action. Theories and practices for innovation and social change, 6, 107-‐120. Defrancq, R., & Van der Mussele, E. (2009). Minderjarigen en het procesrecht. Kids codex. Boek I : Kinderrechten in de Grondwet, de implementatie van het IVRK, jeugdrecht, minderjarigen en het procesrecht, 1, 287-‐357. Maeseele, T. (2009). Maatschappelijke dienstverlening: beheersingsstrategie of emancipatorisch project? Van pionier naar onmisbaar : over 30 jaar Panopticon, 1, 415-‐421. Peeters, J. (2009). Qualitätspolitik im System der frühkindlichen Bildung, Erziehung und Betreuung in Flandern: von „Top-‐down“ zu „Bottum-‐up“. Qualitätsmanagement in der frühkindlichen Bildung, Erziehung und Betreuung. Perspektiven für eine öffentliche Qualitätspolitik., 205-‐223. Roets, G., Adams, M., & De Bie, M. (2009). Het nomadische subject op doorreis: een narratief onderzoek met vrouwen met een (verstandelijke) beperking. Verslagen van het Centrum voor genderstudies : U Gent 18, 18, 81-‐103. Steel, R., Vandevelde, S., Poppe, L., & Moyson, T. (2009). How to support siblings of children with intellectual disabilities? A brief outline of a longitudinal, multi-‐perspective study on siblings of children with intellectual disabilities. Contemporary Issues in Intellectual Disabilities. Vandenbroeck, M. (2009). De mens als opvoeder: kinderopvang op het kruispunt tussen gezin en samenleving. Doe het zelf democratie, 113-‐136. Vandenbroeck, M. (2009). Tevredenheid en kwaliteit: de wet van Magritte. Handboek Integrale Jeugdhulp, 3, 339-‐350. Vandenbroeck, M., & Van der Mespel, S. (2009). Sociale steun, informele netwerken en tegenspraak. 21 jaar opvoedingsondersteuning : opvoeden vandaag en morgen : empowerment en sociale steun, 66-‐71. Verschelden, G., Coussée, F., Van de Walle, T., & Williamson, H. (2009). The history of European youth work and its relevance for youth policy today. The history of European youth work and its relevance for youth policy today, 132-‐146. Verschelden, G., & De Droogh, L. (2009). Van educatie naar leren en terug? Over de verschuivende betekenis van leren en educatie in onze samenleving. Met een dubbele lus, 225-‐236. Vettenburg, N. (2009). Maatschappelijke dienstverlening aan justitiabelen. Van pionier naar onmisbaar : over 30 jaar Panopticon, 1, 392-‐414. Vettenburg, N., Deklerck, J., & Siongers, J. (2009). Jongeren binnenstebuiten. Belangrijkste bevindingen en reflecties. Jongeren binnenstebuiten. Thema's uit het jongerenleven onderzocht., 201-‐217. Vettenburg, N., Vyverman, V., & Brondeel, R. (2009). Het schoolwelbevinden in het secundair onderwijs. Diversiteit in beïnvloedende factoren. Jongeren binnenstebuiten. Thema's uit het jongerenleven onderzocht, 51-‐76. Vlaeminck, H. (2009). Theorievorming in het sociaal werk: over kale kapstokken en stoffige sokkels. Met een dubbele lus. Prikkelend nadenken over Sociaal Werk, 43-‐56. Vlaeminck, H. (2009). U vraagt wij verdraaien: een kritische casusanalyse over vraagsturing en vraagverheldering. Handboek Integrale Jeugdhulp, 1-‐18. 2008 (34) Bogaert, D., Cliquet, A., De Waen, D., & Maes, F. (2008). De afbakening van mariene beschermde gebieden in België. Een beleidsanalyse. Kustzonebeleid: samen in zee?, 61-‐108. 41
Bogaert, D., Cliquet, A., De Waen, D., & Maes, F. (2008). The designation of marine protected areas in Belgium. An analysis of the decision making process. Who rules the coast?, 59-‐105. Bogaert, D., & Maes, F. (2008). Conclusies en aanbevelingen. Kustzonebeleid: samen in zee?, 183-‐188. Bogaert, D., & Maes, F. (2008). Conclusions and recommendations. Who rules the coast?, 179-‐184. Bradt, L., Reynaert, D., & De Bie, M. (2008). Herstelrecht in het licht van kinderrechten: een pedagogische benadering. Herstel en jeugd: nu in het (r)echt, 51-‐67. Cliquet, A., Bogaert, D., & Maes, F. (2008). Het wettelijk kader voor mariene beschermde gebieden in België. Kustzonebeleid: samen in zee?, 23-‐58. Cliquet, A., Bogaert, D., & Maes, F. (2008). The legal framework for marine protected areas in Belgium. Who rules the coast?, 23-‐56. De Bie, M. (2008). Integrale jeugdhulp: maatschappelijke noodzaak of maatschappelijk engagement. Handboek Integrale Jeugdhulp, 5, 227-‐245. De Bie, M., & De Visscher, S. (2008). Participatie: een sleutelbegrip in de samenlevingsopbouw. Handboek Samenlevingsopbouw in Vlaanderen, 41-‐53. De Bie, M., & Van Ewijk, H. (2008). Een inleiding aan de hand van een aantal kernbegrippen. Sociaal werk in Nederland en Vlaanderen : een begrippenkader, 17-‐54. De Mol, M., & Vettenburg, N. (2008). Weglopen. Handboek Kinderen en Adolescenten, 1-‐16. Depaepe, M., Herman, F., Surmont, M., Van Gorp, A., & Simon, F. (2008). About pedagogization: from the perspective of the history of education. Educational research : the educationalization of social problems, 3, 13-‐30. Depaepe, M., Simon, F., & Van Gorp, A. (2008). Pedagogische praat: over het discours van de schoolman Jozef Emiel Verheyen. 'Over het mooie en het nuttige' : bijdragen over de geschiedenis van opvoeding en onderwijs : liber amicorum aangeboden aan Mark D’hoker, 171-‐193. Dhondt, P. (2008). A difficult balance between rhetoric and practice: student mobility in Finland and other European countries from 1800 to 1930. Students, Staff and Academic Mobility in Higher Education, 48-‐64. Hemelsoet, E. (2008). Schoon schrijven. Op de balans tussen regels en vrijheid op zoek naar rechte letters en een goed verhaal. De basisschool in dienst van de persoonswording van het kind, 13, 45-‐51. Herman, F., Van Gorp, A., Surmont, M., Simon, F., & Depaepe, M. (2008). Uit de marge van de onderwijsgeschiedenis: schoolschriften als lieux de mémoire (1950-‐1970). Materiële schoolcultuur : over artefacten als bron in de onderwijsgeschiedenis, 85-‐108. Piessens, A., Hermans, K., & Vettenburg, N. (2008). Toegankelijkheid realiseren: een permanente opdracht. Handboek Samenlevingsopbouw in Vlaanderen, 257-‐274. Piessens, A., Lauwers, L., & Roose, R. (2008). Toegankelijkheid in de integrale jeugdhulp: never-‐ending stories. Handboek Integrale Jeugdhulp, 3, 1-‐26. Roose, R. (2008). Beheersen van het onbeheersbare? Het belang van ruimte voor onvoorspelbaarheid in het sociaal werk. Management en de maat van de mens. Een spannend evenwicht?, 95-‐120. Roose, R. (2008). Kinderrechten en jeugdhulpverlening. Kinderrechten in België, 137-‐145. Roose, R. (2008). Opvoedingsondersteuning: een af te bakenen praktijk? Kinderrechten en opvoedingsondersteuning. Verzamelde commentaren., 27-‐31. Roose, R., & Steketee, M. (2008). Jeugdzorg en jeugdwerk. Sociaal werk in Vlaanderen en Nederland. Een begrippenkader., 57-‐82. van Braak, J., Vanderlinde, R., De Windt, V., Tondeur, J., De Muynck, E., Sinnaeve, I., & Hermans, R. (2008). Plannen van ICT op school (pICTos): Een onlinebeleidstool voor ICT op school. ICT-‐
eindtermen in school-‐ en klaspraktijk., 119-‐142. Van Gorp, A., Simon, F., & Depaepe, M. (2008). Persistenz eine Nischenschule: Hundert Jahre Decroly-‐
Schule in Brüssel, Belgien. Persistenz und Verschwinden -‐ persistence and disappearance : 42
Pädagogische Organisationen im historischen Kontext -‐ educational organizations in their historical contexts, 159-‐173. Van Hove, G., Roets, G., Mortier, K., & De Schauwer, E. (2008). Research in inclusive education as a possible opening to Disability Studies in Education. Disability and the politics of education: an international reader, 121-‐139. Van Hove, G., Roets, G., Mortier, K., & De Schauwer, E. (2008). Research in Inclusive Education as a possible opening to Disability Studies in Education. International Handbook of Disability Studies in Education., 121-‐140. Vandenbroeck, M. (2008). De pretentie van preventie. Trouble de conduites. Gedragsstoornis. Controverse, 59-‐62. Vandenbroeck, M. (2008). Een alternatieve visie op kinderopvang. Gelijke kansen op school: het kan, 74-‐
84. Vanobbergen, B. (2008). Célestin Freinet (1896-‐1966). 'Pour la vie, par la vie, par le travail'. Grote pedagogen in klein bestek, 197-‐202. Vansieleghem, N., & Vanobbergen, B. (2008). The 'educationalisation' of the language of Progressivism. Educational Research: the educationalization of social problems, 3, 97-‐108. Vettenburg, N. (2008). Ouders als partners van de school. De relatie tussen school, ouders en schoolexterne voorzieningen. Gelijke kansen op school: het kan! Zestien sporen voor praktijk en beleid., 315-‐336. Vettenburg, N., & Derick, K. (2008). Schoolmoeheid en voortijdig schoolverlaten: het is nooit te laat. Gelijke kansen op school: het kan! Zestien sporen voor praktijk en beleid., 425-‐447. Vettenburg, N., Vanden Bogaerde, L., & Vyverman, V. (2008). Het onderwijsopbouwwerk, een stimulans tot samenwerking tussen school, ouders en buurt. Handboek Samenlevingsopbouw in Vlaanderen, 237-‐256. Vettenburg, N., & Walgrave, L. (2008). Maatschappelijke kwetsbaarheid, school en verstedelijking. Jeugdcriminologie. Achtergronden van jeugdcriminaliteit., 183-‐205. 2007 (17) De Bie, M., Roose, R., & Ballet, D. (2007). Pendelen tussen penalisering en bijstand. Criminologie : tussen kritiek en realisme : liber amica/orum Christian Eliaerts, deel 2, 39-‐52. Depaepe, M., Simon, F., & Van Gorp, A. (2007). Reformpädagogik im Dienste der Anpassung an die moderne, bürgerlicher Gesellschaft. Bildung und Öffentlichkeit : Jürgen Oelkers zum 60. Geburtstag, 178-‐191. Herman, F., Depaepe, M., Simon, F., & Van Gorp, A. (2007). Punishment as an Educational Technology: A Form of Pedagogical Inertia in Schools. Educational Research: Networks and Technologies, 203-‐
219. Melis, B., Vettenburg, N., Goris, P., & Burssens, D. (2007). Projectmatig werken aan wenselijke preventie. Wenselijke preventie stap voor stap, 61-‐80. Roose, R. (2007). Kinderrechten en ouderlijke verantwoordelijkheid. Een algemene inleiding. Kinderrechten en ouderlijke verantwoordelijkheid. Verzamelde Commentaren., 5-‐22. Van Garsse, L. (2007). Herstel in de schaduw van het strafrecht? Reflecties op een revisionistische benadering. Herstel en jeugd: nu in het (r)echt, 127-‐141. Vandenbroeck, M. (2007). The challenge for early childhood education and care. Early childhood education in focus, 23-‐32. Vandenbroeck, M. (2007). Diversité et inclusion sociale dans les lieux d'accueil de la petite enfance. Quel accueil demain pour la petite enfance, 115-‐120. 43
Vandenbroeck, M., & BrougÈRe, G. (2007). Pourquoi de nouveaux paradigmes? Repenser l'éducation des jeunes enfants, 9-‐19. Vandenbroeck, M., & De Bie, M. (2007). De hoeksteen van de samenleving? Een gezinpedagogiek met hoeken en kanten. Gezinnen en gezinspedagogiek, 43-‐60. Vandenbroeck, M., & Humblet, P. (2007). Sauver l'enfant pour sauver le monde: le "care" et la (re)construction de problèmes sociaux. Repenser l'éducation des jeunes enfants, 189-‐206. Vanobbergen, B. (2007). Het kind als KING: Kwaliteit In Niets Geëvenaard. Over de (vermeende) relatie tussen Nieuwetijdskinderen en de Reformpedagogiek van Maria Montessori. Over pedagogische kwaliteit. Historische en theoretische perspectieven op goed onderwijs en goede opvoeding, 91-‐
102. Verschelden, G. (2007). Opvattingen over opvoedingsverantwoordelijkheid van ouders en school. Kinderrechten en ouderlijke verantwoordelijkheid : verzamelde commentaren, 125-‐140. Vettenburg, N. (2007). Het criminologisch belang van de school. Criminologie : tussen kritiek en realisme : liber amica/orum Christian Eliaerts, deel 2, 405-‐416. Vettenburg, N., Elchardus, M., & Walgrave, L. (2007). Jong zijn in Vlaanderen. De belangrijkste bevindingen uit de JOP-‐monitor 1. Jongeren in cijfers en letters. Bevindingen uit de JOP-‐monitor 1, 249-‐262. Vettenburg, N., Melis, B., Burssens, D., & Goris, P. (2007). Wenselijke algemene preventie. Wenselijke preventie stap voor stap, 35-‐59. Vettenburg, N., & Verschelden, G. (2007). Naar een beter begrip van spijbelen. Meet-‐ en opvolgingsinstrument voor de strafrechtelijke keten -‐ Handleiding, 1, 47-‐64. 2006 (23) Bogaert, D., & Gersie, J. (2006). High noon in the Low Countries: Recent Nature Policy Dynamics in the Netherlands and in Flanders. Institutional dynamics in environmental governance, 115-‐138. Brussens, D., Vanfraechem, I., Vettenburg, N., & Walgrave, L. (2006). Besluit. Terugkijken naar de toekomst. Herstelgericht groepsoverleg. Nieuwe wegen in de aanpak van jeugddelinquentie en tuchtproblemen, 101-‐124. Burssens, D., & Sinnaeve, I. (2006). Over mogen, moeten, willen en kunnen werken. Werk in het jeugdonderzoek 2000-‐2005. Jongeren van nu en straks. Overzicht en synthese van recent jeugdonderzoek in Vlaanderen., 109-‐130. Burssens, D., & Vettenburg, N. (2006). Herstelgericht groepsoverleg (hergo): een manier om constructief om te gaan met ernstig probleemgedrag op school. Handboek leerlingenbegeleiding 2, 51-‐65. Burssens, D., & Vettenburg, N. (2006). Herstelgericht groepsoverleg op school. Een constructief antwoord op ernstige incidenten op school. Herstelgericht groepsoverleg. Nieuwe wegen in de aanpak van jeugddelinquentie en tuchtproblemen, 71-‐99. Coussée, F. (2006). Jeugdwerk en diversiteit. Bedenkingen vanuit jeugdwerkonderzoek. Kinderrechten: hoe en wat met diversiteit? Verzamelde commentaren, 38-‐70. Coussée, F. (2006). Opvoedingsondersteuning: preventie van maatschappelijke verandering. Samen op een hobbelpaard : over preventie en ondersteuning van opvoedingssituaties, 82-‐91. De Bie, M. (2006). Uitgangspunten voor een pedagogisch referentiekader voor preventie. Samen op een hobbelpaard : over preventie en ondersteuning van opvoedingssituaties, 21-‐42. Depaepe, M., Lauwers, H., & Simon, F. (2006). The Feminization of the Teaching Profession in Belgium in the Nineteenth and Twentieth Centuries. Women and Teaching. Global Perspectives on the Feminization of a Profession, 155-‐183. Depaepe, M., Simon, F., & Van Gorp, A. (2006). The ‘Good Practices’ of Jozef Emiel Verheyen – Schoolman and Professor of Education at the Ghent University. A Case of the Use of 44
Educationnally Correct Discourse at the Right Place and the Right Time? Educational Research: Why ‘What works’ doesn’t work, 17-‐36. Dhondt, P. (2006). Privaatdocenten naar Belgisch model: de zoektocht naar een opleiding voor hoogleraren in de negentiende eeuw. De Bologne à Bologne : l'université et la cité du moyen âge à aujourd'hui, 25, 67-‐104. Dhondt, P. (2006). Strijd voor het behoud: onrust aan de Leuvense rijksuniversiteit. Vrijgevochten stad : Leuven en de revolutie van 1830/1831, 75-‐89. Elchardus, M., & Vettenburg, N. (2006). Een paar brokjes momentopname. Een korte samenvatting van een syntheseverslag. Jongeren van nu en straks. Overzicht en synthese van recent jeugdonderzoek in Vlaanderen., 307-‐326. Sinnaeve, I. (2006). Wie zal er voor de kinderen zorgen? Kinderopvang in het jeugdonderzoek 2000-‐2005. Jongeren van nu en straks. Overzicht en synthese van recent jeugdonderzoek in Vlaanderen., 47-‐
72. Sinnaeve, I., & Schillemans, L. (2006). Thuis tv-‐kijken, voetballen of naar de jeugdbeweging?! Vrije tijd in het jeugdonderzoek 2000-‐2005. Jongeren van nu en straks. Overzicht en synthese van recent jeugdonderzoek in Vlaanderen., 153-‐186. Van Gorp, A., & Simon, F. (2006). Introducción. La función de globalización y la enseñanza, y otros ensayos, 11-‐44. Van Nuffel, K., Rutgeerts, E., & Sinnaeve, I. (2006). Married with children?! Gezin in het jeugdonderzoek 2000-‐2005. Jongeren van nu en straks. Overzicht en synthese van recent jeugdonderzoek in Vlaanderen., 19-‐46. Vandenbroeck, M., De Bie, M., Roose, R., Verschelden, G., & Vanthuyne, T. (2006). Van opvoedingsbelofte als maatschappelijke eis naar een maatschappelijk engagement in de opvoeding. Van huwelijkscontract naar opvoedingsbelofte, 60-‐66. Vandenbroeck, M., & Roose, R. (2006). De dialoog tussen gezin en samenleving: moeten of ontmoeten? Samen op een hobbelpaard : over preventie en ondersteuning van opvoedingssituaties, 43-‐52. Vanderplasschen, W., Roose, R., & Colins, O. (2006). Hulpverlening aan kinderen en jongeren in het kader van de bijzondere jeugdbijstand. Orthopedagogische werkvelden in kaart, 65-‐129. Verschelden, G., & Vanthuyne, T. (2006). Sporen voor de ondersteuning van opvoedingssituaties, met bijzondere aandacht voor het perspectief van kinderen en ouders. Samen op een hobbelpaard : over preventie en ondersteuning van opvoedingssituaties, 53-‐90. Vettenburg, N. (2006). Preventie van ernstige jeugddelinquentie. Ernstige jeugddelinquentie: mythe of realiteit? Prevalentie, risicofactoren, justitiële afhandeling en interventies, 259-‐277. Walgrave, L., & Vettenburg, N. (2006). Blinde vlekken in het beeld. Jongeren van nu en straks. Overzicht en synthese van recent jeugdonderzoek in Vlaanderen., 327-‐341. 2005 (33) Catteeuw, K., Dams, K., Depaepe, M., & Simon, F. (2005). Filming the Black Box: Primary Schools on Film in Belgium, 1880-‐1960: A first Assessment of unused Sources. Visual History. Images of Education., 203-‐231. Cliquet, A., Van Hoorick, G., Lambrecht, J., & Bogaert, D. (2005). Gebiedsgericht natuurbeleid: operationalisering en uitvoering van de Vogelrichtlijn en de Habitatrichtlijn. MIRA-‐BE 2005, Milieurapport Vlaanderen : beleidsevaluatie VMM, 81-‐110. Coussée, F. (2005). De theebuiltjespedagogiek van het jeugdwerk. Een kroniek van 100 jaar ontoegankelijk jeugdwerk. Beter samen? Denk-‐ en doepistes voor een toegankelijk jeugdwerk in Vlaanderen, Brussel en Wallonnië, 93-‐114. 45
De Bie, M. (2005). Gezinnen in armoede en het recht op een gezin. Armoede en sociale uitsluiting. Jaarboek 2005., 83-‐88. De Bie, M. (2005). Het O.C.M.W. en het recht op maatschappelijke dienstverlening. Armoede en sociale uitsluiting. Jaarboek 2005., 203-‐218. De Bie, M. (2005). Kinderen op school in de stad. Een reflectie bij 'schoolbeleid en stadsbeleid'. Schoolbeleid en stadsbeleid. Aanzetten tot een geopedagogiek, 91-‐96. De Bie, M. (2005). Ouders op stage ? Over opvoedingsondersteuning en respect voor ouders. Waanzin van het gezin, 233-‐242. De Bie, M. (2005). Over respect voor gezinnen en gezinsgericht werken. Gezin en opvoeding: weldadig of gewelddadig, 61-‐76. De Bie, M., & Roose, R. (2005). Van jeugdbescherming met mate naar forensisch welzijnswerk. Strafrecht als roeping : liber Amicorum Lieven Dupont, 31, 997-‐1010. De Coster, T., Depaepe, M., Simon, F., & Van Gorp, A. (2005). Dewey in België. Nieuwe banen in het historisch-‐pedagogisch onderzoek. Paradoxen van pedagogisering. Handboek pedagogische historiografie, 407-‐424. De Coster, T., Depaepe, M., Simon, F., & Van Gorp, A. (2005). Dewey in Belgium: A Libation for Modernity? Coping with His Presence and Possible Influence. Inventing the Modern Self and John Dewey: Modernities and the Traveling of Pragmatism in Education, 85-‐109. Depaepe, F., & Simon, F. (2005). De historiografie van het Belgische kleuteronderwijs nader bekeken. Paradoxen van pedagogisering. Handboek pedagogische historiografie, 359-‐380. Depaepe, M., & Simon, F. (2005). Fuentes y métodos para la historia del aula. Repensar la historia de la educación. Nuevos desafíos, nuevas propuestas, 337-‐363. Depaepe, M., & Simon, F. (2005). Paradoxen van pedagogisering. Handboek pedagogische historiografie. Paradoxen van pedagogisering. Handboek pedagogische historiografie, 289-‐312. Depaepe, M., Simon, F., & Thyssen, G. (2005). Paradoxen van pedagogisering. Handboek pedagogische historiografie. Leuven/Voorburg, Acco, p. 425-‐439. Paradoxen van pedagogisering. Handboek pedagogische historiografie, 425-‐439. Depaepe, M., Simon, F., & Van Gorp, A. (2005). Inleiding. Over historiek, opzet, opbouw, probleemstelling en didactisch gebruik van een handboek in de pedagogische historiografie. Paradoxen van pedagogisering. Handboek pedagogische historiografie, 13-‐21. Peeters, J. (2005). De beweging van de oudercrèches in Frankrijk. Pedagogisch Management in de kinderopvang, 168-‐172. Peeters, J. (2005). Een noodzakelijke ommezwaai naar duurzaamheid en professionalisering in de kinderopvang. Pedagogisch Management in de kinderopvang, 51-‐62. Peeters, J. (2005). Kinderen en Europa. Pedagogisch Management in de kinderopvang, 32-‐36. Roets, G., Van de Perre, D., Van Hove, G., & Schoeters, L. (2005). Apple Tree Of Knowledge. Activist Tales As Theoretical Discourse. Another Disability Studies Reader? People with Learning Difficulties and a Disabling World. Roose, R. (2005). Networking in Youth Care:Towards a common engagement. In the Beste Interests of Children and Youth. International Perspectives, 215-‐229. Roose, R. (2005). Participatieve hulpverlening: bron of fata morgana? Participatierechten van kinderen. Verzamelde commentaren, Cahier 25, 219-‐240. Roose, R., Claeys, A., & De Bie, M. (2005). Participatie en OCMW. Armoede en sociale uitsluiting. Jaarboek 2005., 235-‐250. Van Garsse, L. (2005). Herstelbemiddeling. Toepassingsmodaliteitenin zwaardere strafrechtelijk dossiers. Bemiddeling en herstel in de strafrechtspleging, 116-‐225. Van Garsse, L. (2005). Le problème Dupont: mijmeren over recht en herstel op de brug tussen verhalen. Strafrecht als roeping : liber Amicorum Lieven Dupont, 31, 1237-‐1251. 46
Van Hove, G., Roets, G., & Goodley, D. (2005). Disability Studies: about relationships, power and knowing as form of participation. Another Disability Studies Reader? People with Learning Difficulties and a Disabling World. Vandenbroeck, M. (2005). Kinderopvang, een noodzakelijk kwaad. Paradoxen van pedagogisering, 267-‐
287. Vandenbroeck, M. (2005). Opvoeden door onderhandeling. Bevrijdende of bevreemdende pedagogiek? Gezin en opvoeding: weldadig of gewelddadig, 45-‐60. Vandenbroeck, M. (2005). Respect for diversity in early childhood education. In the Best Interests of Children and Youth, 42, 197-‐213. Vanobbergen, B. (2005). Over pedagogisering en commercialisering. Paradoxen van pedagogisering, 333-‐
358. Verschelden, G. (2005). Eenieder geboeid door levenslang leren? Spoor zoeken : handboek sociaal-‐
cultureel volwassenenwerk, 343-‐368. Verschelden, G. (2005). Thema's en paradoxen in participatief jeugdonderzoek. Participatierechten van kinderen : verzamelde commentaren, 25, 261-‐309. Vettenburg, N., & Huybregts, I. (2005). Onderwijs aan jongeren met gedrag-‐ en emotionele stoornissen: reflecties vanuit criminologisch odnerzoek. Onderwijskansen voor jongeren met gedrags-‐ en emotionele problemen: een verkenning, 81-‐100. Edited academic books 2012 (3) Handboek forensisch welzijnswerk. (2012). Academia Press. Jeugdwerk en sociale uitsluiting: handvatten voor emanciperend jeugdbeleid. (2012). Acco. Maatschappelijk engagement: een besef van kwetsbaarheid: Liber Amicorum Nicole Vettenburg. (2012). Academia Press. 2011 (7) De kracht van kinderen, ouders en begeleiders: het competentiedebat. (2011). Children in Europe. Educating the people, the history of popular education. (2011). Taylor & Francis. Jong in Brussel: bevindingen uit de Jop-‐monitor Brussel. (2011). Acco. Kinderrechten: springplank of struikelblok? Naar een kritische benadering van kinderrechten. (2011). Intersentia. National, Nordic or European? Nineteenth-‐century university jubilees and Nordic cooperation. (2011). Brill. Pedagogische historiografie: een socio-‐culturele lezing van de geschiedenis van opvoeding en onderwijs. (2011). Acco. Uit de marge van het jeugdbeleid: werken met maatschappelijk kwetsbare kinderen en jongeren. (2011). Acco. 2010 (4) The history of youth work in Europe: relevance for today's youth work policy: volume 2. (2010). Council of Europe Publishing. Jongeren in cijfers en letters: bevindingen uit de JOP-‐monitor 2. (2010). Acco. 47
Kids-‐Codex. Boek II. Personen-‐ en Familierecht. (2010). Larcier. Kids-‐Codex. Boek III. Onderwijsrecht, Vrijetijdsrecht, Vreemdelingenrecht. (2010). Larcier. 2009 (4) The history of youth work in Europe: relevance for today's youth work policy. (2009). Council of Europe Publishing. Jongeren binnenstebuiten. Thema's uit het jongerenleven onderzocht. (2009). Acco. Kids codex. Boek I: Kinderrechten in de Grondwet, de implementatie van het IVRK, jeugdrecht, minderjarigen en het procesrecht. (2009). Larcier. Turning points in the history of Nordic higher education. (2009). 2008 (6) Handboek integrale jeugdhulp. (2008). Politeia. Handboek Samenlevingsopbouw in Vlaanderen. (2008). Die Keure. Kids codex. Boek IV: Minderjarigen en het strafrecht, Minderjarigen en het strafprocesrecht. (2008). Larcier. Kids codex. Boek V: Minderjarigen en het arbeidsrecht, Minderjarigen en het socialezekerheidsrecht, Minderjarigen en het gezondheidsrecht. (2008). Larcier. Sociaal werk in Nederland en Vlaanderen: een begrippenkader. (2008). Kluwer. Universities and cultural heritage – Yliopistot kulttuuriperinnön vaalijoina. (2008). Suomen teknillinen museoyhdistys. 2007 (4) Jongeren in cijfers en letters: bevindingen uit de JOP-‐monitor 2. (2007). Lannoo Campus. Repenser l'éducation des jeunes enfants. (2007). Peter Lang. The UN children's rights convention: theory meets practice. (2007). Intersentia. Wenselijke preventie stap voor stap. (2007). Garant. 2006 (4) Herstelgericht groepsoverleg. (2006). Lannoo Campus. Jongeren van nu en straks. (2006). Lannoo Campus. . La función de globalización y la enseñanza, y otros ensayos. (2006). Bibliotheca nueva. Samen op een hobbepaard: over preventie en ondersteuning van opvoedingssituaties. (2006). Garant. 2005 (3) Paradoxen van pedagogisering. Handboek pedagogische historiografie. (2005). Acco. Pedagogisch Management in de Kinderopvang. (2005). Swp. School and modernity: Knowledge, institutions and practices. (2005). Published Conference Papers in Web of Science 48
Published Conference Papers (not incl. in Web of Science) 2012 (5) De Bie, M., De Vos, K., & Roose, R. (2012). Geweld op school: kanttekeningen bij een probleemdefintie. Paper presented at the Tijdschrift Voor Onderwijsrecht En Onderwijsbeleid. De Corte, J., & Verschuere, B. (2012). The emergence of network structures in social service delivery: the case of the local social policy in. Paper presented at the 34th Annual Conference EGPA, Proceedings. Deceur, E., Roets, G., & De Bie, M. (2012). Gemeenschapsvorming: tussen engagement en experiment. Paper presented at the Studiedag : het mogelijke mogelijk maken, Proceedings. Gryp, D., Loobuyck, P., & Verschelden, G. (2012). Burgerschap in inburgering: eenstemmigheid of politieke consensus? Een onderzoek naar discourscoalities in het Vlaamse inburgeringsdecreet. Paper presented at the Politicologenetmaal, Proceedings. Verschuere, B., & De Corte, J. (2012). Nonprofit advocacy under a third party government regime: cooperation or conflict? Paper presented at the Sunrise Conference : Transforming Governance, Enhancing Innovation, Proceedings. 2010 (4) De Corte, J., & Verschuere, B. (2010). The prevalence of private nonprofit suppliers in Flemish cities: the case of minority policy and poverty policy. Paper presented at the EGPA conference, Papers. De Visscher, S., Verschelden, G., Steel, R., De Brauwere, G., & Vanthuyne, T. (2010). Adult education as social (and) pedagogical work. Paper presented at the 6th European research conference adult learning in Europe : understanding diverse meanings and contexts, Proceedings. Verschelden, G., De Visscher, S., & De Brauwere, G. (2010). Researching communities: from myth to reality. Paper presented at the 4th international seminar of the ESREA network 'between local and global : adult learning and development' : transforming/researching communities, Proceedings. Verschuere, B., & De Corte, J. (2010). Expressive behavior of private nonprofit organizations in Flanders: from role perception to strategies. Paper presented at the International Society for Third Sector Research, 9th International conference, Working papers. 2009 (3) Gryp, D., Loobuyck, P., & Verschelden, G. (2009). Adult education practices for immigrants in Flanders: an analysis of the concept 'citizenisation'. Paper presented at the ESREA migration, racism and xenophobia research network conference diversity and social cohesion : are these incompatible objectives? Proceedings. Hemelsoet, E. (2009). To frame the unframable: quantifying irregular migrants' presence. Paper presented at the Proceedings of the 2009 Conference of the Research Community Philosophy and History of the Discipline of Education, Faces and Spaces of Educational Research. The Ethics and Aesthetics of Statistics. Verschuere, B., & De Corte, J. (2009). Mapping the role of nonprofits in the public domain, and the effects for public service delivery and policy design: a research strategy. Paper presented at the EGPA conference, Papers. 49
2008 (3) Berten, H. (2008). Peer influences on adolescent risk behavior: a network analysis of social influence processes among adolescents in Flemish secondary schools. De Droogh, L., Rutgeeerts, E., De Brabander, K., & Verschelden, G. (2008). Université populaire as a historical and contemporary challenge for community education. Paper presented at the 8th conference on the history of the arts & crafts movement : 5th conference on the history of the settlement movement, Proceedings. De Droogh, L., Verschelden, G., Lambert, L., & De Bie, M. (2008). Relational citizenship in the contex of urban renewal. Paper presented at the Adult Learning and the challenges of social and cultural diversity : diverse lives, cultures, learnings and literacies. Proceedings of the 5th ESREA European Research Conference, Vol.2. 2007 (5) Berten, H., & Van Rossem, R. (2007). A case of reciprocal determinism: HIV/AIDS knowlegde and sexual risk behavior among adolescents. Paper presented at the Proceedings Annual Meeting of the American Sociological Association. Berten, H., & Van Rossem, R. (2007). A case of reciprocal determinism: HIV/AIDS knowlegde and sexual risk behavior among adolescents. Paper presented at the Proceedings Meeting of the Society for the Study of Social Problems. De Droogh, L., Verschelden, G., Lambert, L., & Bouverne-‐De Bie, M. (2007). Relational citizenship in the context of urban renewal. Paper presented at the 5th ESREA European research conference : adult learning and the challenges of social and cultural diversity : diverse lives, cultures, learnings and literacies (ESREA -‐2007), Abstracts. Depaepe, M., Simon, F., Badanelli, A., & Ossenbach, G. (2007). Le Réseau Patre-‐Manes: une expérience d’intégration de bases de données de manuels scolaires européens et latino-‐americains et ses implications pour la «nouvelle» histoire de l’éducation culturelle. Paper presented at the Le manuel scolaire, d'ici et d'ailleurs, d'hier à demain. Van Gorp, A., D'Hoker, M., Depaepe, M., Simon, F., & Kwanten, G. (2007). De statistieken van het secundair onderwijs in België, 1830-‐2000, “Cijfers die spreken”? Paper presented at the VIIe congrès de l'association des cercles francophones d'histoire et d'archéologie de Belgique et LIIVe congrès de la fédération des cercles d'archéologie et d'histoire de Belgique. Congrès d’Ottignies-‐
Louvain-‐la-‐Neuve 26, 27 et 28 août 2004. Vol. I. 2006 (3) De Bie, M., De Droogh, L., & Verschelden, G. (2006). Sociaal cultureel werk: van burgerdeugd naar realisatie van burgerschap. Paper presented at the Een zanger is een groep : over gemeenschapsvorming. Dhondt, P. (2006). State and free universities: the reconciliation of educational freedom and the needs of the society in nineteenth century Belgium. Paper presented at the Les transformations des universités du XIIIe au XXIe siècle. Verschelden, G., De Droogh, L., & De Bie, M. (2006). What kind of citizenship as perspective ? Paper presented at the Human Development and Adult Learning. Proceedings of the first meeting of the ESREA Research Network ' Between Global and Local : Adult Learning and Development. 50
2005 (2) De Bie, M., & De Visscher, S. (2005). The neighbourhood of children beyond playing: a social-‐pedagogical perspective. Paper presented at the Doing, thinking, feeling home: the mental geography of residential environments. Peeters, J. (2005). Promoting Diversity and Equality in Early Childhood Care and Education. Paper presented at the Questions of quality : proceedings of a conference on defining, assessing and supporting quality in early childhood care and education ; Dublin Castle, September 23rd-‐25th 2004. Research reports Performances, compositions, designs and exhibitions Website, databases, new media Book reviews, newspaper publications D. PhD-‐related activities PPW 1.3 D.1 Overview of doctoral researchers per supervisor X enrolled as doctoral student Ph.D defended 2005-‐ 2006-‐ 2007-‐ 2008-‐
2006 2007 2008 2009 Maria De Bie Lieve Bradt X X X X Wim De Mey X X X X Sven De Visscher X X X Jan Peeters X X X An Piessens X X X Didier Reynaert X X X X Rudi Roose X Ellen Rutgeerts X X Riet Steel X X Thomas Maeseele X X Tineke Van de Walle X X Luc De Droogh X 51
2009-‐
2010 X X X X X 2010-‐
2011 2011-‐
2012 X X X X X X X 2012-‐
2013 X X Discipline Cluster Educational Sciences
Paul De Roo Karel De Vos Sabine Van Houte Leo Van Garsse Dries Cardoen Evelyne Deceur Joris De Corte Sammy Kolijn Frank Simon Tom De Coster Dirk Leyder Michel Vandenbroeck Sigrid Bosteels Naomi Geens Christian Morabito Jan Devos Tineke Schiettecat Katrien Van Laere Bruno Vanobbbergen Evelien Flamez Vandendriessc
Katrien he Lieselot De Wilde Nicole Vettenburg Ilse Sinnaeve Veerle Vyverman Chris Mestdagh Tom Boonaert Rudi Roose Hans Grymonprez Eline Vyvey Ilse Derluyn Floor Verhaeghe X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X D.1bis Overview of doctoral researchers as co-‐supervisor X 2005-‐
2006 enrolled as doctoral student Ph.D defended 2007-‐ 2008-‐ 2009-‐ 2010-‐ 2011-‐ 2006-‐2007 2008 2009 2010 2011 2012 2012-‐2013 52
Maria De Bie Richard Charles Elias Bruno Vanobbergen Sylvie Nicole Vettenburg Ines Rapp Hemelsoet Geerts Keygnaert X X X X X X X X X X X X X X X X X X X D.2 Supervision of current Ph.D. projects Maria De Bie •
•
•
•
•
•
•
Dries Cardoen: Participation as an educational perspective. Towards a life world orientation. Joris De Corte: Local social policy and accessible social service delivery -‐ a study on the relationship between local governments and private nonprofit organizations. Paul De Roo: The development of social work for migrants. An analysis of discours and practices. Karel De Vos: Prestructurations in care. A social-‐pedagogical perspective on the evolution in the interaction between educators and youngsters in special youth care. Evelyne Deceur: Socio-‐cultural work as democratic arena. The use of participative practices in urban contexts. Riet Steel: Experiencing and interpreting the city. A sociocultural perspective on urban renewal. Leo Van Garsse: Social care and/or penal sanctioning? A social pedagogical analysis of the development of forensic social work in Flanders (1980-‐2010). Michel Vandenbroeck •
•
•
•
•
Sigrid Bosteels: The feasible child in an activating welfare state. A social-‐pedagogical investigation on legitimation of early intervention for families with deaf children. Jan Devos: View of and on Freinet: 'then' and 'there' in comparison to 'here' and 'now'. Naomi Geens: A conceptual model of parenting support: An investigation of interactions among parents and between parents and professionals. Christian Morabito: Analysis of relations between ‘Equality of Life Chances’ and ‘Early Childhood Care and Education’, as foundations for social justice and human development: a case study of Mauritius. Tineke Schiettecat (co-‐promotor: Griet Roets): Trajectories of poor families in child and family social work. Katrien Van Laere: Conceptualisations of care and education in Early Childhood Education and Care. Uchendu Uchechukwu: Transformative learning: exploring educational perspectives in female social movement mobilization in the IGBO community. Bruno Vanobbergen 53
•
Lieselot De Wilde: Between being at risk and becoming a risk. Paradoxes of government intervention in cases of child rearing: a historical analysis. (1889-‐1989) Rudi Roose •
•
Hans Grymonprez: Outreach work as a practice of accesibility. Eline Vyvey: Accountability and risk assessment in youth care. Ilse Derluyn •
Floor Verhaeghe: Assimilation processes of migrants in an inter-‐ and multigenerational perspective. D.3 Supervision of PhD’s defended at Ghent University Maria De Bie •
•
•
•
•
•
•
•
•
•
Michel Vandenbroeck, Child care as an educational environment between family and society. Study of a contemporary social pedagogical concept of child care. Doctor in Educational Sciences. PhD degree awarded on: 04/03/2004 Filip Coussée, The identity of youth work as a pedagogical intervention. Doctor in Educational Sciences. PhD degree awarded on: 09/06/05. Rudi Roose, Youth care as educator. A social pedagogical analysis of youth care in Flanders. Doctor in Educational Sciences. PhD degree awarded on: 16/05/06. An Piessens, The grammar of social work. A research into daily practices of social work. Doctor in Educational Sciences. PhD degree awarded on: 27/09/07. Jan Peeters, An international perspective on professionalization of childcare in Flanders. An analysis of visions and meanings of parents, practitioners and policy makers. Doctor in Educational Sciences. PhD degree awarded on: 08/05/08. Sven De Visscher, The social pedagogical meaning of the neighbourhood for children. Doctor in Educational Sciences. PhD degree awarded on: 12/06/08. Lieve Bradt, Victim-‐offender mediation as social work practice. A comparison between mediation for young and adult offenders in Flanders. Doctor in Educational Sciences. PhD degree awarded on: 25/05/09. Wim De Mey, Working with parents of young children with behavioural problems from a social pedagogical and developmental psychopathology perspective. Doctor in Educational Sciences. PhD degree awarded on: 15/03/10. Richard Charles Rapp (co-‐promotor), Effectiveness of strengths-‐based case management with substance abusers throughout the treatment continuum. Doctor in Social Work. PhD degree awarded on: 14/06/11. Tineke Van de Walle, Going beyond the question of accessibility? Doctor in Social Work/Youth work and social exclusion. PhD degree awarded on: 29/09/11. 54
•
•
Didier Reynaert, Children’s rights education as a social work practice. An analysis of the meaning of the children’s rights movement in implementing the U.N.-‐Convention on the Rights of the Child. Doctor in Social Work. PhD degree awarded on: 12/06/12. Thomas Maeseele, From charity to welfare rights? A study of social care practices. Doctor in Social Work. PhD degree awarded on: 4/12/12. Frank Simon •
•
Dirk Leyder, The State of Latin education in the Austrian Netherlands (1773-‐1777-‐1789). Backgrounds, mechanisms and impact of state intervention in the formation of the social elite. Doctor in Educational Sciences. PhD degree awarded on: 06/12/05. Tom De Coster, What's happened with the progressive educational heritage in Flanders? Reception and implementation history of “emancipatory” education models in the neoliberal context after 1960. Doctor in Educational Sciences. PhD degree awarded on: 04/12/08. Johan Van Crombrugge •
Bruno Vanobbergen, No Child’s Play. An educational analysis of the discourses on the commercialization of the world of children. Doctor in Educational Sciences. PhD degree awarded on: 12.06.2003. D.4 Supervision of PhD’s defended at other universities Frank Simon •
•
Dams, Kristof Jozef (2006). The triumph of the angel over the beast: Alphonse Proost (1847-‐1931) and the Belgian League of Family Education. Dissertation University of Groningen. Tyssens, Jeffrey (1992). Fight point or small change? Ideological links and the school issue , 1918-‐
1940. Dissertation University of Brussel. Dissertation Free University of Brussels. D.5 Membership of PhD Examination Committees at other universities or in other research teams of Ghent University Maria De Bie •
•
Veerle Soyez: Universiteit Gent, 2004, pedagogische wetenschappen. The influence of Social Networks on Retention in and Success after Therapeutic Community Treatment. Promotor : Prof. Dr. E. Broekaert Anouk Depuydt: Katholieke Universiteit Leuven, 2005, criminologische wetenschappen, ‘Re-‐ligare’ als aanzet tot een pluralistisch, existentieel ethisch project. Promotoren : Prof. Dr. Ferre Laevers & 55
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Prof. Dr. em. Tony Peters, (onderdeel van het dubbeldoctoraat samen met Johan Deklerck ‘Re-‐ligare’ als antwoord op ‘delinquentie’ ; aanzet tot een ethische, contextuele en ecologische criminologie) Anja Machielse: Universiteit Utrecht, 2005, sociale wetenschappen, Onkundig en onaangepast. Een theoretisch perspectief op sociaal isolement. Promotoren : Prof. Dr. H. Coenen & Dr. R.P. Hortolanus. Ilse Derluyn : Universiteit Gent, 2005, pedagogische wetenschappen, Emotional and behavioural problems in unaccopanied refugee minors. Promotor : Prof. Dr. E. Broekaert. Jos Van Loon: Universiteit Gent, 2005, pedagogische wetenschappen, Emancipation and Self-‐
Determination of People with Intellectual Disabilities. Promotor : Prof. Dr. G. Van Hove Tom Vanwing: Vrije Universiteit Brussel, 2006, pedagogische wetenschappen. Niet formeel, wel professioneel. Onderzoek naar kunde, context en kansen van de sociaal cultureel vormingswerker. Promotor : Prof. Dr. A.L.T. Notten Katrien De Koster: Vrije Universiteit Brussel, 2006, psychologische wetenschappen Als rozen in de wijngaard en andere verhalen : discoursanalyse van het project Integrale Jeugdhulpverlening’. Promotoren : Prof. Dr. G. Loots & Prof. Dr. J. Christiaens. Franky D’oosterlinck: Universiteit Gent, 2006, pedagogische wetenschappen. Conflict management in children and youngsters with behavioral and emotional disorders. Promotor : Prof. Dr. E. Broekaert Danielle Dierickx :Universiteit Antwerpen, 2007, politieke en sociale wetenschappen, Tussen armoedebeleid en beleidsarmoede. Een retrospectieve en interventiegerichte analyse van de Vlaamse beleidspraktijk. Promotor : Prof. Dr. J. Vranken Lieve Vanhee: Katholieke Universiteit Leuven, 2007, psychologie. Weerbaar en broos. Mensen in armoede over ouderschap. Een verkennende kwalitatieve studie in psychologisch perspectief. Promotor : Prof. Dr. J. Corveleyn Griet Roets: Universiteit Gent, 2007, pedagogische wetenschappen. Connecting Activism with Academia. A Postmodernist Feminist Perspective in Disability Studies. Promotoren : Prof. Dr. G. Van Hove & Prof. Dr. Dan Goodley Karen Van Petegem: Universiteit Gent, 2008, pedagogische wetenschappen. Relationship between student, teacher, classroom characteristics and students’ school wellbeing. Promotoren : Prof. Dr. A. Aelterman & Prof. Dr. B. Creemers Marijke De Smet: Universiteit Gent, 2008, pedagogische wetenschappen. Online peer tutoring behaviour in a higher education context. Promotor : Prof. Dr. M. Valcke Martine Noordegraaf: Universiteit Utrecht, 2008, sociale wetenschappen/ Assessment in Action. Assessing and Displaying Suitability for Adoptive Parenthood trough Text and Talk. Promotoren : Prof. Dr. E. Elbers & Prof. Dr. C. van Nijnatten. Jessica Westerik: Universiteit Utrecht, 2009, Universiteit voor Humanistiek. ‘ Dit is het leven’. Een studie naar ex-‐prostituees. Promotoren : Prof. Dr. R. Hortulanus & Prof. Dr. B. Valkenburg Ellen Allewijn: K.U. Leuven, 2009, Pedagogische wetenschappen. Gedeelde opvoeding op het kinderdagverblijf ? Onderzoek naar de samenwerking en afstemming tussen ouders en pedagogische medewerkers. Promotoren : Prof. Dr. P. Smeyers & Dr. B. Levering Jean Pierre Vanhee: V.U.Brussel, 2010, Pedagogische wetenschappen, richting agogische wetenschappen. Het achteloze spreken. Een omgekeerde machtsanalyse van het discours van vertegenwoordigers van minderjarigen in de integrale jeugdhulp in Vlaanderen. Promotor : Prof. Dr. W. Elias Barbara Van Dyck: Universiteit Antwerpen,2011. Toegepaste economische wetenschappen When the third sector builds the city. Borwnfield Transformation Projects, Regulatory Practices and Social Innovation in Marseille and Montréal. Promotor : Prof. Dr. A. Verhetsel. Marit HOPMAN: Universiteit Utrecht. 2012. Sociale wetenschappen. Unraveling the Hidden 56
•
Curriculum -‐ Values in Youth Care Interventions and Youth Policy. Promotoren: Prof. Dr. M. de Winter & Prof. Dr. W. Koops. Stijn SUIJS : K.U.Leuven. 2012. Pedagogische wetenschappen. Ervaring aan de grens. Hedendaagse armoedebestrijding in Vlaanderen. Promotoren: Prof. Dr. J. Masschelein & Prof. Dr. D. Wildmeersch Ilse Goethals: Universiteit Gent,2013. Pedagogische wetenschappen. The impact of treatment processes on retention in therapeutic communities for substance abusers. Promotor: Prof. Dr. E. Broekaert. Frank Simon •
•
•
•
•
•
•
•
Ive Verdoodt: Pygmalion in beeld: de mythe van geletterdheid (UGent, FPPW, 2004). Dams, Kristof Jozef De triomf van de engel over het beest : Alphonse Proost (1847-‐1931) en de de Belgische Ligue de l'Éducation Familiale, Univ. Groningen, 2006 Christian Muller: Histoire de la structure, de la forme et de la culture scolaires, de l’enseignement obligatoire à Genève au XXe siècle (1872-‐1969). Thèse de doctorat, Université de Genève, Fac. des Lettres, 13/01/2007. Dr. Carsten Heinze: „Das Schulbuch zwischen bildungspolitischer Steuerung, pädagogischer Innovation und unterrichtspraktischer Wirkungserwartung Historische Studien.“ Habilitationsschrift Univ. Augsburg, 27 May 2009 Rita Hofstetter: L’avènement des sciences de l’éducation. Le vivier genevois (fin du 19e siècle – milieu du 20e siècle. Univ. Paris-‐ Sorbonne Paris IV 28/02/2009 Ana María Montenegro: “Un lugar, la escuela pública. Origen y paradoja. Habilitation de Recherches, Buenos Aires, Argentina, 1580-‐1910)”, UNED, Madrid, 11/03/2011 Jan Van Wiele: “Textbook Historiography as History “Writ Small”? Towards a New Specific Model of Textbook Research on the Representation of Non-‐Christian Religions and Cultures (1870-‐1950) in the “New Cultural History of Education” KULeuven, 13/10/2011 Borja Hontañón: La practica educativa laica en la escuela pública española (1931-‐1939), Univ. Alcala de Henares, 16 July 2012 Michel Vandenbroeck •
•
•
Ana Ancheta Arabal: University of Valencia: La Educación y Atención de la Primera Infancia en la Unión Europea.Un estudio comparado. Januari 2010. Promotor: Prof. Luis Miguel Lázao Lorente Dianne Jackson: University of Western Sydney: A Place to 'Be': The Role of Supported Playgroups in Creating Responsive, Social Spaces for Parent and Child Well Being. Promotor: Prof. Christine Woodrow. Januari 2010. Arianna Lazzari: Bologna University: Reconceptualising professional development in early childhood education: a study on teachers' professionalism carried out in Bologna. Promotor: Prof. Emma Beseghi, Bologna University. Februari 2011. Bruno Vanobbergen •
Cindy Mels: Universiteit Gent, 2010, pedagogische wetenschappen. Psycho-‐social wellbeing in war-‐
affected Eastern Congolese adolescents. Promotor: Prof. Dr. Eric Broekaert 57
•
•
Nele Van den Cruyce: Vrije Universiteit Brussel, 2012, communicatiewetenschappen. Beyond patronizing representations? The healthy child in Flanders from 1950 until 2000 within the tension field of commercial and pedagogic information sources. Promotor: Prof.Dr. Katia Segers Tina Van Havere: Universiteit Gent, 2012, pedagogische wetenschappen. Prevalence and prevention of substance use in night life. Promotor: Prof.Dr. Eric Broekaert Nicole Vettenburg •
•
•
•
•
•
•
Cathy Brolet: Vrije Universiteit Brussel, 2009, Faculteit Recht en Criminologie Jong geweld. Een onderzoek naar de omstandigheden en drijfveren van geweldfeiten bij minderjarigen. Promotor: Prof. Dr. J. Christiaens Jessica De Maeyer: Universiteit Gent, 2010, Pedagogische wetenschappen. Quality of life among opiate-‐dependent individuals after starting methadone maintance treatment. Promotor: Prof. Dr. E. Broekaert Diederik Cops: KU Leuven, 2011, Criminologische wetenschappen. Angst voor criminaliteit bij jongeren. Een geïntegreerde benadering van een vergeten sociale groep. Promotor: Prof. Dr. J. Put; Co-‐promotor: Prof. Dr. S. Pleysier An Nuytiens: Vrije Universiteit Brussel, 2011, Faculteit Recht en Criminologie. Small number, big problems. Het levensverhaal en (jeugd)delinquente traject van vrouwelijke gedetineeerden. Promotor: Prof. Dr. J. Christiaens, Co-‐promotor: Prof. Dr. C. Eliaerts Reinhard Haudenhuyse: Vrije Universiteit Brussel, 2012, Physical Education and Movement Sciences. The Potential of Sports for Socially Vulnerable Youth. Promotor: Prof. Dr. M. Theeboom. Gerwinde Vynckier: Universiteit Gent, 2012, Faculteit Rechtsgeleerdheid. Ervaring, beleving en coping van mid-‐adolescente slachtoffers van vermogens-‐ en geweldsdelicten. Promotor: Prof. Dr. Paul Ponsaers Jannick Demanet: Universiteit Gent, 2013, Faculteit Politieke en Sociale Wetenschappen. We don’t need no education! A multilevel inquiry into the compositional and cultural school determinants of school misconduct. Promotor: Prof. Dr. M. Van Houtte D.6 Doctoral training organised within the research groups or in collaboration with other institutes or Doctoral Schools From March until June 2011, the interuniversity international Francqui Chair was awarded to Prof. dr. Gert Biesta (University of Stirling, UK), as proposed by the Department of Social Welfare Studies and granted by Ghent University. On the subject of “Learning in Public Spaces: civic learning for the 21st century”, a series of round tables and seminars were organised to gain an in-‐depth understanding of issues such as civic learning and democratic citizenship in the public sphere, during which researchers and doctoral students were being trained and presenting their work. These research activities were officially accredited as a course in the doctoral school for Social and Behavioural Sciences (Ghent University), and resulted in an international and edited book in which several doctoral students published their work as a chapter (see Biesta, G., De Bie, M., & Wildemeersch, D. (eds.) (2013). Civic Learning, Democratic Citizenship and the Public Sphere. Dordrecht: Springer). In 2011-‐2012 as well as in 2012-‐2013, the Department of Social Welfare Studies developed a proposal that was accredited as a Specialist Course for doctoral students in the doctoral school for Social and Behavioural Sciences (Ghent University). The Specialist Courses consisted of a coherent cluster of 4 58
comprehensive research seminars, each time combining a public lecture of an invited and established international researcher with an associated research seminar. During the seminars, the doctoral students presented and collectively discussed their epistemological and methodological frames of reference and addressed research insights, tensions, ethical dilemmas and complexities that were emerging during their particular research process, so that the invited and more experienced researchers could formulate advice and suggestions to give depth to their doctoral research. In 2011-‐2012, the core theme of the Specialist Course implied “Power and powerlessness in the social sciences”, and the following guest speakers were invited by the Department of Social Welfare Studies: •
•
•
•
Paul Michael Garrett, “Theory won’t get you through the door”, Department of Social Work, National University of Ireland, Republic of Ireland; Christian Christrup Kjeldsen, “The capability approach in social work”, Danish School of Education, Aarhus University, Denmark, and University of Bielefeld, Germany; Leena Alanen, “New perspectives for childhood studies: a relational approach”, Department of Education, University of Jyväskylä, Finland; Hartley Dean, “The right to human flourishing”, London School of Economics and Political Science, UK. In 2012-‐2013, the core theme of the Specialist Course implied “The relationship between research and the research subject”, and the following guest speakers were invited by the Department of Social Welfare Studies in a joint venture with the Department of Education (Ghent University): •
•
•
•
•
Susan McKenney, “Collaboration set up between researchers and practitioners in design-‐based research: values, expectations, roles and gains”, Center for Learning Sciences and Technologies, Open University in the Netherlands, the Netherlands; Cécile Rousseau, “The relationship between the researcher and research participants: from orthodoxies towards fantasy and encounters in research”, Division of Social and Transcultural Psychiatry, McGill University, Canada; Jeroen Dekker, “Actors in historical spotlights: research on the historical development of the system of child protection and children’s coercive out-‐of-‐home placements (1945-‐2010)”, Rijksuniversiteit Groningen, The Netherlands; Madeleine Leonard, “Growing up in social conflict and social lines of fracture in the city: using photography to understand teenagers’ spatial attitudes and experiences”, Department of Sociology, Social Policy and Social Work, Queens University Belfast, Ireland. Ian Grosvenor, "Back to school from a holiday in the slums!: Images, words and inequalities", School of Education, University of Birmingham. E. Other scientific activities Nicole Vettenburg 1. Established spin-‐off companies and other types of outreach and valorization • JOP -‐ Youth Research Platform (in Dutch: Jeugdonderzoeksplatform, abbreviated as JOP) is an interuniversity (UGent, KU Leuven and Free University of Brussels) and interdisciplinary (pedagogy, criminology and sociology) policy research centre, which is coordinated by the Department of Social Welfare Studies (until 30/09/2012 by Nicole Vettenburg and since 1/10/2012 by Maria De Bie). This 59
partnership was created in 2003 on the initiative of the Flemish Minister for the Interior, Culture, Youth and Civil Service to stimulate systematic and interdisciplinary attention for youth research. The Youth Research Platform has three central tasks: (1) to create an inventory of existing youth research, (2) to analyse and synthesise existing youth research, (3) conducting the ‘youth monitor’, which provides longitudinal data on diverse aspects, developments and changes in and of the social world of children and young people. 2. Invited lectures delivered to academic peers • 13-‐15 December 2009: Benelux seminar (in collaboration with the Nordic countries) on ‘Indicators of Child and Youth well-‐being. The link between knowledge, policy and practice’. Presentation of the JOP-‐monitor, Amsterdam • 9-‐12 September 2009: Presentation (with C. Gavray) ‘Who are the most violent Young adolescents?’ IX conference of the European society of criminology, Ljubljana (Slovenia) th
• 18-‐19 November 2010: Presentation JOP and networking within the Flemish Community. 6 annual meeting European Knowledge centre for youth policy correspondents, Brussels. • 10-‐13 April 2011: Introduction ‘Emancipatory prevention: a contribution from an ethical viewpoint. Conference: Social action in Europe: sustainable social development and economic challenges. Brussels. • 22 September 2011: What mechanisms cause societally vulnerable young people to commit delinquent behaviour? Presented at the 11th Annual Conference of the European Society of Criminology, Vilnius (Lithuania) • 23 September 2011: The Youth Monitor and Self-‐Reported Juvenile Delinquency in Flanders (Belgium). Presented at the 11th Annual Conference of the European Society of Criminology, Vilnius (Lithuania) 3. Academic awards, distinctions and fellowships / 4. Membership of scientific committees and selection panels • Guidance committee of the interuniversity research project: “Laatmoderne evoluties in jeugddelinquent gedrag (België, 1980-‐2005) (Evodelje). Een kwalitatief onderzoek”, (FOD Wetenschapsbeleid, programma Samenleving en toekomst), 2005-‐2009. • Guidance committee of the interuniversity research project Selfreported youth delinquency in Belgium -‐ Délinquance juvénile auto-‐rapportée en Belgique (FOD Wetenschapsbeleid -‐ Programma samenleving en toekomst), 2007-‐2010. • PWO-‐project: COSWO -‐ onderzoek naar de relatie welzijn – onderwijs in de aanpak van kinderen met gedragsproblemen in complexe en multi-‐complexe opvoedingssituaties – Sociale School Heverlee, 2009-‐2012 • FWO – ESF: EuroCYNAT “The nature of Cyberbulling: Prevalence, developmental precursors, longitudinal course, and prevention and intervention strategies”-‐ advies (ESF EUROCORES Theme proposal) – 2009 • NWO – Nederlandse organisatie voor wetenschappelijk onderzoek – afdeling maatschappij-‐ en gedragswetenschappen – beoordelingscommissie Jeugd en gezin, 2010 5. Membership of editorial boards of academic journals Member of the editorial board of: • Journal of School Violence 60
Panopticon 6. Leadership positions in scientific organizations / 7. National and international collaboration • EKCYP: The European Knowledge Centre for Youth Policy – correspondent Flanders • AAA-‐Prevent: Alcohol Abuse among Adolescents in Europe. Effective Environmental Strategies for prevention, Consortium partner (Belgium) of the project • ISRD2: the International Self-‐Report Delinquency Study (ISRD2). partner (Flanders) of the research project • MA EYS European Youth Studies: preparatory work to set up this master 8. Research visits abroad / 9. Expert positions in non-‐academic organizations / 10. Academic conferences and workshops organized • National o 20 maart 2007: JOP-‐studiedag, Brussel o 25 maart 2010: Organisatie JOP-‐studiedag ‘Jongeren doen & dromen’ – Brussel • International o 18 & 19 September 2012: Prevention of Alcohol Abuse among Adolescents in Europe, focusgroup sessions with all subcontracters of the project. Ghent. •
Maria De Bie 1. Established spin-‐off companies and other types of outreach and valorization • Children's Rights Knowledge Centre: The Children's Rights Knowledge Centre (in Dutch: Kenniscentrum Kinderrechten, abbreviated as KeKi) was founded in 2010 and is a continuation of the Centre of the Right of the Child, founded in the Department of Social Welfare Studies of Ghent University in 1978. KeKi is an interdisciplinary centre, supported by an interuniversity platform of researchers affiliated with the following institutions: University of Antwerp, Free University of Brussels, University College Ghent and Ghent University. It aims to collect and disseminate knowledge on children’s rights, generated by national and international scientific research. • JOP -‐ Youth Research Platform (in Dutch: Jeugdonderzoeksplatform, abbreviated as JOP) is an interuniversity (UGent, KU Leuven and Free University of Brussels) and interdisciplinary (pedagogy, criminology and sociology) policy research centre, which is coordinated by the Department of Social Welfare Studies (until 30/09/2012 by Nicole Vettenburg and since 1/10/2012 by Maria De Bie). This partnership was created in 2003 on the initiative of the Flemish Minister for the Interior, Culture, Youth and Civil Service to stimulate systematic and interdisciplinary attention for youth research. The Youth Research Platform has three central tasks: (1) to create an inventory of existing youth 61
research, (2) to analyse and synthesise existing youth research, (3) conducting the ‘youth monitor’, which provides longitudinal data on diverse aspects, developments and changes in and of the social world of children and young people. 2. Invited lectures delivered to academic peers / 3. Academic awards, distinctions and fellowships / 4. Membership of scientific committees and selection panels • Member of the selection commission research projects Dutch Knowledge Centre Big Cities (in Dutch: Nederlands Kenniscentrum Grote steden), 2005 • Member of the selection commission VICI-‐projecten N.W.O. Nederland (2006) • Reviewer project proposals VENI-‐projects Maatschappij-‐ en Gedragswetenschappen N.W.O. Nederland • Swiss National Science Foundation (reviewer) • Austrian Science Fund (reviewer) 5. Membership of editorial boards of academic journals Member of the editorial board of: • Panopticon (1980-‐2005) 6. Leadership positions in scientific organizations / 7. National and international collaboration / 8. Research visits abroad / 9. Expert positions in non-‐academic organizations • Member of the jury city renewal projects, Flemish Government (2004-‐…) • Member of several visiting panels of bachelor and masterprogrammes in Flanders (VLOHRA) and in the Netherlands (NVAO-‐certified, organized by NVAO, NQA, Hobéon, and Qanu) (2006-‐…) 10. Academic conferences and workshops organized • “’If you speak my name I vanish’ International Symposium on Conceptualisations of Social and Educational Care and Support. In collaboration with the Department of Special Education (Ghent University), Ghent, 11-‐12 December, 2009. st
• Learning in public places: civic learning for the 21 century. Inaugural Lecture on the Occasion of the Award of the International Francqui Professorship to Prof. Dr Gert Biesta, Ghent, 17th February 2011. 62
•
•
•
•
•
Theorising civic learning: between learning theory, political theory and educational theory. Roundtable 1. Francqui International Interuniversity Professorship. Ghent, 16-‐17 March 2011. Understanding civic learning: contributions from research. Research seminar 1. Francqui International Interuniversity Professorship, Leuven, 1 April 2011. Researching civic learning: methods, methodologies and designs. Roundtable 2. Francqui International Interuniversity Professorship, Ghent, 19-‐20 mei 2011. Learning in public spaces: theorising and researching civic learning. Colloquium. Francqui International Interuniversity Professorship. Ghent, 7-‐8 June 2011. Understanding civic learning: contributions from research. Research seminar 2. Francqui International Interuniversity Professorship. Ghent, 30 June 2011. Michel Vandenbroeck 1. Established spin-‐off companies and other types of outreach and valorization • VBJK -‐ Centre for Innovation in the Early Years: The Centre for Innovation in the Early Years is a centre that was erected in 1986 and from 2000 onwards the centre is connected to the Department of Social Welfare Studies. It is specialized in action research projects in the field of early childhood education and care. It is also part of a number of leading international networks in this field, including DECET (Diversity in early Childhood Education and Training); Children in Europe (a network of publishers, editing two issues a year of a European magazine on over 75000 copies) and ISSA, a network of NGO's in the early childhood field in central and eastern Europe. The centre produced two PhD studies (Michel vandebroeck and Jan Peeters) and one ongoing PhD project (Katrien Van Laere). It also serves as a partnership for Master students' thesis studies. • VLAS – Flemish Poverty Support Centre (since 2012): (in Dutch: Vlaams Armoedesteunpunt, consisting of an interuniversity (UGent, Antwerp University, KU Leuven and Karel de Grote University College) and interdisciplinary (sociology, social policy and social work) research consortium and policy research centre. The consortium started up in 2012 on the initiative of the Flemish Minister of Innovation, Public Government Investments, Media and Anti-‐Poverty Policy, to stimulate systematic and interdisciplinary attention for poverty and anti-‐poverty strategies in policy and practice. In that context, VLAS engages with different, highly relevant social issues, such as child poverty, poverty and migration, social innovation, empowerment, and reference budgets for families in poverty. 2. Invited lectures delivered to academic peers th
• Vandenbroeck, M. (2009) Let us disagree. Invited keynote at the 19 European Early Childhood Education Research Association’s conference. Strasbourg: EECERA – Le Furet. • Vandenbroeck, M. (2009). Children’s agency and educational norms: a tensed negotiation. Invited keynote presentation at the 2nd conference on Childhood Research: Childhood spaces, children’s places. Tampere: Finnish Society for Childhood Research. • Guest lecturer at the Institute of Education, London on “Social pedagogy and social inclusion” (November 2009; November 2010). • Vandenbroeck, M. (2010). Invited speaker in Commission 2.3 on “Regional experiences: North America and Europe” at the World Conference on Early Childhood Care and Education: Building the Wealth of Nations. Moscow: UNESCO. • Vandenbroeck, M. (2011). Invited keynote at the Colloquio Internacional Cuidado y Bienestar Infantil: Perspectivas Multiples. Ciudad de Mexico: Universidad Nacional Autonoma de Mexico (UNAM). 63
•
•
•
Vandenbroeck, M. (2011). Evidence-‐based practice, professionalism and diversity: a tensed relation. Invited keynote at the 12th Annual Conference of the Pacific Early Childhood Education Research Association. Kobe, Japan: Kobe University. Vandenbroeck, M. (2012). Evidence-‐based practice, professionalism and respect for diversity, a tensed relation. Invited keynote at the 18° Congresso de Leitura do Brasil. Campinas: Universidade Estadual de Campinas -‐ Associação de Leitura do Brasil. Guest lecturer on “Social support” at the seminar “Le care au préscolaire”, IFE, Ecole Normale Supérieure de Lyon (March 2012) 3. Academic awards, distinctions and fellowships • 2010 EECERA/ Routledge Annual EECERJ Best Published Paper Award 4. Membership of scientific committees and selection panels (maximum 10) • ZonMw, The Netherlands in collaboration with the Ministry of Health (VWS) and the Dutch Organisation for Scientific Research (NWO) (2007; 2009; 2012) • Austrian Science Fund (2007) • Agence Nationale de Recherche (France) (2009) • Slovenian Research Agency (2012) • Université de Luxembourg (2012) • Fonds National de la Recherche Luxembourg (2012) 5. Membership of editorial boards of academic journal Member of the editorial board of: • European Early Childhood Education Research Journal (Routledge, Taylor & Francis) • Early Years (Routledge) • The International Critical Childhood Policy Studies Journal • International Journal of Early Childhood Education (Korean Society for Early Childhood Education) • Asia-‐Pacific Journal of Research in Early Childhood Education (APJRECE) • Journal of Comparative Social Work 6. Leadership positions in scientific organizations • Member of the Board of Trustees of the European Early Childhood Education Research Association 7. National and international collaboration • Together with Gilles Brougère (Université Paris 13), Michel Vandenbroeck coordinated a reflection group of researchers looking at post structural theories in early childhood education. This resulted in an edited book, published by Peter Lang (2007) an forming the basis for other transnational exchange groups, such as a special interest group of the Recherche en Education et Formation and the ENS seminars on care. • Together with dr. Ileana Seda Santana, Universidad Nacional Autónoma de México, Michel Vandenbroeck is chair of the Program Development Racial and Ethnic Divisions Learning Group, one of the six learning groups of the Joint Learning Initiative on Children and Ethnic Diversity (JLICED). This six-‐year programme aims to bring together international experts to share and disseminate existing knowledge and practice and to make a major contribution to this evidence base by supporting the development and evaluation of new early childhood programmes in a number of 64
•
developing countries characterised by ethnic divisions. Program directors are Prof. Paul Connolly and Prof. Tony Gallagher, Queens University, Belfast. (2008-‐present) Member of international networks, such as International Step by Step Association, DECET, Children in Europe, Reconceptualising Early Childhood Education 8. Research visits abroad / 9. Expert positions in non-‐academic organizations • Co-‐founder and trustee (1997-‐2006) of the European network DECET (Diversity in Early Childhood education and Training) www.decet.org • Member of the advisory board of Kind en Gezin (governmental agency for child care and preventive health care in Flanders) • President of the advisory board of EXPOO (governmental expert centre on parent support in Flanders) • President of the Board of VBJK, Centre for Innovation in the Early Years • President of the board of « Steunpunt Adoptie », national centre for training and support in international adoption. • Member of the advisory board of a project of the National Association for the Education of Young Children (NAEYC, Washington DC) on the status of early childhood care and education services for immigrant families in the U.S. and throughout the world (2009-‐2010). • Member of the guiding committee of the research on “Policies for the access of parents to the labour market and social inclusion” PEPSI (Université Libre de bruxelles with the Federal research Agency) 2006-‐2008 • Member of the guiding committee of the research on indicators for the development of child care for the Observatoire de l’Enfance, de la Jeunesse et de l’Aide à la Jeunesse • Assessor for research projects for ZonMW (The Netherlands); Austrian Science Fund; Agence Nationale de recherche (France); Slovenian research Agency; Fonds national de la recherche de Luxembourg • Member of the visiting panel for the professional Bachelor in “Pedagogisch Management Kinderopvang” (2008-‐2010) 10. Academic conferences and workshops organized • European Seminar “Respect for diversity, equity and social inclusion in Early Childhood Education” of the European network Diversity in Early Childhood Education and Training (DECET), Barcelona, October 2006. • OECD Starting Strong Network on Early Childhood Care and Education, Workshop on Diversity and Social Inclusion, Brussels-‐Ghent, June 2007. In collaboration with Kind en Gezin and VBJK. • Journée Internationale “Repenser l’Education des Jeunes Enfants”. In collaboration with Université Lyon 1 – IUFM – INRP – ESSSE – Ville de Lyon. Lyon, 19 mars 2008. th
• Member of the International Programme Committee of the 16 Conference Reconceptualizing Early Childhood Education, University of Victoria, British Columbia, June 3-‐6, 2008. • International seminar “Program development in early childhood education in contexts of ethnic division”, Department of Social Welfare Studies, UGent in collaboration with Una Global and VBJK, 29 April 2009. • Organisation of the international seminar for high level decision makers with regard to early childhood education, poverty and migration, commissioned by the Transatlantic Forum for Inclusive 65
Early Years and in collaboration with the Migration Policy Institute (Washington), Koning Boudewijnstichting and VBJK. 66
F. Research funding PPW 1.1 F.1 Research funding expenditure PPW 1.1 Research funding expenditure University Research Fund (BOF) Research Foundation Flanders (FWO) Other Flemish/Belgian Government funding (IWT, IUAP, Steunprojecten, other projects, ...) International funding 32.492 9.440 4.553 -‐ -‐ Private funding 76.741 66.034 47.641 44.867 13.529 TOTAL funding 2008 2009 2010 2011 2012 TOTAL funding 93.523 66.808 38.164 61.772 88.145 619.445 -‐ -‐ 17.000 71.000 73.000 214.681 368.416 343.967 252.085 294.482 252.507 316.662 30.181 144.014 66.612 92.855 103.573 2.002.314 309.524 36.951 142.985 30.372 459.120 587.315 525.831 412.938 432.872 332.844 475.389 398.793 439.104 3.605.086 2005 60.473 49.193 2006 2007 104.414 106.147 1.976 2.512 F.2 Project details PPW 1.1 1. Project details: acquired research funding (2004-‐2012) Overview of all research projects in which members of the research team have participated as promoter or co-‐promotor 1. University Fund (BOF) a.
Pre-‐doctoral fellowships The social pedagogical meaning of the neighborhood (1.10.2004-‐30.09-‐2008) Promotor: Maria De Bie • Mediation for young offenders: Researching the construction of childhood and the concept of pedagogy (1.10.2005-‐30.09.2009) Promotor: Maria De Bie • Inclusion and exclusion in the field of youth work (15.10.2007-‐14.10.2011) Promotor: Maria De Bie • Participation as an educational perspective. Towards a life world orientation (1.10.2012-‐30.09.2014) Promotors: Maria De Bie and Rudi Roose b. Post-‐doctoral fellowships •
Lieve Bradt, Victim offender-‐mediation as a social work practice. A study of juvenile and adult mediation (1.10.2010-‐30.092013). Promotor: Maria De Bie c. Research projects (min. 15.000 euro) •
67
•
•
The social function of early childhood education and care (ECCE) (1.10.2011-‐31.10.2015) Promotor: Michel Vandenbroeck Towards a better understanding of the nature of the relationship between local governments and private nonprofit organizations and its impact on the accessibility of service delivery (1.10.2011-‐
31.10-‐2015) Promotor: Maria De Bie 2.
Research Foundation Flanders (FWO) a.
Pre-‐doctoral fellowships b. Post-‐doctoral fellowships •
Griet Roets, Mothers and children as carriers of poverty: activation strategies in social work practice in relation to a life in poverty (1.10.2010-‐30.09.2013) Promotor: Maria De Bie c. Research projects •
Beyond patronizing? The area of tension between educationalization and commercialization in the life of children (1.01.2007-‐30.09.2013) Promotor: Bruno Vanobbergen •
Social reintegration – a myth? A study of the life-‐world of ex-‐prisoners during their processes of re-‐
entry and reintegration (1.10.2010-‐31.12.2013) Promotors: Sonja Snacken (VUB-‐criminologie) & Maria De Bie 3.
Other Flemish/Belgian Government funding (min. 15.000 euro) • Evaluation of the effectiveness and excess value of short-‐term residential coaching projects– (Government of Flanders, Department Welfare, Public Health and Family) (16.12.2004-‐15.11.2006) Promotor: Maria De Bie • Youth Research Platform (Government of Flanders, Department Youth, Culture, Sport and Media) (1.1.2004-‐ 31.12.2015) UGent promoters: Nicole Vettenburg, Maria De Bie & Lieve Bradt (in collaboration with K.U. Leuven & V.U. Brussel) • Incentives for local social policy at the provincial level in social work (Government of East Flanders) (1.07.2004-‐31.12.2006) Promotor: Nicole Vettenburg • Scientific support of youth policy (Government of Flanders) (1.01.2005-‐31.12.2005) Promotor: Nicole Vettenburg • Support relationships: a study of the meaning of social isolation in home supervision. (Government of East Flanders) (15.08.2004-‐31.12.2005) Promotors: Maria De Bie and Rudi Roose • Youth research with children and disabled youngsters (Government of East Flanders)(01.01.2005-‐
31.03.2006) Promotors: Maria De Bie, Geert Van Hove, Filip Coussée • Research on the inflow and outflow of Early Childhood Education and Care, approved or supervised by Child and Family in the Brussels Capital Region (Ministry of the Flemish Community, Brussels) • (14.07.2005-‐31.12.2005) 68
•
•
•
•
•
•
•
•
•
•
•
•
•
Promotor: Michel Vandenbroeck Poverty and placement of Children (Centre for Equal Opportunities and opposition to racism) (1.10.2006-‐31.07.2008) Promotors: Maria De Bie, Yves Rosseel, Jan De Maeseneer, Sara Willems (UGent), Isabelle Ravier (UCL) Parental support in Brussels (Flemish Community Commission) (1.01.2007-‐31.12.2007) Promotor: Michel Vandenbroeck Evaluation of the deployment of volunteers within Victim Support Organisations (Government of Flanders, Department Welfare, Public Health and Family) (1.01.2008-‐31.07.2008) Promotors: Nicole Vettenburg, Rudi Roose & Griet Verschelden (University College Ghent) Evaluation of the ESFproject ‘Experts in poverty and sociale exclusion’ (Belgian Government, Federal Public Service for Social Integration) (17.01.2008-‐31.07.2008) Promotors: Maria De Bie and Geert Van Hove Designing a selfevaluation-‐instrument concerning a broad access to youth care (Government of Flanders, Department Welfare, Public Health and Family) (1.02.2008-‐31.07.2008) Promotors: Maria De Bie and Rudi Roose Youth movements in Flanders (Government of Flanders, Department Culture, Youth, Sports & Media) (01.01.2009-‐31.12.2009) Promotors: Mieke Vanhoutte, Hans Vermeersch, Filip Coussée, Nicole Vettenburg Research into the needs and preferences of preventive care for families with young children (Child and Family) (04.05.2009-‐03.05.2010) Promotors: Maria De Bie and Michel Vandenbroeck Youth Participation on local level (Government of Flanders, Department Culture, Youth, Sports & Media) (01.01.2010-‐31.12.2010) Promotors: Filip Derynck, Filip Coussée Preliminary investigation on the characteristics, assistance and service needs of socially vulnerable Young adults (Government of Flanders, Department Welfare, Public Health and Family) (1.01.2010-‐
1.05.2010) Promotors: Nicole Vettenburg and Rudi Roose Leisure time activities of children in poverty (Government of Flanders, Department Youth, Culture, Sport and Media) (1.01.2010-‐31.12.2010) Promotors: Maria De Bie and Nicole Vettenburg Feasibility study of a monitoring system for antisocial behaviour and feelings of insecurity at school (Flemish ministry of education and training. Department education and training) (15.05.2010-‐
30.09.2011) Promotor: Nicole Vettenburg Cartography of Early Childhood Education and Care (Flemish Community)(01.09.2010-‐28.02.2011) Promotor: Michel Vandenbroeck Learning in Public Places. Civic Learning for the 21st Century. International Francqui Chair 2009-‐2010 awarded to Gert Biesta (University of Stirling) (1.02.2011-‐31.07-‐2011) Promotors: Maria De Bie and Danny Wildemeersch (K.U. Leuven) 4.
International Funding (min. 15.000 euro) • Grant Letter: Diversity (Bernard Van Leer Foundation) (1.01.2005-‐31.07.2005) Promotor: Maria De Bie 69
•
•
•
•
Learning Group on Programme Development-‐Racial and Ethnic Division (UNA, Global Initiative on Children and Ethnic Divisions) (1.01.2008-‐31.12.2010) Promotor: Michel Vandenbroeck Study on the competence requirements of staff in Early Childhood Education and Care – ECEC (Directorate General for Education and Culture) in co-‐operation with Mathias Urban, University of East London (22.12.2009-‐21.02.2011) Promotor: Michel Vandenbroeck AAA prevent. Effective Environmental Strategies for the prevention of alcohol abuse among adolescents in Europe (Commission of the European Communities, Seventh Framework Programma) (1.01.2010-‐31.03.2013) Promotor: Nicole Vettenburg Frame of reference in prevention of sexual and gender-‐based violence against and among young refugees, asylum seekers and unaccompagnied minors in the European reception and asylum sector (EC Daphne Program) (19.12.2008-‐18.12.2010) Promotors: Marleen Temmerman (UGent, Faculty of Medicine) and Nicole Vettenburg 70
G. Teaching load of research team FPPW 1.1 Name of lecture Titel of course Bradt Lieve Study of Social Work Practises Bradt Lieve International social work De Bie Maria Youth Protection and Youth Care De Bie Maria Social Work Practice: Theory and Internship II De Bie Maria Youth intervention and Youth Law De Bie Maria Community Development De Bie Maria Social Work Practice: theory and internship I De Bie Maria The social pedagogical study of practices and policy De Bie Maria Social Cultural Work and Community Development De Bie Maria Social welfare studies De Bie Maria and Bruno Vanobbergen Social pedagogy Derluyn Ilse Derluyn Ilse Derluyn Ilse Peeters Jan Roets Griet Roets Griet Roets Griet Roose Rudi Roose Rudi Roose Rudi Roose Rudi Roose Rudi Van Gorp Angelo Van Gorp Angelo Van Gorp Angelo Van Gorp Angelo Van Gorp Angelo Vandenbroeck Michel Vandenbroeck Michel Vandenbroeck Michel Vanobbergen Bruno Vanobbergen Bruno Vanobbergen Bruno ECTS 8.0 5.0 5.0 20.0 8.0 5.0 7.0 3.0 7.0 5.0 7.0 Intercultural Pedagogy 6.0 International Social Work 5.0 Planning and Integration in Social Policy 5.0 Social Work Practice 6.0 Qualitative Research Methods and Interpretation 5.0 Clinical practices and research 5.0 Poverty and sustainable development 5.0 Cartography of Social Work 5.0 Youth Protection and Youth Care 5.0 8.0 Youth Criminology and Youth Law Social Care and Social Services 7.0 Social Work Theories 7.0 International social work 5.0 Educational Theory, Intensive Seminars 5.0 History of Education 6.0 Foundations of Education 4.0 Contemporary educational systems 5.0 Family Pedagogy 5.0 Social welfare studies: Practices, Research and Policy 5.0 Early childhood education and care 5.0 Social pedagogy 5.0 Principles of Pedagogy 3.0 Educational theories 5.0 71
REPORT RESEARCH TEAM PPW 1.2 SPECIAL EDUCATION A. The Research Team 1. Introduction (research topics, short history) The research team Special Education works in the context of the Department of Special Education that was established in 1992 on the base of the former Laboratory for Orthopedagogy. This laboratory was strongly linked to a medical-‐pedagogical consultation unit for children with emotional and behavioural disorders1 that was already started in 1942. This exemplifies the strong linkage between research, education and orthopedagogical practice. The current research of the team builds on a present-‐day definition of orthopedagogy : “The study of methodic, integrative, ethical and meaningful social interactions and support in pedagogical situations that are experienced as problematic, with the aim to improve individuals’ living situations, their quality of life and their participation in society through scientifically underpinned qualitative and quantitative research methods.” Central in this definition are the concepts of reciprocal action, intentionality, contextualization, subjectivity, multiplicity and a methodical/pedagogical approach. Consequently, the focus of orthopedagogy is not primarily on the behaviour or on the nature of the target population (e.g. persons with disabilities or a psychiatric disorder), but on the action itself. Until the late nineties, the research department consisted of only two full-‐time professors, two research and teaching assistants and some temporary researchers. Research output remained limited. From 1998 on, the number of research and teaching assistants increased and PhD funding was obtained. The research program reflects three main research topics. A first topic centres on the pedagogical aspects of the treatment of ‘substance abuse’ (i.e. on therapeutic communities and case management). A second research topic focused on the treatment of ‘emotional and behavioural disorders’ in children and youth. More recently, these two research topics have been expanded to include new target populations, methods and approaches. Research on pedagogical aspects of ‘substance abuse’ now includes prevention, substitution treatment, strengths-‐based case management and psychiatric treatment, and emerging issues like quality of life, comorbidity, the role of executive functions, treatment process and evidence-‐based practice. Part of the research on the pedagogical aspects of ‘emotional and behavioural disorders’ starts from a transcultural perspective, including research among unaccompanied minor refugees, former child soldiers, and war-‐affected children and adolescents in Central African countries2. Some research also focuses on psychiatric disorders and psychopathy among boys and girls in closed youth institutions and on Life Space Crisis Intervention (LSCI). 1
This unit still exists and is now a school and consultation centre for children (6-‐14 y) with emotional and behavioural disorders.
2
Since the appointment of Ilse Derluyn as lecturer at the department of Social Welfare Studies, these PhD-‐students were transferred to the latter department, together with the supervisor.
72
A third research topic focuses on disability studies and inclusive education. This results in research about emancipation, about empowerment and activism of adults with intellectual disabilities and about the downsizing of institutional care. Other research incorporates disability and (sexual) relationships, portrayal and stigmatization, and support of individuals with disabilities and co-‐occurring behavioural and psychological problems. The particular focus on inclusive education has resulted in research about support for children with disabilities in general education, studies about the inclusive participation of children with severe communication difficulties and the study of critical success factors of inclusive person-‐centred support and quality of life of adults with intellectual disabilities. Recurring topics this third research topic are quality of life, empowerment, human rights, social network support, etc. Research on inclusive education and disability studies is mostly based on interpretative methods, employing an intercultural perspective and starting from a critical approach. 2. Scientific and social relevance of the research3 2.1. Scientific relevance • The research team ‘special education’ is recognized – at the national an international level -‐ as a respected research group considering their research about the social and educational aspects of persons with disabilities, emotional and behavioural disorders and substance abuse. Since orthopedagogy is not recognized as a specific discipline or research area in the Web of Science, researchers from this team have published their study findings in a variety of (multi-‐disciplinary) journals, depending on the focus of the study. The unique, orthopedagogical perspective is applied in most of these papers to contextualize, design and discuss the pedagogical aspects of the support of persons with severe communication problems, prevention of substance abuse or treatment of adolescents with psychiatric disorders. • Based on the research performance analysis for Ghent University (van Wijk, 2012), it appears that the relatively small research team has a relatively large research output (78 WoS-‐publications between 2002 and 2010), which is higher than the research output of comparable research teams at other Dutch-‐speaking universities (e.g., Leuven, Groningen). Although the mean number of citations corresponds with the mean for the cluster educational sciences (MCS=3.39), the normalized citation score is lower than average (NMCS= 0.56) in the research areas in which we have published. Also, the number of highly cited publications (PPtop10%) is relatively low. The relatively low output scores in comparison with the worldwide average and the relatively high proportion of self-‐citations can primarily be explained by the uniqueness of the discipline of ‘orthopedagogy’, which only exists in a few non-‐English countries (e.g., Belgium, the Netherlands, Germany, South Africa). Consequently, publications of the research team cover over 30 WoS-‐research areas, predominantly ‘psychiatry’, ‘substance abuse’ and ‘rehabilitation’. Since these three research areas are dominated by medical 3
In this section, it is important to make a distinction between the official name of the department (Special Education) and the name of one of the main research topics (orthopedagogy). In fact, the term ‘special education’ solely refers to a sub-‐discipline of orthopedagogy, namely children in special schools or with special educational needs.
73
•
•
research, research on psychosocial and pedagogical interventions is less frequently cited in this domain. Often, the latter type of research also takes more time to be published/cited. Despite the fact that the WoS-‐publications of the research team are not as frequently cited as the average publication in the same research area, it is obvious that the citation frequency has clearly increased between 2005 and 2010. Also, the number of uncited publications and self-‐citations decreased during this period. Given the strong interdisciplinary focus in orthopedagogy, it is not surprising that 64% of all publications were written in collaboration with colleagues from other departments and disciplines, and 41% of the publications build on international cooperation. The number of WoS-‐publications of the research team has gradually increased over the past 10 years, and recently the number of publications in top-‐ranked (first 25%, and even top 10%) journals increased significantly. The strong international position of the research team is illustrated by presentations at various international conferences and workshops, membership of scientific organizations and editorial boards, and bilateral collaboration with highly respected international scholars in North America, Australia and Europe. Robert Schalock, an authority on quality of life research, was appointed as visiting professor between 2007-‐2010. During his stay, he started up a successful research line about quality of life and the measurement of personal outcomes. Also, international scholars have joined our team for short research stays: Gary Albrecht (disability onset); Susan Gabel (Disability Studies in Education), and Bronwyn Davies (innovative social science research methodologies that build on poststructuralist philosophies). Other set up their PhD research with the support of the research team; e.g., Richard Rapp (case management research). Finally, several foreign pre-‐ and post-‐doctoral researchers have spent a visiting fellowship in the research team. 2.2. Social relevance • The social relevance of the research is reflected through the establishment of the drug-‐free therapeutic community ‘De Kiem’ and ‘Baken’ for persons with intellectual disabilities, the implementation of case management for substance abusers in Flanders, and the foundation of (self-‐
)advocacy groups ‘Onze Nieuwe Toekomst’ (adults with intellectual disabilities) and ‘Ouders voor Inclusie’ (parents advocating for inclusive education). • The research topic on transcultural orthopedagogy led to an increase in the attention paid to the psychosocial needs and support for unaccompanied minors in Belgium and for war-‐affected children in Congo and Uganda. In addition, the Centre for Children in Vulnerable Situations was established as an interuniversity research and training centre focusing on the latter topic. • Regarding the topic disability research, the Personal Outcome Scale (POS) is currently used in various countries to measure the quality of life of adults with intellectual disabilities. Also, the Life Space Crisis Intervention (LCSI) has been implemented in various youth care settings to deal with conflicts and crisis situations. • Valorisation of research findings include the organization of symposia on specific research projects and individualized feedback to various stakeholders involved in these studies. Results are also communicated through press releases and interviews with written and other media (newspapers, radio, local/national television). Researchers present their research findings in local and national 74
•
•
•
workshops or participate in advisory boards and councils. The design, outcomes and discussion of recent research projects are integrated in lectures and various courses, and students are invited to participate in current research through exercises, work placements and master dissertations. The policy relevance of the research at the department is, among others, illustrated by the fact that inclusive education has become institutionalized in the Flemish educational system and by the explicit listing of case management in the Belgian federal policy note on drugs (2001). Finally, the social relevance of the research team is best illustrated by its close and historical link with some ‘academic workplaces’ that have been developed within and in close collaboration with the department of Special Education. The first is a school and consultation centre for children with emotional and behavioural problems (http://www.oobc-‐nieuwevaart.be/). Second, a job assessment, orientation and training centre for adults with disabilities (http://www.ugent.be/ucbo/), is connected to the department. Third, the expertise centre for inclusive higher education (http://www.siho.be/) is integrated in the department of Special Education. Previously, a service for university students with special support needs (http://www.cursiefvzw.be/) was part of the department, but is now an independent service with a direct link to the department. Finally, the social relevance of our research is demonstrated by the fact that several PhD-‐students set up their research in their own orthopedagogical working setting. 3. SWOT analysis: Strengths, Weaknesses, Opportunities, Threats Next to the generic SWOT analysis, presented at the start of this report, a number of specific SWOT-‐
elements can be put forward that are relevant for the research team Special Education. 3.1. Strengths • Although ‘orthopedagogy’ is -‐ internationally -‐ not recognized as a research discipline/area, researchers have found specific, internationally relevant niches for publishing and spreading their research (e.g. therapeutic communities, disability studies, case management, migration). • The scientific research of the research team is – consistent with orthopedagogical theory – embedded in practice. • The research team has succeeded to produce a relatively large research output with a limited number of staff. • There is strong connection between research and education. This is in particular the case for master students that set up their thesis projects in the current research program. • The research team has been successful in disseminating the research output not only through scientific publications, but also through the organization of/ participation in national and international symposia, workshops, conferences, etc. • The research team is involved in multidisciplinary networks with researchers from diverse disciplines (e.g., criminology, social work, sociology, psychology, public health, psychiatry, ...), both at Ghent and other universities. • Several researchers of the team have experienced long-‐term international research stays. • The research team hosted many visiting professorships/fellowships. 75
•
The research team has been successful in finding alternative ways/resources to set up PhD-‐research (e.g. international cooperation and funding, practitioners exempted part-‐time for carrying out research). Some international researchers start on the basis of Erasmus Mundus scholarships or national grants. 3.2. Weaknesses • The size of the research team is relatively small. Given the focus on three broad research topics (‘disability studies’, ‘emotional and behavioural disorders’ and ‘substance abuse’), it is challenging to consistently develop all three research topics in the longer term. • The research team consists of only three professors. This leads to a heavy teaching load per capita. It also affects the number of promoters that can develop/submit research grant proposals. • Between 2005 and 2012, the number of graduates in Educational Sciences, opting annually for the specialization ‘Special Education’, tripled from 53 to 149 students. But also the overall number of students in the educational Sciences increased (> 500 in the bachelor Educational Sciences). This lead to a high teaching load (20 courses) and a large investment in the supervision of master dissertations per year (> 120/year). • No fellowship or research project has been acquired through the Research Foundation Flanders (FWO). • While the research team has been successful in acquiring some pre-‐doctoral research fellowships from Ghent University (BOF), so far only one application for a post-‐doctoral fellowship has been successful. • The lack of successful postdoc applications leads to a ‘brain drain’ after finalizing the PhD, and also affects the further valorisation of the PhD research. The latter affects the continuation and further elaboration of research lines. • Professors should make more use of international mobility opportunities (e.g. research sabbaticals, FWO-‐study visits, Erasmus teacher exchanges). • Additional efforts are needed to strengthen the link between research and practice. Training and education may play an important role in this transfer, not only at master level, but also at postgraduate level by means of continuing education programs. Interuniversity – and even international – collaboration may be necessary to develop such curricula. • Though research labs are available at the university, there is a lack of smaller meeting rooms to set up research interviews or focus groups. 3.3. Opportunities • The acquisition of short-‐term research projects (e.g. funded by ministries, federal science policy) allows to assess the research potential of starting researchers and prepare them for a longer term grant or fellowship proposal. • The research team as well as researchers can benefit substantially from the growing possibilities to apply for short or longer-‐term research visit grants. 3.4. Threats 76
Given the lack of visibility of ‘orthopedagogy’ in the English language literature, the absence of an international -‐ academic/professional -‐ orthopedagogy organization (with a clear job profile, like the International Association of Social Work) is a limitation. Flemish and Dutch research teams on orthopedagogy collaborate occasionally, but systematic or institutional cooperation needs to be developed. Still, the research team has close bonds with the Flemish Association of Orthopedagogy (VVO) and participates in the editorial board of two Dutch peer-‐reviewed journals on orthopedagogy (Orthopedagogy: research & practice; Journal for Orthopedagogy, Child Psychiatry and Clinical Child Psychology (TOKK)). But overall, the nature of the discipline lacks a clear international profile. • An overarching “Orthopedagogical theory” is missing to study the three main research topics of the research team. Given the necessity to publish research findings in specialized journals linked to very different ISI-‐subject categories, the development of this common theoretical framework gets little attention when reporting research. • Publications in the Web of Science create international visibility, but go at the expense of bridging the gap between researchers and practitioners and affect the society relevance of the research. Dutch language peer-‐reviewed and frequently read journals, but not indexed in the Web of Science, are avoided by researchers since these publications are not valued considering the funding mechanisms of the universities. • Since 2010, the department of Special Education is physically located at two sites. Besides practical and administrative problems (the administration is located at one site), this division threatens the internal collaboration between researchers. • Research at the research team is characterized by a strong international focus, including research in developing countries. Cutbacks in budgets for this type of research currently endanger this successful research line. 4. Future research goals, strategy and activities Consolidation of the research team ● Based on the above-‐mentioned SWOT-‐analysis, we aim in the first place at consolidating the three research topics and at maintaining the number of staff in each of the research sub teams. Recently (February 2013), newly appointed research and teaching assistants will deal be added to the sub teams focusing on ‘substance abuse’ and ‘emotional and behavioural disorders’ to attain again a better balance in the number of staff studying each research topic. Recently a post-‐doctoral assistant has been hired to strengthen the research about emotional and behavioural disorders and substance abuse. Also, from October 2013 on, a new research professor will be appointed at the research team of special education. This allows strengthening the research about the pedagogical aspects of ‘emotional and behavioural disorders’. ● As a result of the reorganisation of departments at faculty level, senior and junior research resources left the research team in October 2012. This mainly affected the research line linked to migration and intercultural orthopedagogy. Nevertheless, the research team will continue to focus on intercultural orthopedagogical research in various research projects set up in Africa and South America. •
77
●
The team of professors consists exclusively of males. A better gender balance will be pursued at this level and at the level of other staff levels. Consolidation of the research topics and looking for a shared theoretical perspective and innovative methodological approach ● As explained earlier, the three key research topics will be consolidated, but also new foci will be added. For example, in substance abuse research, a focus will be added about recovery capital, quality of life, strengths-‐based interventions and evidence-‐based practices. In research on individuals and adults with emotional and behavioural disorders, the focus will shift towards resilience, offending, crisis intervention and a strengths approach; regarding disability studies, increased attention for measuring outcomes, treatment process, empowerment and individualized support will be central in future research. ● Building on Butler, Deleuze and Barad, a strengths-‐oriented focus will be adopted when studying special education. This focus corroborates the central concepts studied by the research team, namely quality of life, empowerment, emancipation and participation. Consequently, a strengths-‐
based approach may transcend the boundaries of subdomains and can be situated at the intersection of disability studies, substance abuse research, and research on pedagogical aspects of the treatment of emotional and behavioural disorders. ● Orthopedagogical research should explore new research perspectives (e.g. the role of the brain in psychiatric disorders) and/or policy orientations (e.g. the establishment of integrated youth care). ● New methodological approaches will be adopted (e.g. collective biography, social geography, portraiture). ● To safeguard the identity of the discipline ‘orthopedagogy’, it is important to publish about this issue in international journals, as much as possible in collaboration with colleagues from other universities. Strengthening the research output ● Due to the evolving publication policy at Ghent University and the related funding mechanisms, we aim at increasing the ISI-‐publications in relevant journals. Publications in these highly visible and frequently read/cited journals are likely to increase the mean citation score of the team and to acquire a more prominent position in international rankings. To safeguard the career perspectives of junior and senior staff, they are pushed to publish as frequently as possible as first author. For professors, the position of last author is also encouraged. Expansion of funding and grant acquisition ● In view of the acquisition of research grants, the research team will invest in preparing ambitious and excellent master students to apply for research fellowship grants (FWO, BOF). Successful doctoral researchers and post-‐doctoral researchers with an extensive publication list will be stimulated to apply for post-‐doctoral fellowships with the Research Foundation Flanders or the Ghent University Research Fund. Besides these traditional funding opportunities, alternative funding resources will be addressed including European project calls (e.g. ERANID, COST, …), funds for internationalization and projects in development countries (VLIR-‐UOS, … ), and the social 78
●
cohesion funding program of the Belgian Federal Science Policy. Given the interdisciplinary orientation of orthopedagogy, collaboration with other disciplines (in and outside the faculty) and international cooperation should help to increase the success rate in research applications. More collaborative research will be set up with other research teams in the educational sciences. Concerted research actions will be focused upon to develop opportunities for research collaboration about shared pedagogical challenges (e.g. school drop-‐out in secondary schools) that can be addressed from various perspectives/disciplines. Similarly, interdisciplinary studies about the legal and treatment aspects of mentally ill offenders could be pursued, in collaboration with research teams from criminology and/or psychiatry departments of Ghent University. International collaboration ● The research team has a strong tradition of international cooperation, resulting from participation in international networks and conferences, Erasmus programs, bilateral contacts, etc.. To boost PhD-‐research, researchers will be stimulated to spend a short/long period with key research partners in these networks. ● In order to strengthen the international visibility of the research team, a stronger participation is pursued in international research networks (e.g. COST, Erasmus Mundus). Also, the organization of an international conference or symposia at Ghent University will be pursued. 5. Brief CV of all professors (ZAP) of the research team Eric Broekaert -‐ senior full professor Education ● Master in Psychological and Educational sciences: option Orthopedagogy, 1973, Ghent University; ● Teaching Proficiency diploma, 1973,Ghent University; ● Post-‐academic training in personality intervention methods, 1975, Ghent University; ● PhD in Educational Sciences, 1980, Ghent University. Career ● 1973-‐1980: orthopedagogue (part time), Clinic “De Pelgrim” v.z.w. I.A.T. Oosterzele; ● 1981-‐1984: orthopedagogue (part time), T.G. "De Kiem", v.z.w. I.A.T.Oosterzele; ● 1974-‐1977: Lector (part time), High School I.P.S.O.C. Kortrijk; ● 1973-‐1981: research and teaching assistent, Ghent University; ● 1981-‐1985: senior research assistent, Ghent University; ● 1985-‐1991: professor in the rank of lecturer, Ghent University; ● 1991-‐2004: professor in the rank of senior lecturer, Ghent University; ● 2004-‐2009: full professor, Ghent University; ● Since 2010: senior full professor, Ghent University. 79
Major Achievement Google Scholar Number of citations: 1406; h-‐index: 20 Eric Broekaert obtained his PhD with a study about 'the drug-‐free therapeutic community as a new approach of orthopedagogical intervention' and founded the first Therapeutic Community in Belgium (De Kiem, 1976). He did run a large variety of national and international research projects on educational interventions for adults with substance abuse problems and children with emotional and behavioural disorders. He has supervised about 20 PhDs and was member of multiple PhD advisory boards and PhD juries. He has (co-‐)authored more than 80 A1-‐articles, 35 A2-‐articles, 23 books and 37 book chapters. He acts as ‘ad hoc’ reviewer for various scientific journals and is co-‐editor of the International Journal of Therapeutic Communities. He acted as scientific expert in several EU-‐ and UN-‐projects. He is co-‐founder of the European Working Group on Drugs Oriented Research (EWODOR) and the European Federation of Therapeutic Communities (EFTC). He is chairman of the Orthopedagogical Observation and Treatment Centre in Ghent and of EWODOR. He has organized several national and international conferences, and delivered a number of invited keynote presentations, of which the most prestigious were at the Great Amphitheatre of the Sorbonne, Paris (2008), in Keble College at the University of Oxford (2011) and at the Royal College of Psychiatry of the University of London (2013). Geert Van Hove -‐ professor in the rank of senior lecturer Education ● Bachelor in Educational Sciences, 1977, Ghent University; ● Master in Psychology and Educational Sciences, 1980, Ghent University; ● Bachelor in Psychology, 1981, Ghent University; ● PhD in Educational Sciences, 1991, Ghent University. Career ● 1980-‐1982: civil service in a therapeutic community for young drug addicts; ● 1982-‐1983: research and teaching assistant, Ghent University; ● 1983-‐1984: educator in a group home with youngsters with physical impairments; ● 1984-‐1989: founder and director of a service of supported living for young adults with mild cognitive impairment; ● 1989-‐1993: research and teaching assistant, Ghent University; ● Since 1993: professor in the rank of (senior) lecturer, Ghent University; ● Since 1993: director of the University training and orientation centre for adults with a disability (preparing young adults for the regular economic market) – about 30 staff members ● 2007-‐2010: visiting professor at Vrije Universiteit Brussels, research area: Disability Studies and Inclusive Education. Major achievements 80
Google Scholar: Number of citations: 672; h-‐index: 13 Geert Van Hove works since 30 years in the field of care and support for persons with disabilities. In 1984, he founded an NGO to provide support for persons with intellectual disabilities and who struggle participating in society. Since 1989 he works at Ghent University. He received his PhD at Ghent in 1991 and became a Professor in Disability Studies and Inclusive Education at the Department of Special Education in 1993. He authored more than 50 articles on disability studies. He supports building stable networks between parents of children with disabilities who make a choice for inclusive education. He is a strong advocate of the self-‐advocacy movement of persons with an intellectual disability. He uses the department of Special Education as an “academic incubator” for innovative projects to work with persons with intellectual disabilities and co-‐occurring psychological problems and on person-‐centred planning. Geert Van Hove is co-‐promoter of the Flemish expertise centre for students with disabilities studying in higher education (SIHO) and is director of a service for job coaching support to persons with disabilities who try to participate in the regular labour market. He recently received the Gunnar Dybwad Humanitarian Award from the American Association on Intellectual and Developmental Disabilities (AIDD) for advocating on behalf of persons with intellectual disabilities. Wouter Vanderplasschen -‐ professor in the rank of lecturer Education ● Bachelor in Educational Sciences, 1994, Ghent University; ● Master of Science in Educational Sciences, 1997, Ghent University; ● Teaching Proficiency diploma, 1997, Ghent University; ● PhD in Educational Sciences, 2004, Ghent University. Career ● 1997-‐1998: researcher, Ghent University; ● 1998-‐2004: research and teaching assistant, Ghent University; ● 2004-‐2010: senior research assistant, Ghent University; ● Since 2010: professor in the rank of lecturer, Ghent University. Major Achievements Google Scholar: Number of citations: 477; h-‐index: 12 Wouter Vanderplasschen is professor in the rank of lecturer in the department of Special Education since October 2010. He is a senior researcher in the field of substance abuse treatment and recovery. He developed his PhD-‐dissertation about the implementation and evaluation of case management for substance abusers with multiple and complex problems (2004). He implemented case management for this population in Flanders and is one of the leading world experts in this field. His research projects 81
centre on the educational and psychosocial aspects of substance abuse treatment, including recovery, accessibility, treatment effectiveness, continuity and quality of care. Since his appointment, he successfully submitted three PhD-‐proposals and three other research projects. Wouter Vanderplasschen has authored over 40 peer-‐reviewed manuscripts published in international peer-‐reviewed journals and numerous publications on alcohol and drug issues in books and research reports. He is ‘ad hoc’ peer reviewer for a dozen of substance abuse journals and is a member of the editorial board of Adiktologie. He recently acted as guest editor for a special issue on Mental health, recovery and the community for the Scientific World Journal. He is involved in international networks like EFTC and EWODOR and has good bilateral contacts with eminent researchers in the field of substance abuse. 6. Three key publications per professor Eric Broekaert 1. Broekaert, E., Raes, V., Kaplan, C., & Coletti, M. (1999). The design and effectiveness of therapeutic community research in Europe: an overview. European Addiction research, 5(1), 21-‐35. DOI: 10.1159/000018960 (SCI Impact Factor 2011 = 2.525; Ranking: 3/30 (Q1, Substance Abuse); 15 citations) 2. Derluyn, I., Broekaert, E., Schuyten, G. & De Temmerman, E. (2004). Atrocities of war: post-‐traumatic stress in former Ugandan child soldiers. Lancet, 363(9412), 861-‐863. DOI: 10.1016/S0140-‐
6736(04)15734-‐6 (SCI Impact Factor 2011 = 38.278; Ranking: 2/155 (Q1, Medicine, general); 85 citations) 3. Soyez, V., De Leon, G., Broekaert, E. & Rosseel, Y. (2006). The impact of a social network intervention on retention in Belgian therapeutic communities: a quasi-‐experimental study. Addiction, 101(7) 1027-‐1034. DOI: 10.1111/j.1360-‐0443.2006.01441.x (SCI Impact Factor 2011 = 4.313; Ranking: 1/30 (Q1, Substance Abuse); 8 citations) Geert Van Hove 1. De Waele, I., & Van Hove, G. (2005). Modern times: an ethnographic study on the quality of life of people with a high support need in a Flemish residential facility. Disability & Society, 20(6), 625-‐639. DOI: 10.1080/09687590500249041 (SCI Impact Factor 2011 = 0.727; Ranking: 23/92 (Q2, Social Sciences, Interdisciplinary); 10 citations) 2. Claes, C., Van Hove, G., van Loon, J., Vandevelde, S., & Schalock, R. L. (2010). Quality of life measurement in the field of intellectual disabilities: eight principles for assessing quality of life-‐
related personal outcomes. Social Indicators Research, 98(1), 61-‐72. DOI: 10.1007/s11205-‐009-‐9517-‐
7 (SCI Impact Factor 2011 = 1.131; Ranking: 16/92 (Q1, Social Sciences, Interdisciplinary); 8 citations) 3. Van Hove, G., Gabel, S., De Schauwer, E., Mortier, K., Van Loon, J., Loots, G., Devliege, P., Roets, G., & Claes, L. (2012). Resistance and resilience in a life full of professionals and labels: narrative snapshots 82
of Chris. Intellectual and Developmental Disabilities, 50(5) 426-‐435. DOI: 10.1352/1934-‐9556-‐
50.5.426 (SCI Impact Factor 2011 = 1.438; Ranking: 31/66 (Q2, Rehabilitation); 0 citations) Wouter Vanderplasschen 1. Vanderplasschen, W., Rapp, R.C., Wolf, J., & Broekaert, E. (2004). The development and implementation of case management for substance use disorders in North America and Europe. Psychiatric Services, 55(8), 913-‐922. DOI: 10.1176/appi.ps.55.8.913 (SCI Impact Factor 2011 = 2.383; Ranking: 26/136 (Q1, Public Health); 23 citations) 2. Hesse, M., Vanderplasschen, W., Rapp, R.C., Broekaert, E. & Fridell, M. (2007). Case management for persons with substance use disorders. Cochrane Database of Systematic Reviews 2007, Issue 4. Art. No.: CD006265. DOI: 10.1002/14651858.CD006265.pub2 (SCI Impact Factor 2011 = 5.715; Ranking: 10/155 (Q1, Medicine, general); 7 citations) 3. De Maeyer, J., Vanderplasschen, W., & Broekaert, E. (2010). Quality of life among opiate-‐dependent individuals: A review of the literature. International Journal of Drug Policy, 21(5), 364-‐380. DOI: 10.1016/j.drugpo.2010.01.010 (SCI Impact Factor 2011 = 2.405; Ranking: 5/30 (Q1, Substance Abuse); 10 citations) 83
B.
Academic Staff Row Labels PROJECT STAFF & EXTERNALLY FUNDED STAFF Doctoral researchers An Verelst Caroline Vandekinderen Cindy Mels Diane Smet Goedele De Clerck Ine Lietaert Jente Vandeburie Jessica De Maeyer Joke De Wilde Laura Stevens Linde Moonen Lore Van Damme Marianne Vervliet Olivier Colins Sofie Vindevogel Tina Goethals Doctoral researchers Total Other researchers Annemarie Autrique Bjoke Baudoncq Caroline Vandekinderen Cindy Mels Diane Smet Elizabeth Tijtgat Elke Dumortier Goedele De Clerck Greet Verbrugge Hanna Deroover Ilse Derluyn Ilse Goethals Jessica De Maeyer Johanna Dekkers Karima El Boujaddayni Kathy Colpaert Katrien Goossens Laura Stevens Leen Thienpondt 2005 2006 2007 2008 2009 2010 2011 2012 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 3.00 0.00 0.00 0.00 0.00 0.17 1.00 0.00 0.17 0.58 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.04 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 0.00 0.00 0.00 0.00 1.79 3.17 0.00 0.00 0.25 1.00 1.00 1.00 1.00 0.79 0.00 0.00 0.00 0.00 0.00 0.25 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.25 0.00 0.00 0.00 0.25 0.78 0.00 0.17 0.83 0.00 0.00 4.20 5.37 0.92 1.00 1.00 1.00 0.83 0.00 0.18 0.00 0.00 0.00 0.00 0.08 1.00 0.75 1.00 0.00 0.00 0.00 0.25 1.00 0.42 0.00 0.00 0.25 1.00 1.00 0.00 0.00 0.80 1.00 0.00 0.00 7.40 6.08 1.00 0.75 0.00 0.00 0.00 1.00 0.00 0.00 0.00 1.00 0.00 1.00 1.00 0.00 1.00 0.91 7.64 0.13 0.00 0.00 0.00 0.00 0.00 0.25 0.00 0.33 0.00 1.00 0.21 0.24 0.00 0.00 0.08 0.00 0.00 0.00 0.42 0.00 0.00 0.13 0.00 0.00 0.00 0.42 0.17 0.00 0.00 0.00 0.21 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.02 0.17 0.00 0.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.12 0.34 0.00 0.00 0.10 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.51 0.28 0.00 0.13 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.54 0.11 0.00 0.00 0.00 0.00 84
0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.75 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.84 0.00 0.00 0.16 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.21 0.20 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.08 0.00 0.00 0.00 0.00 0.00 0.00 0.17 0.00 0.00 Discipline Cluster Educational Sciences
Lucie Pot Marieke Stevens Marlies Dupont Meggie Verstichele Pieter Heye Sofie Sergeant Sofie Vindevogel Stephanie Claus Tina Goethals Veerle Soyez Other researchers Total Senior researchers Gabriël De Vos Ilse Derluyn Jessica De Maeyer Joke De Wilde Serge Cogels Senior researchers Total PROJECT STAFF & EXTERNALLY FUNDED STAFF Total UNIVERSITY STAFF Professors Eric Broekaert Geert Van Hove Ilse Derluyn Wouter Vanderplasschen Professors Total Research and teaching assistants Anneleen Allart Caroline Vandekinderen Elisabeth De Schauwer Ilse Derluyn Ilse Goethals Inge Van de Putte Isabel De Waele Kathleen Mortier Kathy Colpaert Leen Thienpondt Lore Desimpel Marieke Stevens Sofie Vindevogel Research and teaching assistants Total Senior research and teaching assistants 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.02 3.26 1.00 0.08 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 2.43 1.00 0.00 0.00 0.05 0.00 0.00 0.06 0.00 0.00 0.00 2.86 1.00 0.00 0.00 0.64 0.00 0.00 0.45 0.00 0.00 0.00 3.28 0.58 0.00 0.00 0.50 0.00 0.00 0.00 0.00 0.00 0.00 3.29 0.00 0.00 0.00 0.50 0.11 0.00 0.00 0.00 0.42 0.00 3.38 0.00 0.00 0.08 0.55 0.00 0.00 0.00 0.00 0.00 0.00 2.08 0.00 0.00 0.00 0.57 0.00 0.50 0.00 0.08 0.00 0.00 2.93 1.00 0.00 0.00 0.00 0.00 1.00 1.00 0.70 0.00 0.71 0.00 2.41 1.00 0.69 0.00 0.00 0.00 1.69 1.00 1.00 0.00 0.00 0.00 2.00 0.08 1.00 0.00 0.00 0.20 1.28 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.08 0.62 0.00 0.00 0.70 0.00 0.00 0.29 0.00 0.00 0.29 7.26 6.63 7.72 9.48 9.94 11.78 8.86 10.86 1.00 1.00 0.00 0.00 2.00 1.00 1.00 1.00 1.00 0.00 0.00 0.00 0.00 2.00 2.00 1.00 1.00 1.00 1.00 0.00 0.00 0.00 0.00 2.00 2.00 1.00 1.00 1.00 1.00 0.00 0.00 0.25 1.00 2.25 3.00 1.00 1.00 0.25 1.00 3.25 0.00 0.00 1.00 0.00 0.00 0.00 1.00 0.70 0.92 0.00 0.00 0.04 0.00 3.66 0.00 0.00 1.00 0.28 0.00 0.05 0.00 0.92 1.00 0.00 0.00 0.25 0.00 3.50 0.00 0.00 1.00 0.00 0.92 0.00 0.00 1.00 1.00 0.00 0.00 0.00 0.00 3.92 0.00 0.28 1.00 0.00 1.00 0.00 0.00 1.00 1.00 0.00 0.13 0.00 0.00 4.41 0.00 0.00 1.00 0.00 1.00 0.00 0.00 1.00 1.00 0.00 0.25 0.00 0.08 4.33 0.00 0.00 1.00 0.00 1.00 0.00 0.00 1.00 1.00 0.03 0.00 0.00 0.20 4.23 0.28 0.00 0.75 0.00 1.00 0.00 0.00 1.00 1.00 0.05 0.00 0.00 0.00 4.08 0.00 0.00 0.00 0.00 1.00 0.92 0.00 0.08 1.00 0.00 0.00 0.00 0.00 3.00 85
Elisabeth De Schauwer 0.00 0.00 0.00 0.00 0.00 0.00 0.25 1.00 Ilse Derluyn 0.00 0.00 0.00 0.00 0.00 0.00 0.92 0.75 Jessica De Maeyer 0.00 0.00 0.00 0.00 0.00 0.00 0.10 0.00 Veerle Soyez 0.92 1.00 1.00 1.00 1.00 1.00 0.08 0.00 Wouter Vanderplasschen 1.00 1.00 1.00 1.00 1.00 0.75 0.00 0.00 Senior research and teaching assistants Total 1.92 2.00 2.00 2.00 2.00 1.75 1.35 1.75 Visiting professors 0.00 0.00 0.00 0.00 0.05 0.20 0.20 0.20 Stijn Vandevelde Teaching staff: visiting professors Total 0.00 0.00 0.00 0.00 0.05 0.20 0.20 0.20 UNIVERSITY STAFF Total 7.58 7.50 7.92 8.41 8.38 8.43 8.63 8.20 Grand Total 14.84 14.13 15.64 17.89 18.32 20.21 17.49 19.06 Total Research FTE* 10.85 10.18 11.48 13.49 13.93 15.75 12.86 14.62 Total number of people 21 20 21 23 28 30 31 28 *Research FTE is calculated as the sum of {(visiting)professors FTE*0.4; senior research and teaching assistants FTE*0.5; research and teaching assistants FTE*0.5; teaching assistants FTE*0; researchers FTE*1} C. Publications listed per category PPW 1.2 (listed chronologically, most recent items first). C.1 General overview 2005 2006 2007 2008 2009 2010 2011 2012 Total Articles in Web of Science-‐listed journals Articles in peer reviewed international journals (not incl. in Web of Science-‐listed journals) Articles in peer reviewed national journals Academic monographs Academic book chapters Edited academic books Published Conference Papers in Web of Science Published Conference Papers (not incl. in Web of Science) SUBTOTAL 5 8 11 12 18 19 19 21 113 4 8 5 4 12 6 4 3 46 1 1 2 2 9 2 1 4 3 5 3 3 3 6 1 2 5 1 3 13 1 3 8 3 20 53 8 1 1 2 1 1 2 4 23 21 24 24 42 35 40 39 248 C.2 Publications listed per category 86
Articles in Web of Science-‐listed journals 2012 (21) Bosteels, S., Van Hove, G., & Vandenbroeck, M. (2012). The roller-‐coaster of experiences: becoming the parent of a deaf child. Disability & Society. Claes, C., Van Hove, G., Vandevelde, S., van Loon, J., & Schalock, R. (2012). The influence of supports strategies, environmental factors, and client characteristics on quality of life-‐related personal outcomes. Research in Developmental Disabilities, 33(1), 96-‐103. Claes, C., Vandevelde, S., Van Hove, G., van Loon, J., Verschelden, G., & Schalock, R. (2012). Relationship between self-‐report and proxy ratings on assessed personal quality of life-‐related outcomes. Journal of Policy and Practice in Intellectual Disabilities, 9(3), 159-‐165. Colins, O., Noom, M., & Vanderplasschen, W. (2012). Youth psychopathic traits inventory-‐short version: a further test of the internal consistency and criterion validity. Journal of Psychopathology and Behavioral Assessment, 34(4), 476-‐486. Colins, O., Vermeiren, R., De Bolle, M., & Broekaert, E. (2012). Self-‐reported psychopathic-‐like traits as predictors of recidivism in detained male adolescents. Criminal Justice and Behavior, 39(11), 1421-‐1435. Colins, O., Vermeiren, R., Vahl, P., Markus, M., Broekaert, E., & Doreleijers, T. (2012). Parent-‐reported attention-‐deficit hyperactivity disorder and subtypes of conduct disorder as risk factor of recidivism in detained male adolescents. European Psychiatry, 27(5), 329-‐334. Colpaert, K., Vanderplasschen, W., De Maeyer, J., Broekaert, E., & De Fruyt, F. (2012). Prevalence and determinants of personality disorders in a clinical sample of alcohol-‐, drug-‐ and dual-‐dependent patients. Substance Use & Misuse, 47(6), 649-‐661. De Graaf, G., Van Hove, G., & Haveman, M. (2012). More academics in regular schools? The effect of regular versus special school placement on academic skills in Dutch primary school students with Down Syndrome. Journal of Intellectual Disability Research. Decuyper, M., Colins, O., De Clercq, B., Vermeiren, R., Broekaert, E., Bijttebier, P., . . . De Fruyt, F. (2012). Latent personality profiles and the relations with psychopathology and psychopathic traits in detained adolescents. Child Psychiatry & Human Development, 44(2), 217-‐232. Derluyn, I., Mels, C., Watters, C., & Broekaert, E. (2012). 'We are all the same, coz exist only one earth, why the BORDER EXIST': messages of migrants on their way. Journal of Refugee Studies, 25(4). Goethals, I., Vanderplasschen, W., Vandevelde, S., & Broekaert, E. (2012). Fixed and dynamic predictors of treatment process in therapeutic communities for substance abusers in Belgium. Substance Abuse Treatment Prevention and Policy, 7(43), 1-‐12. Matthijs, L., Loots, G., Mouvet, K., Van Herreweghe, M., Hardonk, S., Van Hove, G., . . . Leigh, G. (2012). Setting the stage: first information parents receive after uNHS detection of their baby's hearing loss. Journal of Deaf Studies and Deaf Education, 17(4), 387-‐401. Roets, G., Roose, R., Claes, L., Vandekinderen, C., Van Hove, G., & Vanderplasschen, W. (2012). Reinventing the employable citizen: a perspective for social work. British Journal of Social Work, 42(1), 94-‐110. Roets, G., Roose, R., De Bie, M., Claes, L., & Van Hove, G. (2012). Pawns or pioneers? The logic of user participation in anti-‐poverty policy making in public policy units in Belgium. Social Policy & Administration, 46(7), 807-‐822. 87
Van de Velde, D., Bracke, P., Van Hove, G., Josephsson, S., Devisch, I., & Vanderstraeten, G. (2012). The illusion and the paradox of being autonomous, experiences from persons with spinal cord injury in their transition period from hospital to home. Disability and Rehabilitation, 34(6), 491-‐502. Van de Velde, D., Bracke, P., Van Hove, G., Josephsson, S., & Vanderstraeten, G. (2012). How do men with paraplegia choose activities in the light of striving for optimal participation?: a qualitative study, based on phenomenological-‐hermeneutical method. Disability & Society. doi: 10.1080/09687599.2012.728795 Van Havere, T., Lammertyn, J., Vanderplasschen, W., Bellis, M., Rosiers, J., & Broekaert, E. (2012). Illicit drug use in the Flemish nightlife scene between 2003 and 2009. European Addiction Research, 18(4), 153-‐160. Van Hove, G., Gabel, S., De Schauwer, E., Mortier, K., van Loon, J., Loots, G., . . . Claes, L. (2012). Resistance and resilience in a life full of professionals and labels: narrative snapshots of Chris. Intellectual and Developmental Disabilities, 50(5), 426-‐435. Vandekinderen, C., Roets, G., Roose, R., & Van Hove, G. (2012). Rediscovering recovery: re-‐
conceptualizing underlying assumptions of citizenship and interrelated notions of care and support. Scientific World Journal. doi: 496579 Vandekinderen, C., Roets, G., Vandenbroeck, M., Vanderplasschen, W., & Van Hove, G. (2012). 'One size fits all?' The social construction of dis-‐employ-‐abled women. Disability & Society, 27(5), 703-‐716. Vindevogel, S., Wessells, M., De Schryver, M., Broekaert, E., & Derluyn, I. (2012). Informal and formal supports for former child soldiers in Northern Uganda. Scientific World Journal. doi: 825028 2011 (19) Braet, C., Callens, J., Schittekatte, M., Soyez, V., Druart, C., & Roeyers, H. (2011). Assessing emotional and behavioural problems with the child behaviour checklist: exploring the relevance of adjusting the norms for the Flemisch community. Psychologica Belgica, 51(3-‐4), 213-‐235. Colins, O., Vermeiren, R., Vahl, P., Markus, M., Broekaert, E., & Doreleijers, T. (2011). Psychiatric disorder in detained male adolescents as risk factor for serious recidivism. Canadian Journal of Psychiatry-‐
Revue Canadienne De Psychiatrie, 56(1), 44-‐50. De Graaf, G., Haveman, M., Hochstenbach, R., Engelen, J., Gerssens-‐Schoon, K., Poddinghe, P., . . . Van Hove, G. (2011). Changes in yearly birth prevalence rates of Children with Down Syndrome in the period of 1986-‐2007 in the Netherlands. Journal of Intellectual Disability Research, 55(5), 462-‐
473. De Graaf, G., Vis, J. C., Haveman, M., Van Hove, G., De graaf, E. A. B., Tijssen, J. G. P., & Mulder, B. J. M. (2011). Assessment of prevalence of persons with down syndrome: a theory-‐based demographic model. Journal of Applied Research in Intellectual Disabilities, 24(3), 247-‐262. De Maeyer, J., Vanderplasschen, W., Camfield, L., Vanheule, S., Sabbe, B., & Broekaert, E. (2011). A good quality of life under the influence of methadone: a qualitative study among opiate-‐dependent individuals. International Journal of Nursing Studies, 48(10), 1244-‐1257. De Maeyer, J., Vanderplasschen, W., Lammertyn, J., van Nieuwenhuizen, C., & Broekaert, E. (2011). Exploratory study on domain-‐specific determinants of opiate-‐dependent individuals' quality of life. European Addiction Research, 17(4), 198-‐210. De Maeyer, J., Vanderplasschen, W., Lammertyn, J., van Nieuwenhuizen, C., Sabbe, B., & Broekaert, E. (2011). Current quality of life and its determinants among opiate-‐dependent individuals five years after starting methadone treatment. Quality of Life Research, 20(1), 139-‐150. De Schauwer, E., & Van Hove, G. (2011). Swimming is never without risk: opening up on learning through activism and research. Qualitative Inquiry, 17(2), 224-‐232. 88
Goethals, I., Soyez, V., Melnick, G., De Leon, G., & Broekaert, E. (2011). Essential elements of treatment: a comparative study between European and American therapeutic communities for addiction. Substance Use & Misuse, 46(8), 1023-‐1031. doi: 1921145 Hardonck, S., Daniels, S., Desnerck, G., Loots, G., Van Hove, G., Vankerschaver, E., . . . Louckx, F. (2011). Deaf parents and pediatric cochlear implantation: an exploration of the decision-‐making process. American Annals of the Deaf, 156(3), 290-‐304. Hardonck, S., Desnerck, G., Loots, G., Matthijs, L., Van Hove, G., Vankerschaver, E., . . . Louckx, F. (2011). From screening to care: a qualitative analysis of the parental experiences related to screening and (re)habilitation care for children with congenital deafness in Flanders, Belgium. Volta Review, 111(3), 299-‐324. Hardonck, S., Desnerck, G., Loots, G., Van Hove, G., Vankerschaver, E., Sigurjonsdottir, H. B., . . . Louckx, F. (2011). Congenitally deaf children's care trajectories in the context of universal neonatal hearing screening: a qualitative study of the parental experiences. Journal of Deaf Studies and Deaf Education, 16(3), 305-‐324. Haveman, M., Perry, J., Salvador-‐Carulla, L., Walsh, P. N., Kerr, M., Lantmann-‐De Valck, H. V. S., . . . Weber, G. (2011). Ageing and health status in adults with intellectual disabilities: results of the European POMONA II study. Journal of Intellectual & Developmental Disability, 36(1), 49-‐60. Mortier, K., Desimpel, L., De Schauwer, E., & Van Hove, G. (2011). 'I want support, not comments': children's perspectives on supports in their lives. Disability & Society, 26(2), 207-‐221. Raes, V., De Jong, C. A. J., De Bacquer, D., Broekaert, E., & De Maeseneer, J. (2011). The effect of using assessment instruments on substance-‐abuse outpatients' adherence to treatment: a multi-‐
centre randomised controlled trial. Bmc Health Services Research, 11. doi: 123 Steel, R., Poppe, L., Vandevelde, S., Van Hove, G., & Claes, C. (2011). Family quality of life in 25 Belgian families: quantitative and qualitative exploration of social and professional support domains. Journal of Intellectual Disability Research, 55, 1123-‐1135. Van Havere, T., Vanderplasschen, W., Lammertyn, J., Broekaert, E., & Bellis, M. (2011). Drug use and nightlife: more than just dance music. Substance Abuse Treatment Prevention and Policy, 6. doi: 18 Vandevelde, S., Soyez, V., Vander Beken, T., De Smet, S., Boers, A., & Broekaert, E. (2011). Mentally ill offenders in prison: the Belgian case. International Journal of Law and Psychiatry, 34(1), 71-‐78. Vindevogel, S., Coppens, K., Derluyn, I., De Schryver, M., Loots, G., & Broekaert, E. (2011). Forced conscription of children during armed conflict: experiences of former child soldiers in northern Uganda. Child Abuse & Neglect, 35(7), 551-‐562. 2010 (19) Broekaert, E., Autrique, M., Vanderplasschen, W., & Colpaert, K. (2010). The human prerogative: a critical analysis of evidence-‐based and other paradigms of care in substance abuse treatment. Psychiatric Quarterly, 81(3), 227-‐238. Ciot, M.-‐G., & Van Hove, G. (2010). Romanian approach to media portrayals of disability. Disability & Society, 25(5), 525-‐538. Claes, C., Van Hove, G., van Loon, J., Vandevelde, S., & Schalock, R. L. (2010). Quality of life measurement in the field of intellectual disabilities: eight principles for assessing quality of life-‐related personal outcomes. Social Indicators Research, 98(1), 61-‐72. Claes, C., Van Hove, G., Vandevelde, S., & van Loon, J. (2010). Person-‐centered planning: analysis of research and effectiviness. Intellectual and Developmental Disabilities, 48(6), 432-‐453. 89
Colins, O., Vermeiren, R., Vreugdenhil, C., van den Brink, W., Doreleijers, T., & Broekaert, E. (2010). Psychiatric disorders in detained male adolescents: a systematic literature review. Canadian Journal of Psychiatry-‐Revue Canadienne De Psychiatrie, 55(4), 255-‐263. De Clerck, G. (2010). Deaf epistemologies as a critique and alternative to the practice of science: an anthropological perspective. American Annals of the Deaf, 154(5), 435-‐446. De Maeyer, J., Vanderplasschen, W., & Broekaert, E. (2010). Quality of life among opiate-‐dependent individuals: a review of the literature. International Journal of Drug Policy, 21(5), 364-‐380. Derluyn, I., Lippens, V., Verachtert, T., Bruggeman, W., & Broekaert, E. (2010). Minors travelling alone: a risk group for human trafficking? International Migration, 48(4), 164-‐185. Hardonk, S., Desnerck, G., Bosteels, S., Loots, G., Van Hove, G., Van Kerschaver, E., . . . Louckx, F. (2010). Pediatric cochlear implantation: a qualitative study of the parental decision-‐making process in Flanders, Belgium. American Annals of the Deaf, 155(3), 339-‐362. Mels, C., Derluyn, I., Broekaert, E., & Rosseel, Y. (2010). Community-‐based cross-‐cultural adaptation of mental health measures in emergency settings: validating the IES-‐R and HSCL-‐37A in Eastern Democratic Republic of Congo. Social Psychiatry and Psychiatric Epidemiology, 45(9), 899-‐910. Mels, C., Derluyn, I., Rosseel, Y., & Broekaert, E. (2010). The psychological impact of forced displacement and related risk factors on Eastern Congolese adolescents affected by war. Journal of Child Psychology and Psychiatry, 51(10), 1096-‐1104. Mortier, K., Hunt, P., Leroy, M., Van de Putte, I., & Van Hove, G. (2010). Communities of practice in inclusive education. Educational Studies, 36(3), 345-‐355. Pham, T., Saloppé, X., Douillez, C., Deflandre, H., Sabbe, B., Autrique, M., & Vanderplasschen, W. (2010). Evidence-‐based practice and directive in the assistance brought to drug addicts: recommendations for their implementation in Belgium. Annales Medico-‐Psychologiques, 168(1), 19-‐24. Reynaert, D., De Bie, M., & Vandevelde, S. (2010). Children's rights education and social work: contrasting models and understandings. International Social Work, 53(4), 443-‐456. Ruiz-‐Casares, M., Rousseau, C., Derluyn, I., Watters, C., & Crepeau, F. (2010). Right and access to healthcare for undocumented children: addressing the gap between international conventions and disparate implementations in North America and Europe. Social Science & Medicine, 70(2), 329-‐336. Van de Velde, D., Bracke, P., Van Hove, G., Josephsson, S., & Vanderstraeten, G. (2010). Perceived participation, experiences from persons with spinal cord injury in their transition period from hospital to home. International Journal of Rehabilitation Research, 33(4), 346-‐355. van Loon, J., Claes, C., Vandevelde, S., Van Hove, G., & Schalock, R. (2010). Assessing individual support needs to enhance personal outcomes. Exceptionality, 18(4), 193-‐202. Vanderplasschen, W., Bloor, M., & McKeganey, N. (2010). Long-‐term outcomes of aftercare participation following various forms of drug abuse treatment in Scotland. Journal of Drug Issues, 40(3), 703-‐
728. Veenstra, M., Walsh, P., Lantman-‐De Valk, H., Haveman, M., Linehan, C., Kerr, M., . . . Moravec, D. (2010). Sampling and ethical issues in a multicenter study on health of people with intellectual disabilities. Journal of Clinical Epidemiology, 63(10), 1091-‐1100. 2009 (18) Albrecht, G., Devlieger, P., & Van Hove, G. (2009). Living on the margin: disabled Iranians in Belgian society. Disability & Society, 24(3), 259-‐271. 90
Autrique, M., Vanderplasschen, W., Broekaert, E., & Sabbe, B. (2009). Practitioners' Attitudes concerning Evidence-‐Based Guidelines in Belgian Substance Abuse Treatment. European Addiction Research, 15(1), 47-‐55. Claes, C., Van Hove, G., van Loon, J., Vandevelde, S., & Schalock, R. (2009). Evaluating the inter-‐
respondent (consumer vs staff) reliability and construct validity (SIS vs Vineland) of the Supports Intensity Scale on a Dutch sample. Journal of Intellectual Disability Research, 53(4), 329-‐338. Colins, O., Vermeiren, R., Schuyten, G., & Broekaert, E. (2009). Psychiatric Disorders in Property, Violent, and Versatile Offending Detained Male Adolescents. American Journal of Orthopsychiatry, 79(1), 31-‐38. Colins, O., Vermeiren, R., Vreugdenhil, C., Schuyten, G., Broekaert, E., & Krabbendam, A. (2009). Are psychotic experiences among detained juvenile offenders explained by trauma and substance use? Drug and Alcohol Dependence, 100(1-‐2), 39-‐46. De Clerck, G. (2009). Identiteitsdynamieken in Vlaamse dove rolmodellen: een verkenning van tendensen in emancipatieprocessen in dovengemeenschappen en parallellen met etnische minderheden in Europa. Volkskunde, 110(2), 117-‐136. De Schauwer, E., Van Hove, G., Mortier, K., & Loots, G. (2009). 'I need help on Mondays. The other days I'm ok.' Perspectives of disabled children on inclusive education. Children & Society, 23(2), 99-‐
111. Derluyn, I., Mels, C., & Broekaert, E. (2009). Mental health problems in separated refugee adolescents. Journal of Adolescent Health, 44(3), 291-‐297. Kolind, T., Vanderplasschen, W., & De Maeyer, J. (2009). Dilemmas when working with substance abusers with multiple and complex problems: the case manager's perspective. International Journal of Social Welfare, 18(3), 270-‐280. Lesseliers, J., Van Hove, G., & Vandevelde, S. (2009). Regranting identity to the outgraced: narratives of persons with learning disabilities: methodological considerations. Disability & Society, 24(4), 411-‐
423. Mels, C., Derluyn, I., Broekaert, E., & Rosseel, Y. (2009). Screening for traumatic exposure and posttraumatic stress symptoms in adolescents in the war-‐affected eastern democratic republic of Congo. Archives of Pediatrics & Adolescent Medicine, 163(6), 525-‐530. Missotten, J., Goris, J., Michiels, J., Van Coillie, E., Herman, L., De Smet, S., . . . Heyndrickx, M. (2009). Screening of isolated lactic acid bacteria as potential beneficial strains for fermented liquid pig feed production. Animal Feed Science and Technology, 150(1-‐2), 122-‐138. Reynaert, D., De Bie, M., & Vandevelde, S. (2009). A review of children’s rights literature since the adoption of the United Nations Convention on the Rights of the Child. Childhood, 16(4), 518-‐534. Stinckens, A., Luyten, T., Van den Maagdenberg, K., Janssens, S., De Smet, S., Georges, M., & Buys, N. (2009). Interactions between genes involved in growth and muscularity in pigs: IGF-‐2, myostatin, ryanodine receptor 1, and melanocortin-‐4 receptor. Domestic Animal Endocrinology, 37(4), 227-‐
235. Tijtgat, L., Verjans, M., Vlerick, P., & Bruyninx, K. (2009). Disability case management: een meerwaarde bij arbeidsreïntegratie. Gedrag & Organisatie, 22(4), 392-‐410. Van Havere, T., Vanderplasschen, W., Broekaert, E., & De Bourdeaudhuij, I. (2009). Influence of age and gender on party drug use among young adults attending dance events, clubs and rock festivals in Belgium. Substance Use & Misuse, 44(13), 1899-‐1915. Van Hove, G., De Schauwer, E., Mortier, K., & Bosteels, S. (2009). Working with mothers and fathers of children with disabilities: metaphors used by parents in a continuing dialogue. European Early Childhood Education Research Journal, 17(2), 187-‐201. 91
Wullepit, N., Raes, K., Beerda, B., Veerkamp, R., Fremaut, D., & De Smet, S. (2009). Influence of management and genetic merit for milk yield on the oxidative status of plasma in heifers. Livestock Science, 123(2-‐3), 276-‐282. 2008 (12) Colins, O., Broekaert, E., Vandevelde, S., & Van Hove, G. (2008). Max Weber and Alfred Schutz: the theoretical and methodological background of the case-‐oriented quantification approach behind WinMAX? Social Science Computer Review, 26(3), 369-‐378. Colins, O., Vermeiren, R., Schuyten, G., Broekaert, E., & Soyez, V. (2008). Informant agreement in the assessment of disruptive behavior disorders in detained minors in Belgium: A diagnosis-‐level and symptom-‐level examination. Journal of Clinical Psychiatry, 69(1), 141-‐148. Colpaert, K., Vanderplasschen, W., Van Hal, G., Broekaert, E., & Schuyten, G. (2008). Dual substance abusers seeking treatment: Demographic, substance-‐related, and treatment utilization characteristics. Journal of Drug Issues, 38(2), 559-‐583. Derluyn, I., & Broekaert, E. (2008). Unaccompanied refugee children and adolescents: The glaring contrast between a legal and a psychological perspective. International Journal of Law and Psychiatry, 31(4), 319-‐330. Derluyn, I., Broekaert, E., & Schuyten, G. (2008). Emotional and behavioural problems in migrant adolescents in Belgium. European Child & Adolescent Psychiatry, 17(1), 54-‐62. Devlieger, P., Grosvenor, I., Simon, F., Van Hove, G., & Vanobbergen, B. (2008). Visualising disability in the past. Paedagogica Historica, 44(6), 747-‐760. D'Oosterlinck, F., Goethals, I., Broekaert, E., Schuyten, G., & De Maeyer, J. (2008). Implementation and effect of life space crisis intervention in special schools with residential treatment for students with emotional and behavioral disorders (EBD). Psychiatric Quarterly, 79(1), 65-‐79. Gheysen, F., Loots, G., & Van Waelvelde, H. (2008). Motor development of deaf children with and without cochlear implants. Journal of Deaf Studies and Deaf Education, 13(2), 215-‐224. Mels, C., Derluyn, I., & Broekaert, E. (2008). Social support in unaccompanied asylum-‐seeking boys: a case study. Child Care Health and Development, 34(6), 757-‐762. Roets, G., Reinaart, R., Adams, M., & Van Hove, G. (2008). Looking at lived experiences of self-‐advocacy through gendered eyes: becoming femme fatale with/out 'learning difficulties'. Gender and Education, 20(1), 15-‐29. Roets, G., Reinaart, R., & Van Hove, G. (2008). Living between borderlands: discovering a sense of nomadic subjectivity throughout Rosa's life story. Journal of Gender Studies, 17(2), 99-‐115. Sermijn, J., Devlieger, P., & Loots, G. (2008). The narrative construction of the self -‐ Selfhood as a rhizomatic story. Qualitative Inquiry, 14(4), 632-‐650. 2007 (11) Bean, T., Derluyn, I., Eurelings-‐Bontekoe, E., Broekaert, E., & Spinhoven, P. (2007). Comparing psychological distress, traumatic stress reactions, and experiences of unaccompanied refugee minors with experiences of adolescents accompanied by parents. Journal of Nervous and Mental Disease, 195(4), 288-‐297. Colpaert, K., Vanderplasschen, W., & Broekaert, E. (2007). Comparison of single and multiple agency clients in substance abuse treatment services. European Addiction Research, 13(3), 156-‐166. De Clerck, G. (2007). Meeting global deaf peers and visiting ideal deaf places: deaf ways of education leading to empowerment. An exploratory case study. American Annals of the Deaf, 152(1), 5-‐19. 92
De Wilde, J., Broekaert, E., Rosseel, Y., Delespaul, P., & Soyez, V. (2007). The role of gender differences and other client characteristics in the prevalence of DSM-‐IV affective disorders among a European therapeutic community population. Psychiatric Quarterly, 78(1), 39-‐51. Derluyn, I., & Broekaert, E. (2007). Different perspectives on emotional and behavioural problems in unaccompanied refugee children and adolescents. Ethnicity & Health, 12(2), 141-‐162. Hesse, M., Vanderplasschen, W., Rapp, R., Broekaert, E., & Fridell, M. (2007). Case management for persons with substance use disorders. Cochrane Database of Systematic Reviews(4). Roets, G., Goodley, D., & Van Hove, G. (2007). Narrative in a nutshell: Sharing hopes, fears, and dreams with self-‐advocates. Intellectual and Developmental Disabilities, 45(5), 323-‐334. Roets, G., Kristiansen, K., Van Hove, G., & Vanderplasschen, W. (2007). Living through exposure to toxic psychiatric orthodoxies: exploring narratives of people with 'mental health problems' who are looking for employment on the open labour market. Disability & Society, 22(3), 267-‐281. Schalock, R., Luckasson, R. A., Shogren, K. A., Borthwick-‐Duffy, S., Bradley, V., Buntinx, W. H. E., . . . Yeager, M. H. (2007). The renaming of mental retardation: Understanding the change to the term intellectual disability. Intellectual and Developmental Disabilities, 45(2), 116-‐124. Tammy, B., Derluyn, I., Eurelings-‐Bontekoe, E., Broekaert, E., & Spinhoven, P. (2007). Validation of the multiple language versions of the Hopkins Symptom Checklist-‐37 for refugee adolescents. Adolescence, 42(165), 51-‐71. Vanderplasschen, W., Wolf, J., Rapp, R. C., & Broekaert, E. (2007). Effectiveness of different models of case management for substance-‐abusing populations. Journal of Psychoactive Drugs, 39(1), 81-‐
95. 2006 (8) Bean, T., Derluyn, I., Eurelings-‐Bontekoe, E., Broekaert, E., & Spinhoven, P. (2006). Validation of the multiple language versions of the Reactions of Adolescents to Traumatic Stress questionnaire. Journal of Traumatic Stress, 19(2), 241-‐255. Broekaert, E., Vandevelde, S., Soyez, V., Yates, R., & Slater, A. (2006). The third generation of therapeutic communities: The early development of the TC for addictions in Europe. European Addiction Research, 12(1), 1-‐11. De Wilde, J., Broekaert, E., & Rosseel, Y. (2006). Problem severity profiles of clients in European therapeutic communities: Gender differences in various areas of functioning. European Addiction Research, 12(3), 128-‐137. De Wilde, J., Broekaert, E., Segraeus, V., & Rosseel, Y. (2006). Is the 'community as method' approach gender sensitive? Client and treatment characteristics in European therapeutic communities. Results of the BIOMED II (IPTRP) project. International Journal of Social Welfare, 15(2), 150-‐161. D'Oosterlinck, F., Broekaert, E., De Wilde, J., Bockaert, L. F., & Goethals, I. (2006). Characteristics and profile of boys and girls with emotional and behavioural disorders in Flanders mental health institutes: a quantitative study. Child Care Health and Development, 32(2), 213-‐224. Soyez, V., De Leon, G., Broekaert, E., & Rosseel, Y. (2006). The impact of a social network intervention on retention in Belgian therapeutic communities: a quasi-‐experimental study. Addiction, 101(7), 1027-‐1034. Soyez, V., De Leon, G., Rosseel, Y., & Broekaert, E. (2006). Motivation and readiness for therapeutic community treatment: Psychometric evaluation of the Dutch translation of the Circumstances, Motivation, Readiness, and Suitability scales. Journal of Substance Abuse Treatment, 30(4), 297-‐
308. Vandevelde, S., Palmans, V., Broekaert, E., Rousseau, K., & Vanderstraeten, K. (2006). How do drug-‐
involved incarcerated and recently released offenders and correctional treatment staff perceive 93
treatment? A qualitative study on treatment needs and motivation in Belgian prisons. Psychology Crime & Law, 12(3), 287-‐305. 2005 (5) De Waele, I., & Van Hove, G. (2005). Modern times: an ethnographic study on the quality of life of people with a high support need in a Flemish residential facility. Disability & Society, 20(6), 625-‐639. Derluyn, I., & Broekaert, E. (2005). On the way to a better future: Belgium as transit country for trafficking and smuggling of unaccompanied minors. International Migration, 43(4), 31-‐56. Soyez, V., & Broekaert, E. (2005). Therapeutic communities, family therapy, and humanistic psychology: History and current examples. Journal of Humanistic Psychology, 45(3), 302-‐332. van Loon, J., Knibbe, J., & Van Hove, G. (2005). From institutional to community support: Consequences for medical care. Journal of Applied Research in Intellectual Disabilities, 18(2), 175-‐180. Vandevelde, S., Broekaert, E., Schuyten, G., & Van Hove, G. (2005). Intellectual abilities and motivation toward substance abuse treatment in drug-‐involved offenders: A pilot study in the Belgian criminal justice system. International Journal of Offender Therapy and Comparative Criminology, 49(3), 277-‐297. Articles in peer reviewed international journals (not incl. in Web of Science-‐listed journals) 2012 (3) Goorix, K., D'Oosterlinck, F., Spriet, E., Freado, M., & Broekaert, E. (2012). Teach me how to talk. Reclaiming Children and Youth, 21(2), 54-‐58. Reynaert, D., De Bie, M., & Vandevelde, S. (2012). Between 'believers' and 'opponents': critical discussions on children's rights. The International Journal of Children's Rights, 20(1), 1-‐15. Van Hove, G., De Schauwer, E., Mortier, K., Claes, L., De Munck, K., Verstichele, M., . . . Thienpondt, L. (2012). Supporting gaduate students toward a 'pedagogy of hope': resisting and redefining traditional notions of disability. Review of Disability Studies, 8(3), 45-‐54. 2009 (12) Broekaert, E., Soenen, B., Goethals, I., D'Oosterlinck, F., & Vandevelde, S. (2009). Life space crisis intervention as a modern manifestation of milieu therapy and orthopedagogy. Therapeutic Communities, 30(2), 122-‐145. Colpaert, K., Vanderplasschen, W., Van Hal, G., Schuyten, G., & Broekaert, E. (2009). Cannabis-‐related treatment demands in Belgium: a socio-‐demographic and treatment seeking profile. Archives of Public Health, 67, 179-‐193. De Clerck, G. (2009). ‘I don’t worry because I have my education.’ International deaf people moving towards emancipation. Medische Antropologie, 21(1), 131-‐158. D'Oosterlinck, F., Goethals, I., Spriet, E., Soenen, B., & Broekaert, E. (2009). Conflict management for children and adolescents with emotional and behavioral disorders. Therapeutic Communities, 30(2), 146-‐156. D'Oosterlinck, F., Soenen, B., Goethals, I., Vandevelde, S., & Broekaert, E. (2009). Perceptions of staff members on the implementation of conflict management strategies in educational and therapeutic environments for children and youths with emotional and behavioral disorders. Therapeutic Communities, 30(2), 157-‐172. Haasen, C., Schulte, B., Vanderplasschen, W., Verthein, U., Schäfer, I., & Reimer, J. (2009). Predictive value of regular cocaine use among opioid dependent patients: a 4-‐year follow-‐up study. Addictive Disorders & Their Treatment, 8(2), 74-‐79. 94
Mortier, K., Hunt, P., Desimpel, L., & Van Hove, G. (2009). With parents at the table: creating supports for children with disabilities in general education classrooms. European Journal of Special Needs Education, 24(4), 337-‐354. Mortier, K., Van Hove, G., & De Schauwer, E. (2009). Supports for children with disabilities in regular education classrooms: an account of different persepctives in Flanders. The International Journal on Inclusive Education. Raes, V., Küfner, H., Vanderplasschen, W., De Wilde, M., Delputte, S., Soyez, V., . . . De Maeseneer, J. (2009). Measuring resources in a therapeutic community-‐based treatment system: a reliability and validity study of the Dutch version of PREDI short diagnosis. Therapeutic Communities, 30(4), 344-‐365. Soenen, B., Goethals, I., Spriet, E., D'Oosterlinck, F., & Broekaert, E. (2009). Effects of the combination of life space crisis interventions and a level system at the therapeutic treatment center 'Heynsdaele': a special school and home for youth with behavioral and emotional problems. Therapeutic Communities, 30(2), 200-‐216. Vanderplasschen, W., Colpaert, K., & Broekaert, E. (2009). Determinants of relapse and re-‐admission among alcohol abusers after intensive residential treatment. Archives of Public Health, 67, 194-‐
211. Wilssens, M., Lebeer, J., Struyf, E., De Maeyer, S., Denys, A., Timbremont, B., & Van de Veire, H. (2009). Leerzorg in de praktijk getest. Logopedie (Herentals), 22(2), 49-‐54. 2011 (4) Boers, A., Vandevelde, S., Soyez, V., De Smet, S., & To, W. T. (2011). Het zorgaanbod voor geïnterneerden in België. Panopticon, 32(2), 17-‐38. Broekaert, E., Vandevelde, S., & Briggs, D. (2011). The postmodern application of holistic education. Therapeutic Communities, 32(1), 18-‐34. Claes, L., Roets, G., Coene, G., & Van Hove, G. (2011). Recht op geestelijke gezondheidszorg voor personen met een verstandelijke beperking: onnodig controversieel? Ethiek & Maatschappij, 13(4), 79-‐98. Goethals, I., Yates, R., Vandevelde, S., Broekaert, E., & Soyez, V. (2011). A religion too far: a historical and qualitative study on how ex-‐Synanon members value critical incidents that might have led to the downfall of their utopia. Mental Health and Substance Use, 4(3), 177-‐194. 2010 (6) Buntinx, W., Maes, B., Claes, C., & Curfs, P. (2010). De Nederlandstalige versie van de supports intensity scale: psychometrische eigenschappen en toepassingen. Ntz : Nederlands Tijdschrift Voor Zwakzinnigenzorg = Ntz : Nederlands Tijdschrift Voor De Zorg Aan Geestelijk Gehandicapten, 36(1), 4-‐27. De Smet, S., Vandevelde, S., Verté, D., & Broekaert, E. (2010). What is currently known about older mentally Ill offenders in Forensic contexts: results from a literature review. International Journal of Social Sciences and Humanity Studies, 2(1), 127-‐135. Pearce, S., & Autrique, M. (2010). On the need for randomised trials of therapeutic community approaches. Therapeutic Communities, 31(4), 338-‐355. Reynaert, D., De Bie, M., & Vandevelde, S. (2010). Children, rights and social work: rethinking children's rights education. Social Work and Society, 8(1), 60-‐69. Šrahùlkova, K., & Vanderplasschen, W. (2010). A comparison of drug use prevention systems in Belgium and the Czech Republic. Adiktologie (Tisnov), 10(3), 180-‐187. 95
van Loon, J., Claes, C., Van Hove, G., & Schalock, R. (2010). De ontwikkeling va de persoonsgerichte ondersteuningsuitkomsten schaal (POS). Ntz : Nederlands Tijdschrift Voor Zwakzinnigenzorg = Ntz : Nederlands Tijdschrift Voor De Zorg Aan Geestelijk Gehandicapten, 36(3), 180-‐196. 2008 (4) Albrecht, G., Devlieger, P., & Van Hove, G. (2008). The experience of disability in plural societies. Alter (Paris), 2, 1-‐13. Autrique, M., Vanderplasschen, W., Broekaert, E., & Sabbe, B. (2008). The drug-‐free therapeutic community: findings and reflections in an evidence-‐based era. Therapeutic Communities, 29(1), 5-‐15. Desnerck, G., Bosteels, S., & Hardonk, S. (2008). Mensen met een handicap: over medicalisering en sociologisering. Tijdschrift Voor Sociologie, 29(2-‐3), 212-‐231. Pham, T., Saloppé, X., Douillez, C., Deflandre, H., Sabbe, B., Autrique, M., & Vanderplasschen, W. (2008). Les pratiques evidence-‐based dans l'aide proposée aux toxicomanes: connaissances, attitudes et applications. Acta Psychiatrica Belgica, 108(5), 3-‐6. 2007 (5) Broekaert, E., Colpaert, K., Soyez, V., Vanderplasschen, W., & Vandevelde, S. (2007). Transatlantic dialectics: a study on similarities and dissimilarities in approaches to substance abuse problems in the United States and Europe. Therapeutic Communities, 28(1), 33-‐44. Derluyn, I., & Broekaert, E. (2007). Niet-‐begeleide buitenlandse minderjarigen: onoplosbare paradoxen. Orde Van De Dag : Criminaliteit En Samenleving, 10, 29-‐34. Vanderplasschen, W., & De Maeyer, J. (2007). The practice of case management for substance abusers: what's in a name? Adiktologie (Tisnov), 7(4), 460-‐469. Vanderplasschen, W., Mostien, B., Franssen, A., Lievens, K., De Maeyer, J., & Broekaert, E. (2007). Dealing with multiple and frequent service utilisation in substance abuse treatment: Experiences with coordination of care in residential substance abuse agencies in the region of Ghent, Belgium. Therapeutic Communities, 28(1), 74-‐89. Vanderplasschen, W., Wolf, J., Rapp, R. C., & Hesse, M. (2007). Case management for substance abusers: Panacea, makeshift or binding agent? Adiktologie (Tisnov), 7(4), 430-‐443. 2006 (8) Devlieger, P., Van Hove, G., & Renders, F. (2006). Disability cosmology: the practice of making disability worlds. Journal of Psychology in Africa, 1, 77-‐85. D'Oosterlinck, F., Broekaert, E., & Denoo, I. (2006). Conversations with youth in conflict. Reclaiming Children and Youth, 15(1), 45-‐51. Roets, G., Adams, M., & Van Hove, G. (2006). Challenging the monologue about silent sterilization: implications for self-‐advocacy. British Journal of Learning Disabilities, 34(3), 167-‐174. Soyez, V., Broekaert, E., & Rosseel, Y. (2006). Social Networks of Therapeutic Communities. Therapeutic Communicties : The International Journal for Therapeutic and Supportive Organizations., 27(1), 45-‐68. Vanderplasschen, W. (2006). Implementation and evaluation of case management for substance abusers with complex and multiple problems. European Journal of Social Work, 9(2), 259-‐261. Vanderplasschen, W., Wolf, J., Rapp, R. C., & Broekaert, E. (2006). Case management. Drug & Alcohol Findings, 15, 14-‐19. 96
Yates, R., Rawlings, B., Broekaert, E., & De Leon, G. (2006). Brief-‐encounters: the development of European Drug Free Therapeutic communities and the origins of the European Federation of Therapeutic communities. Therapeutic Communicties : The International Journal for Therapeutic and Supportive Organizations., 27(1), 5-‐11. Yates, R., Rawlings, B., Broekaert, E., & De Leon, G. (2006). Writings from the Edge. Therapeutic Communicties : The International Journal for Therapeutic and Supportive Organizations., 27(1), 87-‐94. 2005 (4) Broekaert, E., Vandevelde, S., & Yates, R. (2005). Dr. D.J. Ottenberg, friend and humanitarian: a personal account of a therapeutic community pionier. Therapeutic Communicties : The International Journal for Therapeutic and Supportive Organizations., 26(2), 215-‐224. Bryssinck, D., Broekaert, E., & Vandevelde, S. (2005). Psychosis and newly emerging dependency groups: the search for an adapted model of care at the Psychiatric Centres Sleidinge in Belgium. Therapeutic Communicties : The International Journal for Therapeutic and Supportive Organizations., 26(2), 150-‐162. Colpaert, K., Vanderplasschen, W., Van Hal, G., & Broekaert, E. (2005). Drug and alcohol abusers in treatment: Two distinct socio-‐economic groups? Archives of Public Health, 63(Suppl. 1), 11-‐12. Schoeters, L., Schelfhout, P., Roets, G., & Van Hove, G. (2005). Partnership working between university researchers and self-‐advocacy organisations: "a way forward for inclusion" in England and "fine feathers make a fine bird" in Flanders (Belgium). Journal of intellectual disabilities, 9(4), 345-‐
357. Articles in peer reviewed national journals 2012 (1) Mortier, K., Hunt, P., Desimpel, L., & Van Hove, G. (2012). Participatie van kinderen met een beperking en hun ouders in de realisatie van inclusief onderwijs. Tijdschrift Voor Orthopedagogiek (Amersfoort), 51(6), 319-‐330. 2009 (1) Vanderplasschen, W., Lievens, K., Mostien, B., & Franssen, A. (2009). Tien jaar netwerkvorming en case management in de Oost-‐Vlaamse drughulpverlening: zorgen dat circuits net werken. Psychiatrie & Verpleging, 85(4), 200-‐210. Academic monographs 2012 (3) Dangreau, J., Deben, L., De Greve, K., Delbrouck, L., De Waele, H., Lambrechts, M.-‐C., . . . Van Steenbrugge, W. (2012). Wet & duiding drugwetgeving: Larcier. 97
De Clerck, G. (2012). 'Ik ben ook een mens': empowerment in de Vlaamse en globale dovengemeenschap: Acco. Ingleby, D., & Derluyn, I. (2012). Educational integration of asylum-‐seeking and refugee children in Belgium: country report for the ERF project INTEGRACE: Center for the Study of Democracy. 2011 (3) Colman, C., De Ruyver, B., Vander Laenen, F., Vanderplasschen, W., Broekaert, E., De Keulenaer, S., & Thomaes, S. (2011). De drugbehandelingskamer: een andere manier van afhandelen: Maklu. De Clerck, G. (2011). 'I don't worry because I have my education': exploring dynamics of deaf identity, empowerment and agency in a chain of empirical and theoretical studies: Gallaudet University Press. De Schauwer, E., Vandekinderen, C., & Van de Putte, I. (2011). Voorbij de vraagtekens?! Perspectieven van leraren op inclusief onderwijs: Garant. 2010 (2) Mortier, K., De Schauwer, E., Van de Putte, I., & Van Hove, G. (2010). Inclusief onderwijs in de praktijk: Garant. Van de Putte, I., David, R., Vandevelde, S., De Windt, E., De Wilde, J., & Van den Abbeele, G. (2010). Klassewerk: het GOL(L)D-‐concept: het gericht ondersteunen van leraren in het leren omgaan met diversiteit in de klas: Academia Press. 2009 (3) Broekaert, E. (2009). Naar een integratieve handelingsorthopedagogiek: Garant. De Ruyver, B., Lemaitre, A., Born, M., Ponsaers, P., Pauwels, L., Vander Laenen, F., . . . Vandam, L. (2009). Do's and don'ts in een integraal en geïntegreerd drugbeleid -‐ Faire et ne pas faire dans le cadre d'une politique intégrale et intégrée sur les drogues: Academia Press. Steel, R., Vandevelde, S., & Poppe, L. (2009). Groene appels en zussenknuffels. Vier verhalen van brussen: Academia Press. 2008 (3) Claes, C., van Loon, J., Van Hove, G., & Schalock, R. (2008). POS: Persoonlijke Ondersteuningsuitkomsten Schaal: Garant. Derluyn, I., Vanderplasschen, W., Alexandre, S., Stoffels, I., Scheirs, V., Vindevogel, S., . . . Broekaert, E. (2008). Zorgtrajecten van druggebruikers uit etnisch-‐culturele minderheden: Academia Press. Desnerck, G., & Van Renterghem, B. (2008). Werken aan de digitale kloof: Oostende@internet: onderzoek naar de effecten en mogelijke toekomstperspectieven: Academia Press. 2007 (3) Autrique, A., Vanderplasschen, W., Pham, T., Broekaert, E., & Sabbe, B. (2007). Evidence-‐based werken in de verslavingszorg: een stand van zaken: Academia Press. De Wilde, J., Soyez, V., Vandevelde, S., Broekaert, E., Vander Beken, T., Guillaume, R., . . . Caels, Y. (2007). Druggebruik en psychopathologie in gevangenissen: een exploratieve studie tot methodiekontwikkeling: Academia Press. 98
Desnerck, G. (2007). Mensen met een handicap. Modellen tussen theorie en praktijk: Academia Press. 2006 (1) Vanderplasschen, W., Vandevelde, S., Claes, C., Broekaert, E., & Van Hove, G. (2006). Orthopedagogische werkvelden in beweging: organisatie en tendensen: Garant. 2005 (2) Derluyn, I., Wille, B., De Smet, T., & Broekaert, E. (2005). Op weg. Psychosociale en therapeutische begeleiding van niet-‐begeleide buitenlandse minderjarigen: Garant. Geenens, K., Vanderplasschen, W., Broekaert, E., De Ruyver, B., & Alexandre, S. (2005). Tussen droom en daad: implementatie van case management voor druggebruikers binnen de hulpverlening en justitie: Academia Press. Academic book chapters 2012 (8) Coppens, K., Vindevogel, S., Derluyn, I., Loots, G., & Broekaert, E. (2012). Psychosocial care in rehabilitation centres for former child soldiers in Northern Uganda. Re-‐member : rehabilitation, reintegration and reconciliation of war-‐affected children, 11, 329-‐362. De Clerck, G. (2012). Valuing deaf indigenous knowledge in research through partnership: The Cameroonian deaf community and the challenge of 'serious' scholarship. Deaf epistemologies : multiple perspectives on the acquisition of knowledge, 81-‐104. De Clerck, G., & Pinxten, H. (2012). Gebarentaal zegt alles: dovencultuur en gebarentaal als uiting van intrinsieke menselijke diversiteit. Gebarentaal zegt alles, 6-‐18. Mels, C., Derluyn, I., Broekaert, E., & Vlassenroot, K. (2012). Exploring the context for adolescent mental health and psychosocial assistance in the Eastern Democratic Republic of Congo. Re-‐member : rehabilitation, reintegration and reconciliation of war-‐affected children, 11, 475-‐498. Mels, C., Derluyn, I., Parmentier, S., & Vandenhole, W. (2012). Introduction: children affected by armed conflict viewed from three fields. Re-‐member : rehabilitation, reintegration and reconciliation of war-‐affected children, 11, 1-‐34. Okello, J., Derluyn, I., Musisi, S., & Broekaert, E. (2012). The fit between mental health needs and programming responses for war-‐affected children in northern Uganda. Re-‐member : rehabilitation, reintegration and reconciliation of war-‐affected children, 11, 437-‐448. Vander Laenen, F., & Vanderplasschen, W. (2012). Samenwerking justitie en hulpverlening. Wet en duiding : drugswetgeving 2012, 15-‐27. Vindevogel, S., Coppens, K., Derluyn, I., Loots, G., & Broekaert, E. (2012). Life in rebel captivity and its challenges for the psychosocial rehabilitation and reintegration of former child soldiers: the case of northern Uganda. Re-‐member : rehabilitation, reintegration and reconciliation of war-‐affected children, 11, 307-‐328. 2011 (13) Bruffaerts, R., Vanderplasschen, W., Broekaert, E., Van Hal, G., Beutels, P., & Demyttenaere, K. (2011). Conclusies en aanbevelingen met betrekking tot de middelengebonden crisisopvang in België. 99
Crisisopvang voor middelengebruikers in België : een formele evaluatie en aanbevelingen voor een duurzaam beleid = La prise en charge de crise des assuétudes en Belgique : une évaluation formelle et recommandations pour une politique durable, 251-‐290. Bruffaerts, R., Vanderplasschen, W., Broekaert, E., Van Hal, G., Beutels, P., & Demyttenaere, K. (2011). Crisisopvang en case management voor middelengebruikers in België: stand van zaken en onderzoeksvragen van het ECCAM-‐project. Crisisopvang voor middelengebruikers in België : een formele evaluatie en aanbevelingen voor een duurzaam beleid = La prise en charge de crise des assuétudes en Belgique : une évaluation formelle et recommandations pour une politique durable, 1-‐13. Claudia, C., Vandevelde, S., & van Loon, J. (2011). Participeren aan de samenleving. Ondersteuning van mensen met ernstige meervoudige beperkingen : handvatten voor een kwaliteitsvol leven, 75-‐94. Cogels, S., & Vanderplasschen, W. (2011). Circuits de soins et réseau: forces et limites du case management en aval de la crise. Crisisopvang voor middelengebruikers in België : een formele evaluatie en aanbevelingen voor een duurzaam beleid = La prise en charge de crise des assuétudes en Belgique : une évaluation formelle et recommandations pour une politique durable, 191-‐224. Colman, C., De Ruyver, B., Vander Laenen, F., Vanderplasschen, W., & Broekaert, E. (2011). Kwalitatieve evaluatie van het proefproject: drugbehandelingskamer. De drugbehandelingskamer : een andere manier van afhandelen, 37, 29-‐84. Colman, C., De Ruyver, B., Vander Laenen, F., Vanderplasschen, W., & Broekaert, E. (2011). Situering en probleemstelling. De drugbehandelingskamer : een andere manier van afhandelen, 37, 17-‐28. Derluyn, I. (2011). Niet-‐begeleide buitenlandse minderjarigen: de onoplosbare dualiteit tussen twee perspectieven. Kinderrechten : springplank of struikelblok? Naar een kritische benadering van kinderrechten, 43-‐60. Derluyn, I., Lorant, V., Dauvrin, M., Verrept, H., & Coune, I. (2011). Gelijkwaardige gezondheid voor migranten en etnisch-‐culturele minderheden in België. Armoede en sociale uitsluiting : jaarboek 2011, 263-‐285. Hermans, S., Vanderplasschen, W., & Bruffaerts, R. (2011). Epidemiologische aspecten van crisis en crisisopvang voor middelengebonden problemen. Crisisopvang voor middelengebruikers in België : een formele evaluatie en aanbevelingen voor een duurzaam beleid = La prise en charge de crise des assuétudes en Belgique : une évaluation formelle et recommandations pour une politique durable, 87-‐126. Reynaert, D., De Bie, M., & Vandevelde, S. (2011). Over kinderen en recht: aanzet tot het herdenken van kinderrechten. Kinderrechten : springplank of struikelblok? Naar een kritische benadering van kinderrechten, 95-‐108. Reyngaert, J., Derluyn, I., & Vandenhole, W. (2011). Van duurzame oplossing naar levenstraject voor niet-‐begeleide buitenlandse minderjarigen. Mintegratie, over nieuwe vormen van migratie en integratie, 247-‐281. Vanderplasschen, W., Cogels, S., Baudoncq, B., Stevens, L., De Maeyer, J., & Rapp, R. C. (2011). Case management. Crisisopvang voor middelengebruikers in België : een formele evaluatie en aanbevelingen voor een duurzaam beleid = La prise en charge de crise des assuétudes en Belgique : une évaluation formelle et recommandations pour une politique durable, 127-‐190. Verjans, M., Rommel, A., Tijtgat, L., & Bruyninx, K. (2011). Disability management: new methodology to support workplace reintegration in Belgium. Disability management and workplace integration : international research findings, 131-‐143. 2010 (5) 100
De Belie, E., Leroy, M., Vandevelde, S., & Van Hove, G. (2010). Gedeelde tranen van vreugde en verdriet: de ondersteuning van 'eigenwijze' ouders van kinderen met een verstandelijke beperking. De taal van de traan, 1, 143-‐171. Derluyn, I., & Broekaert, E. (2010). Child soldiers. The Cambridge handbook of forensic psychology, 638-‐
644. Van Havere, T., & Schrooten, J. (2010). Recreatief druggebruik in het uitgaansleven. Illegale drugs : cijfers in perspectief, 1997-‐2007, 327-‐340. Vanderplasschen, W., Autrique, M., & De Wilde, J. (2010). Drugverslaafde ouders. Gezin, 6, 208-‐227. Vandevelde, S., Renty, J., Naert, R., Snoeck, S., & Delameilleure, L. (2010). Personen met een autismespectrumstoornis. Handboek Bijzondere Orthopedagogiek, 395-‐428. 2009 (6) Broekaert, E., Moortgat, L., Soyez, V., & Raes, V. (2009). Wetenschappelijk onderzoek: stand van zaken. De Nieuwe Therapeutische Gemeenschap, 85-‐107. De Clerck, G. (2009). The Flemish deaf community and the challenge of breaking through educational barriers. Deaf people around the World: Educational, Developmental and Social perspectives., 157-‐177. De Clerck, G. (2009). Tussen droom en werkelijkheid. Dove jongeren als filmmakers. De.mens@natuur-‐
en-‐cultuur.org Een inleiding in de culturele antropologie. Soyez, V., Van Hove, G., & Vanderplasschen, W. (2009). Ouders met een beperking. Handboek Kinderen & Adolescenten: Problemen en Risicosituaties, F 170-‐171-‐F 170-‐116. Steel, R., Vandevelde, S., Poppe, L., & Moyson, T. (2009). How to support siblings of children with intellectual disabilities? A brief outline of a longitudinal, multi-‐perspective study on siblings of children with intellectual disabilities. Contemporary Issues in Intellectual Disabilities. Vanderplasschen, W., Vindevogel, S., & Broekaert, E. (2009). Het meten van effectiviteit en efficiëntie in de integrale jeugdhulp: droom of nachtmerrie? Handboek Integrale Jeugdhulp, 5, 1-‐15. 2008 (3) Derluyn, I., & Van Hove, G. (2008). Vraaggestuurde ondersteuning. Handboek Integrale Jeugdhulp, 1, 1-‐
17. Van Hove, G., Roets, G., Mortier, K., & De Schauwer, E. (2008). Research in inclusive education as a possible opening to Disability Studies in Education. Disability and the politics of education: an international reader, 121-‐139. Van Hove, G., Roets, G., Mortier, K., & De Schauwer, E. (2008). Research in Inclusive Education as a possible opening to Disability Studies in Education. International Handbook of Disability Studies in Education., 121-‐140. 2007 (5) De Wilde, J., Vandevelde, S., Soyez, V., Vander Beken, T., & Broekaert, E. (2007). Conclusies en aanbevelingen. Druggebruik en psychopathologie in gevangenissen, 157-‐188. Soyez, V., Vandevelde, S., Broekaert, E., & Vander Beken, T. (2007). Algemene inleiding. Druggebruik en psychopathologie in gevangenissen, 1-‐39. Van Hove, G., De Schauwer, E., & Mortier, K. (2007). Ouders van kinderen in inclusief onderwijs vragen om een bijzondere vorm van professionele begeleiding. Professionaliteit in de hulpverlening aan mensen met verstandelijke beperkingen. 101
Vanderplasschen, W., & Lievens, K. (2007). Uitbouw van zorgcircuits en netwerkvorming in de verslavingszorg. Handboek Illegale drugs, 233-‐248. Vandevelde, S., Dewilde, J., Soyez, V., Caels, Y., Dumortier, E., & Vander Beken, T. (2007). Druggebruik en psychopathologie in gevangenissen: een stand van zaken. Druggebruik en psychopathologie in gevangenissen, 41-‐102. 2006 (4) Broekaert, E. (2006). Il trattamento delle dipendenze in Europa: Quali modelli e quali progetti? Prendersi Cura., 155-‐159. Vanderplasschen, W., Autrique, M., & De Wilde, J. (2006). Drugverslaafde ouders. Handboek Kinderen & Adolescenten, F 090, 1-‐16. Vanderplasschen, W., Roose, R., & Colins, O. (2006). Hulpverlening aan kinderen en jongeren in het kader van de bijzondere jeugdbijstand. Orthopedagogische werkvelden in kaart, 65-‐129. Vandevelde, S., Mortier, K., & Van Hove, G. (2006). Het buitengewoon, geïntegreerd en inclusief onderwijs voor personen met een handicap. Orthopedagogische werkvelden in beweging: historiek, organisatie en recente ontwikkelingen., 27. 2005 (9) Broekaert, E., & De Wilde, J. (2005). The Construction of the VACT for Women: A Flexible Tool for Treatment of Female Substance Abusers. Between Evidence Based Practice?, 107-‐111. Broekaert, E., Vanderplasschen, W., Soyez, V., Vandevelde, S., De Wilde, J., Derluyn, I., & Colins, O. (2005). Drughulpverlening. Handboek Bijzondere Orthopedagogiek, 300-‐352. Derluyn, I., & Broekaert, E. (2005). Niet-‐begeleide buitenlandse minderjarigen. Participatierechten van kinderen., 311-‐336. Geenens, K., Colpaert, K., Balthazar, T., Vander Laenen, F., & De Ruyver, B. (2005). Samenwerking en communicatie van cliëntinformatie binnen de hulpverlening en met de justitiële sector: wettelijke randvoorwaarden. Tussen Droom en Daad: Implementatie van case management voor druggebruikers binnen de hulpverlening en justitie, 191-‐242. Roets, G., Van de Perre, D., Van Hove, G., & Schoeters, L. (2005). Apple Tree Of Knowledge. Activist Tales As Theoretical Discourse. Another Disability Studies Reader? People with Learning Difficulties and a Disabling World. Soyez, V., & Broekaert, E. (2005). Are We Expecting Too Much From Social Network Members? The Impact a Social Network intervention on Retention and Success after Therapeutic Community Treatment. Between Evidence Based Practice?, 121-‐136. Van Hove, G., Roets, G., & Goodley, D. (2005). Disability Studies: about relationships, power and knowing as form of participation. Another Disability Studies Reader? People with Learning Difficulties and a Disabling World. Vanderplasschen, W., Rapp, R., Wolf, J., Alexandre, S., Broekaert, E., & Colpaert, K. (2005). Implementatie en evaluatie van case management voor druggebruikers binnen de verslavingszorg en justitie. Tussen Droom en Daad: Implementatie van case management voor druggebruikers binnen de hulpverlening en justitie, 27-‐90. Vanderplasschen, W., Wolf, J., Rapp, R., & Broekaert, E. (2005). Is Case Management an Effective and Evidence Based Intervention for Helping Substance Abusing Populations? Between Evidence Based Practice?, 137-‐155. 102
Edited academic books 2012 (3) Gebarentaal zegt alles. (2012). Acco. Re-‐member: rehabilitation, reintegration and reconciliation of war-‐affected children. (2012). Intersentia. Wederzijdse emotionele beschikbaarheid: mensen met een verstandelijke beperking, hun context en begeleiders samen op weg. (2012). Garant Utgevers. 2011 (1) Crisisopvang voor middelengebruikers in België: een formele evaluatie en aanbevelingen voor een duurzaam beleid. (2011). Academia Press. 2010 (1) Handboek bijzondere orthopedagogiek. (2010). Garant. 2009 (1) A pioneer of milieu therapy: The life and work of Maxwell Jones. (2009). Garant. 2005 (2) Another disability studies reader?: people with learning difficulties and a disabling world. (2005). Garant. Arbeidsongevallen. (2005). Kluwer. Published Conference Papers in Web of Science 2009 (1) De Maeyer, J., Vanderplasschen, W., & Broekaert, E. (2009). Exploratory Study on Drug Users' Perspectives on Quality of Life: More than Health-‐Related Quality of Life? Social Indicators Research, 90, 107-‐126. 2008 (1) De Brauwere, G., & Vandevelde, S. (2008). Greater mobility for persons with disabilities in Meetjesland, Belgium. Paper presented at the Society, Integration, Education, Proceedings. Published Conference Papers (not incl. in Web of Science) 2010 (2) De Visscher, S., Verschelden, G., Steel, R., De Brauwere, G., & Vanthuyne, T. (2010). Adult education as social (and) pedagogical work. Paper presented at the 6th European research conference adult learning in Europe : understanding diverse meanings and contexts, Proceedings. 103
Verschelden, G., De Visscher, S., & De Brauwere, G. (2010). Researching communities: from myth to reality. Paper presented at the 4th international seminar of the ESREA network 'between local and global : adult learning and development' : transforming/researching communities, Proceedings. 2008 (1) Broekaert, E. (2008). Le Dévelopment Des Communautés thérapeutique pour prendre en charge les problèmes d'addiction aux drogues en Europe. 2005 (1) Colpaert, K., Vanderplasschen, W., Van Hal, G., & Broekaert, E. (2005). Characteristics of cannabis users seeking treatment. Paper presented at the 48th International ICAA Conference on Dependencies (October 23rd-‐28th, 2005) programme and abstract book. Research reports Performances, compositions, designs and exhibitions Website, databases, new media Book reviews, newspaper publications 104
E. PhD-‐related activities PPW 1.2 D.1 Overview of doctoral researchers per supervisor enrolled as doctoral X student Ph.D defended 2005-‐ 2006-‐ 2007-‐ 2008-‐
2006 2007 2008 2009 Eric Broekaert Olivier Colins X X X X Joke De Wilde X Frank D'Oosterlinck X X Kathy Colpaert X X X Jessica De Maeyer X X X Cindy Mels X X X Ilse Goethals X X Richard Charles Rapp X Sofie Vindevogel X Benjamin Alipanga James Okello Bram Soenen Tina Van Havere Jente Vandeburie Marianne Vervliet Wouter Vanderplasschen Autrique Annemarie Laura Stevens Lore Van Damme Geert Van Hove Claudia Claes X X X X Goedele De Clerck X X Hilde Lauwers X X X X Joan Lesseliers X Griet Roets X X X Diane Smet X X X X Jozef van Loon X Kathleen Mortier X X X Joan Lesseliers X X Melania-‐Gabriela Ciot X X X Elisabeth De Schauwer X X X Gerrit de Graaf X X Inge Van de Putte An Van de Putte X Caroline Vandekinderen X 105
2009-‐ 2010-‐ 2011-‐ 2012-‐
2010 2011 2012 2013 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Discipline Cluster Educational Sciences
Inge Lien Beryl Femke Tina Stijn Vandevelde Wing Ting Ilse Derluyn Benjamin James An Marianne Sofie Ine Vanhoutteghem Claes Ndongwa Bamu Bannink Goethals To Alipanga Okello Verelst Vervliet Vindevogel Lietaert X D.1bis Overview of doctoral researchers as co-‐supervisor enrolled as doctoral X student Ph.D defended 2005-‐ 2006-‐ 2007-‐ 2008-‐
2006 2007 2008 2009 Eric Broekaert Ine Lietaert Geert Van Hove Sigrid Bosteels X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 2009-‐ 2010-‐ 2011-‐ 2012-‐
2010 2011 2012 2013 X X X X X D.2 Supervision of current Ph.D. projects Eric Broekaert •
•
•
•
•
Kathy Colpaert: Addiction severity, psychopathology and quality of life of persons who have started alcohol or drug treatment (Ph.D. degree awarded on: 24/09/12) Ilse Goethals: The impact of treatment processes on retention in therapeutic communities for substance abusers (Ph.D. degree awarded on: 21/03/13) Bram Soenen: LSCI as an innovative approach for methodical action in children and youth with emotional and behavioural disorders Tina Van Havere: Prevalence and prevention of substance use in night life (Ph.D. degree awarded on: 4/12/12) 106
Wouter Vanderplasschen •
•
•
Annemarie Autrique: The implementation of evidence-‐based practice in substance use and personality disorder treatment Laura Stevens: Executive functioning, self-‐efficacy and treatment participation of cocaine dependent individuals with and without ADHD Lore Van Damme: Psychopathology and quality of life in detained female adolescents Geert Van Hove •
•
•
•
•
•
•
•
Femke Bannink: Quality of life of children with Spina Bifida and Hydrocephalus and of their parents in Uganda Lien Claes: Jammed trajectories and creative solutions for people with intellectual disabilities and their environment: life story research from a cross-‐fertilization of the perspectives ‘Social Geography’ and ‘Disability Studies’ Tina Goethals: Disabled people: An analysis of equal opportunities and their inclusion in the Flemish speaking part of Belgium Beryl Ndongwa Bamu: Inclusive education in the North West Region of Cameroon: exploring the role of the community in the education of disabled persons An Van de Putte: A study of the effects of classwide peer tutoring on the motor performance ‘balance’ of students in inclusive physical education classes Inge Van de Putte: The position of the special needs coordinator in the support of teachers in regular education: An action research Caroline Vandekinderen: Mapping encounters: Tracing Otherness and chasing humanness. A critical disability studies perspective on mental health care realities and constructions(Ph.D. degree awarded on: 28/01/13) Inge Vanhoutteghem: Narrative research with siblings, siblings-‐in-‐law and adults with a disability who support each other Gerrit de Graaf: Students with Down syndrome in primary education in The Netherlands: regular or special? Effects of school placement on the development and the social network of children with Down syndrome and conditions for inclusive education Stijn Vandevelde •
Wing Ting To: Assessment and treatment perspectives on offenders with disabilities Ilse Derluyn •
•
•
Benjamin Alipanga: The impact of violent behaviour in adolescents on post-‐conflict recovery processes in Northern Uganda Ine Lietaert: Return migration: Longitudinal research on factors influencing the migration processes, experiences and quality of life of returning migrants to the South Caucasian republics of Georgia and Armenia James Okello: War trauma, attachment and risky behaviour in adolescents in Northern Uganda 107
•
•
•
An Verelst: Psychosocial well-‐being of adolescent victims of sexual violence in Eastern Congo Marianne Vervliet: Impact of pre-‐, peri-‐, and posttrauma factors on the development and course of PTSD in minor victims of extra-‐familial interpersonal trauma Sofie Vindevogel: From military to civilian life: Challenges and resources in the transition of former child soldiers in Northern Uganda (Ph.D. degree awarded on: 21/01/13) Co-‐supervision of current PhD projects at Ghent University Eric Broekaert •
•
•
•
•
Benjamin Alipanga: The impact of violent behaviour in adolescents on post-‐conflict recovery processes in Northern Uganda Ine Lietaert: Return migration: Longitudinal research on factors influencing the migration processes, experiences and quality of life of returning migrants to the South Caucasian republics of Georgia and Armenia James Okello: War trauma, attachment and risky behaviour in adolescents in Northern Uganda An Verelst: Psychosocial well-‐being of adolescent victims of sexual violence in Eastern Congo Marianne Vervliet: Impact of pre-‐, peri-‐, and posttrauma factors on the development and course of PTSD in minor victims of extra-‐familial interpersonal trauma Geert Van Hove •
Sigrid Bosteels: The feasible child in an activating welfare state. A social-‐pedagogical investigation on legitimation of early intervention for families with deaf children D.3 Supervision of PhD’s defended at Ghent University Eric Broekaert •
•
•
•
•
•
•
Olivier Colins, Psychiatric disorders and psychopathy in detained male adolescents. Doctor in Educational Sciences. Ph.D. degree awarded on: 08/06/09. Kathy Colpaert, Addiction severity, psychopathology and quality of life of persons who have started alcohol or drug treatment. Doctor in Educational Sciences. Ph.D. degree awarded on: 24/09/12. Jessica De Maeyer, Quality of life among opiate-‐dependent individuals after starting methadone maintenance treatment. Doctor in Educational Sciences. Ph.D. degree awarded on: 22/11/10. Ilse Derluyn, Emotional and behavioural problems in unaccompanied refugee minors. Doctor in Educational Sciences. Ph.D. degree awarded on: 30/05/05. Joke De Wilde, Gender-‐specific profile of substance abusing women in therapeutic communities in Europe. Doctor in Educational Sciences. Ph.D. degree awarded on: 08/11/05. Frank D'Oosterlinck, Conflict management in children and youngsters with behavioral and emotional disorders. Doctor in Educational Sciences. Ph.D. degree awarded on: 19/12/06. 108
•
•
•
•
Cindy Mels, Psychosocial wellbeing in war-‐affected Eastern Congolese adolescents. Doctor in Educational Sciences. Ph.D. degree awarded on 25/05/10. Veerle Raes, Assess and give feedback! The effect of using assessment instruments on substance-‐
abuse outpatients’ adherence to treatment. Doctor of Health Sciences. Ph.D. degree awarded on 26/1/2012. (co-‐supervision) Richard Charles Rapp, Effectiveness of strengths-‐based case management with substance abusers throughout the treatment continuum. Doctor in Educational Sciences. Ph.D. degree awarded on: 14/06/11. Tina Van Havere, Prevalence and prevention of substance use in night life. Doctor in Educational Sciences. Ph.D. degree awarded on: 4/12/12. Ilse Derluyn •
Sofie Vindevogel, From military to civilian life: Challenges and resources in the transition of former child soldiers in northern Uganda. Doctor in Educational Sciences. Ph.D. degree awarded on: 21/01/2013. Geert Van Hove •
•
•
•
•
•
•
•
Melania-‐Gabriela Ciot, Media portrayals of people with disability – an intercultural approach. Doctor in Educational Sciences. Ph.D. degree awarded on: 24/09/09. Claudia Claes, Inclusive embedment of person-‐centred support: a study of critical success factors. Doctor in Educational Sciences. Ph.D. degree awarded on: 20/06/2011. Elisabeth De Schauwer, Participation of children with severe communicative difficulties in inclusive education and society. Doctor in Educational Sciences. Ph.D. degree awarded on: 8/09/2011. Joan Lesseliers, Persons with disabilities: their experience of relationships and sexuality. Doctor in Educational Sciences. Ph.D. degree awarded on: 23/06/09. Jozef van Loon, Emancipation and self-‐determination of people with intellectual disabilities. Down-‐
sizing institutional care. Doctor in Educational Sciences. Ph.D. degree awarded on: 17/11/05. Kathleen Mortier, Creating supports for children with disabilities in general education classrooms: from an expert model to a partnership model. Doctor in Educational Sciences. Ph.D. degree awarded on: 7/10/2010. Griet Roets, Connecting Activism with Academia: a postmodernist feminist perspective in disability studies. Doctor in Educational Sciences. Ph.D. degree awarded on: 15/01/08. Caroline Vandekinderen, Mapping encounters: Tracing Otherness and chasing humanness. A critical disability studies perspective on mental health care realities and constructions. Doctor in Educational Sciences. Ph.D. degree awarded on: 28/01/2013. D.4 Supervision of PhD’s defended at other universities: nihil D.5 Membership of PhD Examination Committees at other universities or in other research teams of Ghent University: 109
Eric Broekaert In other universities: •
•
•
Jelle Drost (4 September, 2008), Residentiële justitiële opvoeding en de houding van jongens ten opzichte van sociale grenzen. University of Groningen (NL), Doctor of Behavioural and Social Sciences. Danielle Dijns (15 September, 2008), Opvoeding, houding en gedrag. Een studie naar het verband van reguliere en van justitieel intramurale opvoeding met de houding ten opzichte van sociale grenzen en (probleem)gedrag van jongeren. University of Groningen (NL), Doctor of Behavioural and Social Sciences. Elianne Zijlstra (14 May, 2012), In the Best Interest of the Child? A Study into a Decision-‐Support Tool Validating Asylum-‐Seeking Children’s Rights from a Behavioural Scientific Perspective. University of Groningen (NL), Doctor of Behavioural and Social Sciences. In other research groups: •
•
•
•
•
•
•
•
•
•
•
•
Jo Renty (30 November, 2005), From Quality of support to quality of life in persons with Autism Spectrum Disorder. Ghent University, Doctor of Educational Sciences. Dirk Leyder (6 December, 2005), De Staat en het Latijns onderwijs in de Oostenrijkse Nederlanden (1713-‐1777-‐1789). Achtergronden, mechanismen en impact van de staatsinterventie in de vorming van de maatschappelijke elite. Ghent University, Doctor of Educational Sciences. Peter Rober (9 March, 2006), Explorations in dialogical family therapy. The concept of the therapist’s inner conversation. Ghent University, Doctor of Psychology. Rudi Roose (16 May, 2006), De bijzondere jeugdzorg als opvoeder. Een sociaal-‐pedagogische analyse van de bijzondere jeugdzorg in Vlaanderen. Ghent University, Doctor of Educational Sciences. Ruth Raymaekers (7 July, 2006), Information processing and state regulation in individuals with autism. Ghent University, Doctor of Psychology. Ann De Rick (4 October, 2006), The actual neurosis-‐psychoneurosis continuum as guideline for differential diagnosis and treatment of alcohol addiction. Ghent University, Doctor of Psychology. Freya Vander Laenen (4 July, 2007), Vraaggestuurde preventie van (problematisch) druggebruik bij kwetsbare groepen. Onderzoek bij jongeren met een gedrags-‐ en emotionele stoornis. Ghent University, Doctor of Criminological Sciences. Marjolein Muys (2008), Substance use among migrants: the case of Iranians in Belgium. Ghent University, Doctor of Criminological Sciences. Tom Decoster (4 December, 2008), Wat is er in Vlaanderen met het progressief pedagogisch erfgoed gebeurd?, Receptie-‐ en implementatiegeschiedenis van "emancipatorische" opvoedingsmodellen in de neoliberale context van na de jaren 1960. Ghent University, Doctor of Educational Sciences. Ketty Van Canneyt (2009), Ontstaan, ontwikkeling en actuele toepassing van de individuele visuele kunst(psycho)therapie in Groot-‐Brittannië en de Verenigde Staten -‐ een overzichtsstudie. Ghent University, Doctor of Philosophy. Lieve Bradt (25 May, 2009), Victim-‐offender mediation as social work practice. A comparison between mediation for Young and adult offenders in Flanders. Ghent University, Doctor of Educational Sciences. Mieke Decuyper (7 January, 2010), Psychopathy and associated personality pathology in adolescence and adulthood: A dimensional approach. Ghent University, Doctor of Psychology. 110
•
Veerle Raes (26 January, 2012), Assess and give feedback! The effect of using assessment instruments on substance-‐abuse outpatients’ adherence to treatment. Ghent University, Doctor of Health Sciences. Geert Van Hove In other universities: •
•
•
Evariste Karangwa (2006), Grassroots community-‐based inclusive education. Catholic University of Leuven (BE), Doctor of Educational Sciences. Hans Kröber (2008), Gehandicaptenzorg, inclusie en organiseren., University of Humanistic Studies, Utrecht (NL), Doctor of Philosophy. Ana Ancheta Arrabal (2010). La Educacion y atencion de la primera infancia en la union europea: un estudion comparado. University of Valencia, Spain, Doctor of Social Education. In other research groups: •
•
•
•
•
•
•
•
•
•
Jo Renty (30 November, 2005), From Quality of support to quality of life in persons with Autism Spectrum Disorder. Ghent University, Doctor of Educational Sciences. An Piessens (2007), De grammatica van het welzijnswerk. Onderzoek naar het welzijnswerk als dagelijkse praktijk. Ghent University, Doctor of Educational Sciences. Sven De Visscher (2008), De sociaal-‐pedagogische betekenis van de woonomgeving voor kinderen. Ghent University, Doctor of Educational Sciences. Mieke Meirsschaut (2010), The Social Communication and Interaction between a Mother and her Young Child with Autism Spectrum Disorder. Ghent University, Doctor of Educational Sciences. Femke Migerode (2012), Interpersonal Influence in families with a child with a disability. Ghent University, Doctor of Psychology. Thomas Maeseele (2012), From Charity to Welfare Rights? A study of social care practices. Ghent University, Doctor of Social Work and Social Welfare Studies. Dominique Vandevelde (2012), Participation. Experiences from persons with spinal cord injury. Ghent University, Doctor of Health Sciences. Heidi Buysse (2012), Main Characteristics of Type 1 and Type 2 Diabetes Patients interested in the use of a telemonitoring platform. Ghent University, Doctor of Health Sciences. Hendrik Van Steenbrugge (2012), Teaching Fractions in elementary school. Ghent University, Doctor of Educational Sciences. Kristien Michielsen (2012), HIV prevention for young people in Sub-‐Saharan Africa: Effectiveness of Interventions and Areas for Improvement. Evidence from Rwanda. Ghent University, Doctor of Health Sciences. Wouter Vanderplasschen In other research groups: •
Thomas Maeseele (2012), From Charity to Welfare Rights? A study of social care practices. Ghent University, Doctor of Social Work and Social Welfare Studies. 111
D.6 Doctoral training organised within the research groups or in collaboration with other institutes or Doctoral Schools Nihil E. Other scientific activities Eric Broekaert 1. Established spin-‐off companies and other types of outreach and valorisation • Following the PhD research of Eric Broekaert, therapeutic community “De Kiem”, a residential program for drug users, was established in 1976 (http://www.dekiem.be/) • As a result of long-‐standing research activities at the department, a school and day care center for 60 children with behavioral and emotional problems is still operational (http://www.oobc-‐
nieuwevaart.be/). The school is an academic workplace for implementing new interventions, such as Life Space Crisis Intervention (LSCI). • Following a study on needs assessment, a consultation service for university students with a learning disability was started, called “Cursief” (http://ariel.ugent.be/cursief/contact/) 2. Invited lectures delivered to academic peers •
"The development of therapeutic communities for addictions in Europe." La Sorbonne, Paris, 2008 (invited lecture at the European Conference of Scientific Experts, Great Amphitheatre of La Sorbonne). •
"Therapeutic Community Essentials". Santiago de Compostella, Spain, 2010 (invited lecture at the symposium for the 20th anniversary of Proxecto Home Gallicia, a Spanish ngo for the prevention and treatment of drug abuse) "Life Space crisis intervention: What type of knowledge do we need?" Munich, Germany, 2010 (invited lecture at the conference of the European Federation of Conflict Management and Treatment in Education and Care) "Does the integration of, at first sight contradictory paradigms that underpin substance use care, constitute a human prerogative?" K.U. Leuven, 2011 (invited lecture organized by the Belgian Campbell Group in collaboration with the Centre for Methodology of Educational Research). "Quality of Life in Therapeutic Communities for Substance Abuse”. Barcelona, Spain, 2011 (invited lecture at the EWODOR-‐symposium (European Working Group on Drug-‐policy Oriented Research) "The human prerogative. Does the integration of, at first sight contradictory paradigms that underpin substance use care, constitute a human prerogative?" Oxford, University of Oxford, Keble College, 2011 (Invited lecture at the 13th E.F.T.C. Conference). "l'Historique et les fondaments conceptuels des communautés thérapeutiques”. Nîmes, France, 2011 (invited lecture organized by the ngo Communautés Thérapeutiques Mas St-‐Gilles) “’On revient toujours a ses premieres amours': over een geschiedenis van integratie van zorgparadigma’s aan de vakgroep orthopedagogiek van de universiteit van Gent. Erembodegem, Belgium, 2012 (Symposium organized by youth care center “Ter Muren”) •
•
•
•
•
•
112
"Historical and Social-‐ideological Background of the Rise Fall and Development of the TC for Addictions in Europe." Bali, Indonesia, 2012 (invited lecture at the bi-‐annual conference World Federation of Therapeutic Communities). 3. Academic awards, distinctions and fellowships • Nihil 4. Membership of scientific committees and selection panels • Member of the organizing committee of the annual EWODOR-‐conference (European Working Group on Drug-‐policy Oriented Research) 5. Membership of editorial boards of academic journals a. Journal editor • Associate Editor of ‘Therapeutic Communities: International Journal of Therapeutic Communities’. Emerald, Bingly (United Kingdom). • Associate Editor of ‘International Journal of Child & Family Welfare’. SWP Publishers, Utrecht (the Netherlands). • Member of the Editorial Board of ‘TOKK’ (Tijdschrift voor Orthopedagogiek, Kinderpsychiatrie en Klinische Kinderpsychologie). Acco, Leuven (Belgium). b. Series editor • Editor of ‘Orthopedagogische Reeks Gent’, vzw Observatie-‐, Orientatie en behandelingscentra (OOBC) Gent, Belgium. 6. Leadership positions in scientific organizations • President of EWODOR (European Working Group on Drug-‐policy Oriented Research) • Co-‐founder and member of the executive committee of EUSARF (European Scientific Association on Residential & Family Care for Children and Adolescents) • Member of the Advisory board of the Centre for Children in Vulnerable Situations (collaboration between Ghent University and Free University of Brussels) 7. National and international collaboration • Honoree vice-‐president and co-‐founder of EFTC (European Federation of Therapeutic Communities) • Vice-‐Chairman of EFeCT (European Federation of Conflict Management and Treatment in Education and Care) • Prof. dr. Hans Grietens, full professor at the Department of Orthopedagogy, Faculty of Behavioral and Social Sciences, University of Groningen, the Netherlands • Prof. dr. Nick Manning, professor of Social Policy and Sociology, Faculty of Social Sciences, University of Nottingham, UK • Prof. dr. George De Leon, Center for Therapeutic Community Research at National Development and Research Institutes, New York, and clinical professor, Department of Psychiatry, New York University Langone Medical Centre and School of Medicine, New York, US • Rowdy Yates, senior research fellow, Scottish Addiction Studies, Department of Applied Social Science, University of Stirling, UK • Prof. dr. Hakan Jenner, senior professor, Department of Pedagogy, Linnaeus University, Kalmar, Sweden • Prof. dr. Mads Uffe Pedersen, full professor, Centre for Alcohol and Drug Research, University of Aarhus, Denmark •
113
•
•
Prof. Dr. Shlomo Romi, Associate Professor, Head of the School of Education, Director of the Institute for Community Education and Research, Faculty of Social Sciences, Bar-‐Ilan University, Ramat Gan, Israel Prof. dr. Charles Kaplan, senior full professor, University of Southern California, Faculty of Social work, Los Angeles, US 8. Research visits abroad / 9. Expert positions in non-‐academic organizations • Board Member in charge of scientific research in T.C. De Kiem • President of the board of OOBC (school and day center for children with behavioral and emotional problems) 10. Academic conferences and workshops organized th
• “Drug addiction treatment and prevention in a united Europe: Diversity and Equality.” 10 European Conference on Rehabilitation and Drug Policy, KETHEA and EFCT (European Federation of Therapeutic Communities), Crete, Greece, 2005. • “International Symposium on Substance Abuse Treatment. Transatlantic Forum on Drug and Alcohol Problems.” 8th international symposium on Substance Abuse Treatment, EWODOR, Department of Special Education, Ghent University, Belgium, 2005. th
• 9 international symposium on Substance Abuse Treatment, EWODOR, University of Helsinki, Finland, 2006. th
• “Reforms, ideology and best practice.” 10 International Symposium on Substance Abuse Treatment, EWODOR, University of Oslo (Center for Drugs and Addiction Studies), Norway, 2007. th
• “Evidence and Practical Knowledge in Substance Abuse Treatment.” 11 International Symposium on Substance Abuse Treatment, EWODOR, University of Växjö (Lineus), Sweden, 2008. • “Recovery Careers: the quality of care and life.” 12th International EWODOR Symposium, University of Stirling (Scottish Addiction Studies), Scotland, 2009. th
• “Drug Dependence: treatment generalities and specificities.” 13 International Symposium on Substance Abuse Treatment, EWODOR, University of Barcelona, Spain, 2011. th
• “The Reality of Recovery – An International Perspective.” 13 European Federation of Therapeutic Communities (EFTC) Conference, EFTC, Keble College, Oxford, England, 2011. Geert Van Hove 1. Established spin-‐off companies and other types of outreach and valorisation • In 1984 he founded an ngo (vzw Baken) that still exists and is providing support for persons with intellectual disabilities who are struggling to participate in society. • a service that offers personal future planning trajectories (Plan vzw) • a service for persons with intellectual disabilities and mental health problems at a mental health care centre (Sint-‐Niklaas, Belgium) • the Flemish expertise center for students with disabilities studying in higher education institutions (SIHO). This center gives support to colleges and universities who feel the need to discuss the situation of certain students/professors, or who want to get acquainted with Universal Design for Learning. 114
director of a service (based within Ghent University) giving job coaching support to persons with disabilities who try to participate in the regular labor market (UCRO-‐UCBO). • Facilitator of the establishment of the advocacy groups ‘Ouders voor inclusie’ (parents advocating for inclusive eduction) and ‘Onze Nieuwe Toekomst vzw’ (an advocacy groups of adults with intellectual disabilities) 2. Invited lectures delivered to academic peers / 3. Academic awards, distinctions and fellowships / 4. Membership of scientific committees and selection panels • Member of the selection panel at the University of Kent at Canterbury, Tizard Center • Member of the selection panel at the Centrum voor Gelijke Kansen en Rascismebestrijding 5. Membership of editorial boards of academic journals Journal editor • Overseas Editor for the journal Disability & Society (http://www.tandfonline.com/doi/abs/10.1080/09687599.2010.530131?journalCode=cdso20#.Udvb
eHRCQic) b. Series editor / 6. Leadership positions in scientific organizations / 7. National and international collaboration • Susan Gabel, Disability Studies in Education, Chapman University Orange, USA, http://www.chapman.edu/our-‐faculty/susan-‐gabel • David Connor, Disability Studies in education, City University New York, http://www.hunter.cuny.edu/school-‐of-‐education/departments/special-‐education/faculty/david-‐j-‐
connor • Hans Reinders, Disability Studies in Nederland, Vrije Universiteit Amsterdam, http://www.godgeleerdheid.vu.nl/nl/over-‐de-‐faculteit/medewerkers/wetenschappelijk-‐personeel-‐
m-‐s/j-‐s-‐reinders/index.asp • Janet Sauer, Portraiture-‐ Qualitative Research, University of Colorado, http://www.uccs.edu/coe/people/faculty/sauerj.html • Bronwyn Davies, Collective Biography – Educational Research , Professorial Fellow at the University of Melbourne, http://bronwyndavies.com.au/ • Sheila Benett, Inclusive Education, Brock University Canada, http://www.brocku.ca/education/directory/teachered/sbennett • Guy Widdershoven Ethiek en Handicap, Vrije Universiteit Amsterdam, http://www.metamedicavumc.nl/new_pers_guy.html • Robert Schalock, Quality of Life – Intellectual and Developmental Disabilities, American Association on Intellectual and Developmental Disabilities, http://www.kvalitavpraxi.cz/en/robert-‐l-‐
schalock.html •
115
•
•
Angela Novak-‐Amado, Community Inclusion University of Minnesota USA, http://ici.umn.edu/index.php?staff/view/y48gpq52b Douglas Biklen, Disability Studies – Presuming Competence, Syracuse University USA, http://disabilitystudies.syr.edu/who/dbiklen.aspx 8. Research visits abroad • Visiting Fellowship on the topic Disability Studies in Education at the National Louis University, Chicago, USA (March-‐May 2011) 9. Expert positions in non-‐academic organizations • Founder and board member of vzw Baken (project for supported living for persons with mild intellectual disability): 1984-‐2009. • Member of the General Council of vzw Handicum (lifelong learning project for persons with disabilities). • Member of the General Council of the International Federation Spina Bifida and Hydrocephalus, Belgium. • Member of the General Council of vzw NONA, support for the hospital school in Bucarest, Romania • President of the Provincial Commission (Province of East Flanders) for eliminating waiting lists in the field of persons with disabilities 10. Academic conferences and workshops organized •
•
International Conference on Gentle Teaching, Ghent University, Department of Special Education, September 20th-‐22nd, 2010 International Conference Disability Studies in Education, Ghent University, Department of Special Education, June, 2010 Wouter Vanderplasschen 1. Established spin-‐off companies and other types of outreach and valorisation • Following the PhD research of Wouter Vanderplasschen, case management was implemented as an intervention for supporting and monitoring substance abusers in Belgium. Also, a regional integrated treatment system was established in East-‐Flanders following this study. • Implementation of the Community Reinforcement Approach + vouchers for cocaine users in Ghent • Introduction of ‘quality of life’ as process and outcome indicator in substance abuse treatment 2. Invited lectures delivered to academic peers •
•
•
“Case management with substance users: some evidence on the road to recovery”, September 4th, 2012, Manchester, UK (invited lecture at the 3rd Recovery Academy Conference) “Quality of life of opiate-‐dependent individuals 5 to 10 years after starting methadone maintenance treatment”, April 27th, 2012, Prague, Czech Republic (invited lecture at the Charles University, 1st Faculty of Medicine, Erasmus teacher exchange) “Quality of life of opiate dependent persons: a review of the literature and a cohort study in Ghent”, May 28th, 2010, Aarhus Denmark (invited lecture at the Centre for Alcohol and Drug Research, University of Aarhus, Erasmus teacher exchange) 116
“Case management: an evidence-‐based intervention for substance abusers:?”, June 27th, 2010, Lisbon, Portugal (invited lecture at the Scientific Event of the Portuguese National Institute for Alcohol and Drug Addiction) • “Treatment, protocols and aftercare: about coordination of care for substance abusers in the treatment and criminal justice system”, June 26th, 2009, Ghent (invited lecture at the EU-‐LAC City of Ghent Technical Forum and exchange of best practices on court-‐supervised treatment alternatives to incarceration for drug-‐dependent offenders) th
• “Implementation of case management for substance abusers: the Belgian experience”, March 27 , st
2008, Prague, Czech Republic (invited lecture at the Charles University, 1 Faculty of Medicine, Erasmus teacher exchange) • “Case management for substance abusers: evidence-‐based or practice-‐based evidence?”, September 22nd, 2008, Stirling, UK (invited lecture at the 3rd Scottish-‐American conference on drug policy) • “Implementation of case management for substance abusers in Europe: Lessons learnt from an EU-‐
US comparison, November 7th, 2007, Copenhagen, Denmark (invited lecture at the Centre for Alcohol and Drug Research, University of Aarhus at Copenhagen) • “Implementation and evaluation of case management for substance abusers with complex and multiple problems”, October 19th, 2005, Dublin, Ireland (invited lecture at the University of Dublin). 3. Academic awards, distinctions and fellowships • FWO-‐grant for visiting research fellowship at the University of Stirling, School for Applied Social Science, UK (July – September 2008) 4. Membership of scientific committees and selection panels • Member of the PWO-‐panel Social Sciences at the University College Ghent (selection of research grants) • Member of the advisory committee of the Addiction Fund at the Belgian Federal Service for Public Health (selection of innovative projects) • Member of the Advisory Board of ERANID, the European Research Area Network on Illicit Drugs • Ad hoc reviewer of project proposals for ZONMW, the Netherlands organization for health research and development • Ad hoc reviewer of project proposals for the Czech Science Foundation -‐ the main public funding agency in the Czech Republic supporting all areas of basic scientific research 5. Membership of editorial boards of academic journals a. Journal editor: • Member of the Editorial Advisory Board of ‘Therapeutic Communities: International Journal of Therapeutic Communities’ (http://www.emeraldinsight.com/products/journals/editorial_team.htm?id=tc). • Member of the Editorial Board of Adiktologie (http://www.adiktologie.cz/cz/articles/detail/456/4165/Editorial-‐board). b. Series editor: • Guest Editor of a Special Issue on ‘Recovery, Mental Health and the Community’ in the Scientific World Journal (http://www.hindawi.com/journals/tswj/si/965938/) • Guest Editor of several issues of ‘Orthopedagogische Reeks Gent’, vzw Observatie-‐, Oriëntatie en behandelingscentra (OOBC) Gent, Belgium. 6. Leadership positions in scientific organizations •
117
/ 7. National and international collaboration • Prof. dr. Richard Rapp, Wright State University, Boonshoft School of Medicine, Center for Interventions, Treatment and Addictions Research, Dayton, Ohio • Prof. dr. Judith Wolf, Professor of Social Care, head of the Netherlands Centre for Social Care Research (Omz) at Radboud University Nijmegen Medical Centre, Nijmegen, the Netherlands • Prof. dr. Michal Miovsky, associate professor and head of the Center for Addictology, First Medical Faculty, Charles University, Prague, Czech Republic • Centre for Alcohol and Drug Research, University of Aarhus, Aarhus, Denmark (collaboration with professors Vibeke Asmussen Frank, Torsten Kolind, Mads Uffe Pedersen and Morten Hesse) • Prof. dr. Antonio Verdejo-‐Garcia, Associate Professor, School of Psychology and Psychiatry, Monash University, Melbourne, Australia. • Prof. Dr. David Best, Associate Professor of Addiction Studies, Turning Point Alcohol and Drug Centre and Monash University, Melbourne, Australia • European Monitoring Centre for Drugs and Drug Addiction (EMCDDA), Lisbon, Portugal (preparation of a EMCDDA Insights Publication on Therapeutic Communities for addictions) • Institute for International Research on Criminal Policy (IRCP) and Department of Criminology and Penal Law, Ghent University, Belgium (collaboration with professors Brice De Ruyver, Tom Decorte, Lieven Pauwels, Freya Vander Laenen and Tom Vanderbeken) • Prof. Dr. Geert Dom, associate professor, Collaborative Antwerp Psychiatric Research Institute (CAPRI), Department of Psychiatry, University of Antwerp, Belgium • Prof. dr. Wim Vandennoortgate, associate professor, Methodology of Educational Sciences Research Group, Catholic University of Leuven, Belgium 8. Research visits abroad • Visiting research fellowship at the universities of Stirling (Scottish Addiction Studies, professor Rowdy Yates) and Glasgow (Centre for Drug Misuse Research, Prof. Dr. Neil McKeganey), July-‐
September 2008 9. Expert positions in non-‐academic organizations • Advisor on innovation in drug treatment for the Province of East-‐Flanders • Member of the advisory committee of the Addiction Fund at the Belgian Federal Service for Public Health • Member of the advisory board for scientific research at VVGG (Flemish Association for Mental Health) (2007-‐2012) • Member of the editorial board of the professional journal Agora (2009-‐2012) • Board Member of ngo El Wahda – De Eenmaking (2006-‐2011) • Member of the advisory board on training and education of the Flemish Association for Alcohol and Drug abuse problems (VAD) (2004-‐2010) 10. Academic conferences and workshops organized • “International Symposium on Substance Abuse Treatment. Transatlantic Forum on Drug and Alcohol Problems.” Blankenberge, Belgium, 8th international symposium on Substance Abuse Treatment, September 19th-‐21st, 2005. • “Evidence-‐based werken in de verslavingszorg” (National conference, March, 27th, 2007, Brussels. • “Polydruggebruik en psychische problemen bij alcohol-‐ en druggebruikers in behandeling”, June 18th, 2012, Ghent, Belgium 118
•
“Zorgtrajecten van etnisch-‐culturele minderheden in de verslavingszorg”, March 26th, 2009, Brussels, Belgium F. Research funding PPW 1.2 F.1 Research funding expenditure PPW 1.2 Research funding expenditure 2005 2006 2007 2008 2009 University Research Fund (BOF) 155.460 81.230 110.244 70.812 86.550 -‐ -‐ -‐ -‐ -‐ Research Foundation Flanders (FWO) Other Flemish/Belgian Government funding (IWT, IUAP, Steunprojecten, other projects, ...) International funding 111.155 135.105 1.869 23.126 89.346 2.182 2010 2011 2012 143.359 114.868 149.584 -‐ 48.807 -‐ TOTAL funding 912.107 48.807 144.264 236.766 266.351 200.091 300.827 1.483.906 3.020 366 -‐ 1.047 10.745 42.355 21.021 65.265 36.988 1.291.383 Private funding 373.845 269.747 226.901 195.935 101.681 TOTAL funding 642029 509.207 428.674 414.031 425.363 430.730 430.078 498.144 3.778.558 F.2 Project details PPW 1.2 1. Project details: acquired research funding 1.1 University Research Fund (BOF) PPW 1.2 (a) Pre-‐doctoral fellowships • Research and behavior-‐ and emotional problems of unaccompanied refugee minors in Flanders. 1/01/2002 – 31/12/2005 Promotor: Eric Broekaert • The cultural view of Deafness in the study of Disability Culture and interculturalism. A case study of Deaf empowerment, identity and agency among Deaf role models. 1/10/2003 – 30/09/2008 Promotor: Geert Van Hove • Problem behavior, psychiatric disorders and substance abuse as basic assumption for insertion in institutions for incarcerated adolescents. 11/10/2004 – 10/10/2008 Promotor: Eric Broekaert • Narrative interpretative research with people with mental health problems from the theoretical lenses disability studies and recovery. 1/10/2008 – 30/09/2012 Promotor: Geert Van Hove • Stress proliferation in informal caregivers of substance abusers. 1/10/2009 – 30/09/2011 Promotor: Eric Broekaert • Influence of pre-‐, peri-‐ en posttrauma factors on the development and course of PTSD in minor victims of extra-‐familial interpersonal trauma. 1/10/2009 – 30/09/2011 Promotor: Eric Broekaert • Executive functioning, self-‐efficacy and treatment participation of cocaine dependent individuals with and without ADHD. 1/10/2010 – 30/09/2012 119
Promotor: Wouter Vanderplasschen Psychopathology and quality of life in detained female adolescents. 1/10/2011 – 30/09/2013 Promotor: Wouter Vanderplasschen • Return migration: longitudinal research on factors influencing the migration processes, experiences and quality of life of returning migrants to South Caucasian republics Georgia and Armenia. 1/01/2012 – 31/12/2013 Promotors: Eric Broekaert and Ilse Derluyn (b) Post-‐doctoral fellowships • The consequences of complex trauma for minor victims of extra-‐familial violence: towards a new diagnostic concept? 1/10/2007 – 30/09/2011 Promotor: Eric Broekaert (c) Research projects (min. 15.000 EUR) • Gender differences and relapse prevention in therapeutic communities in Flanders. 1/01/2002 – 31/10/2006, 157.821 EUR Promotor: Eric Broekaert • Recovery and quality of like of heroin addicts after maintenance treatment with methadone. 1/01/2007 – 31/10/2011, 166.000 EUR Promotor: Eric Broekaert 1.2 Research Foundation Flanders (FWO) (a) Pre-‐doctoral fellowships / (b) Post-‐doctoral fellowships / (c) Research projects (min. 15.000 EUR) / 1.3 Other Flemish/Belgian Government funding (min. 15.000 EUR) • Inclusive education in Flanders. 1/01/2002 – 30/11/2005, 114.957 EUR Promotor: Geert Van Hove • Action research on the prerequisites for working with person with mental health problems. 1/05/2005 – 30/04/2006, 40.000 EUR Promotor: Geert Van Hove • Application of evidence-‐based guidelines in addiction treatment. 1/10/2005 – 31/12/2007, 37500 EUR Promotor: Eric Broekaert & Wouter Vanderplasschen • Treatment trajectories of ethnic minorities in substance abuse treatment. 1/10/2006 -‐ 31/12/2007, 53.050 EUR Promotor: Eric Broekaert •
120
•
•
•
•
•
•
•
•
•
•
•
•
•
Behavioural and emotional problems in Congolese refugee adolescents in the Democratic Republic of Congo and in Uganda. 1/11/2006 – 31/10/2010, 145.340 EUR Promotor: Eric Broekaert Development of family assessment in centres for integral family support. 1/12/2007 – 30/9/2008, 57 900 EUR Promotor: Eric Broekaert Feasibility study on measuring the effectiveness and efficiency of integrated youth care. 1/1/2008 – 30/6/2008, 28 7900 EUR Promotor: Eric Broekaert & Wouter Vanderplasschen Scientific support for innovations in drug addiction treatment in East-‐Flanders. 1/2/2008 – 31/8/2013, 30 000 EUR Promotor: Wouter Vanderplasschen Child soldiers in northern Uganda: follow-‐up study. 1/11/2008 – 30/10/2009, ? EUR Promotor: Eric Broekaert Evaluation of crisis and case management for drug users (ECCAM). 15/12/2008 – 31/7/2010, 79 470 EUR Promotor: Eric Broekaert & Wouter Vanderplasschen Implementation of family assessment in centres for integral family support. 1/5/2009 – 30/4/2010, 59 518,74 EUR Promotor: Eric Broekaert Poly substance use and mental health of drug users starting treatment (POLYMEH) 1/12/2009 – 31/8/2011, 67 084 EUR Promotor: Eric Broekaert & Wouter Vanderplasschen Psychosocial well-‐being of war-‐affected children and youth in the South, with special attention for former child soldiers. 1/12/2010 – 1/12/2013, 1 018 210 EUR Promotor: Eric Broekaert & Ilse Derluyn Longitudinal follow-‐up of unaccompanied refugee minors’ psychosocial wellbeing. 1/01/2011 – 30/06/2012, 64.255 EUR Promotor: Eric Broekaert Analysis and optimization of substitution treatment in Belgium (SUBANOP). 8/02/2011 – 28/08/2012, 153.370 EUR Promotors: Brice De Ruyver, Wouter Vanderplasschen, Freya Vander Laenen Adaptation of evidence-‐based guidelines for the diagnosis, prevention and treatment of substance misuse in children and adolescents to the Belgian context (ADAPTE-‐ YOUTH). 1/04/2011 – 30/09/2013, 27.950 EUR Promotor: Wouter Vanderplasschen Qualitative outcome evaluation of the Drug treatment Court in Ghent (QUALECT). 1/2/2012 – 28/2/2013, 31 500 EUR Promotor: Wouter Vanderplasschen 1.4 International Funding (min. 15.000 EUR) • Active civic participation. 1/02/2004 – 31/01/2007, 20.000 EUR Promotor: Geert Van Hove • Health indicators for people with intellectual disabilities: Using an indicator set. 1/05/2005 – 30/04/2008, 45.000 EUR Promotor: Geert Van Hove 121
•
•
Supporting employment by promoting participation, entrepreneurship, … 1/06/2005 – 30/04/2008, 219.775 EUR Promotor: Geert Van Hove Follow-‐up of unaccompanied minors who complete the trajectory implemented by BONvzw. 1/6/2012 – 31/12/2012, 28 800 EUR Promotor: Eric Broekaert & Ilse Derluyn 1.5 Private funding (min. 15.000 EUR) • Colours in treatment: training and therapeutic initiatives to ameliorating the health of minor asylum seekers and their families.1/09/2006 – 28/02/2007, 34.403 EUR Promotor: Eric Broekaert 122
G. Teaching load of research team PPW 1.2 Name of Lecture Broekaert Eric Broekaert Eric Broekaert Eric and Vanderplasschen Wouter Title of course Orthopedagogics of the behavioural and emotional disorders ECTS 7.0 Theoretical orthopedagogics Substance abuse 9.0 7.0 Broekaert Eric, Van Hove Geert and Vanderplasschen Orthopedagogics of special groups Wouter Broekaert Eric, Van Hove Geert and Vandevelde Stijn Orthopedagogical Synthesis 6.0 Van Hove Geert 5.0 Qualitative Research Methods and Interpretation Educational Practice of Participation and Inclusion Orthopedagogical Practice Disability studies Orthopedagogical practice Educational practice of participation and inclusion Orthopedagogics and development co-‐
operation Integration seminar Van Hove Geert Van Hove Geert Van Hove Geert Van Hove Geert Van Hove Geert Van Hove Geert Van Hove Geert, Broekaert Eric, Vanderplasschen Wouter and Vandevelde Stijn Vanderplasschen Wouter 6.0 6.0 30.0 7.0 28.0 5.0 5.0 5.0 Vandevelde Stijn Vandevelde Stijn and Broekaert Eric Orthopedagogical Assessment, Action 5.0 Planning and Methods Remedial education: Practices, Research 5.0 and Policy Ethics and deontology of educational acting 5.0 Assessment, treatment planning and 5.0 methods Clinical practices and research 5.0 Orthopedagogics 5.0 Vandevelde Stijn and Broekaert Eric Remedial Education Vanderplasschen Wouter Vanderplasschen Wouter Vanderplasschen Wouter 123
5.0 Discipline Cluster Educational Sciences
REPORT RESEARCH TEAM PPW 1.3 EDUCATIONAL STUDIES AND THE FOUNDATIONS OF EDUCATION A. The Research Team 1.
Introduction 1.1. A recent history The research team “Educational Studies and the Foundations of Education (Onderwijskunde en Fundamentele Pedagogiek)” works within the setting of the Department of Educational Studies. This department is the result of merging earlier departments. In 1999 all researchers linked to a centralized university teacher education (DLO) unit were integrated. October 2012, the “Department of Pedagogy (Vakgroep Pedagogiek)” was partly integrated into the research team. The research programme, set up in the Department of Educational Studies, focused initially (up to 2002) mainly on policy-‐oriented research. Little PhD-‐related research, fundamental research, empirical research was set up. This changed from 2002 on when a fundamental reorientation was implemented with a first delineation of research topics and an explicit reduction in the involvement in policy-‐oriented research. Initially, the number of research topics in the programme was rather limited (dominantly innovation in higher education research, research related to ICT in education, research about peer tutoring, and performance indicator studies). With the growth of the research team, new staff members could develop step-‐by-‐step additional research topics. The impact of this reorientation can be clearly observed in the strong increase in PhD output from 2005 on, the gradual increase in ISI-‐indexed journal article output and the increase in the acquisition of research funds. At the same time, the number of staff in the department grew substantially. The former implies that the research team has a relatively young history. 1.2. Research program Currently, 7 research topics structure the research programme of the research team: ●
Teacher Education: This research line focuses on the professional development of future, novice and experienced teachers in primary, secondary, and higher education. Being a teacher is considered as a lifelong learning process, interacting with the professional contexts in which the (future) teacher functions. This research line focuses both at microlevel, mesolevel and macrolevel issues. At the microlevel, research is set up in relation to the adoption of innovative teaching strategies such as collaborative learning, ICT in education and in relation to determining characteristics of student teachers. At the mesolevel, research centres on systemic models for teacher education, such as new models for internship, theory-‐practice relationships, etc. At the macrolevel, research centres on teacher attrition/retention, evaluation of the teacher education system, etc. A priority topic is the 124
pedagogy of teacher education with focus on the learning processes of future, novice, and experienced teachers and the factors that affect these learning processes (including individual teacher characteristics as beliefs and motivation, the curriculum and learning arrangements, congruent teaching, guidance and the professionalism of the teacher educator) or are the result of these learning processes (e.g. self-‐efficacy, professional orientation, and commitment). Key staff: A. Aelterman, G. Devos, B. De Wever, and A. Mottart. ●
Learning and Instruction in the Subject Domains: This research topic clusters the research set up in a growing number of content domains. Initially research focused solely on reading comprehension (mother tongue). This has evolved by incorporating research about other aspect of language education (early literacy, writing, listening, communication skills), and new domains, such as mathematics education, history education, teaching and learning in L2 settings, and science education (STEM). At the same time, the educational level at which the research is set up has broadened from a focus on primary education to preschool education, secondary education, and higher education. Key staff: A. Mottart, M. Valcke, H. Van Keer, T. Schellens. ●
Technology and Education: This topic brings together research at micro-‐ and mesolevel about the integration of information and communication technologies (ICT) in education. Initially this research mainly focused on online learning environments in higher education. But, the research area has expanded and incorporates now the full range of educational technology integration in the curriculum, the link with teacher education and a strong focus on curriculum development and ICT policy development. Key staff: B. De Wever, T. Schellens, M. Valcke and J. van Braak. ●
Learning and Instructional Strategies: This topic centres on research about the design, development, and implementation of alternative didactical strategies, such as collaborative learning, peer tutoring, skills lab, stimulated recall, team teaching, … Whereas this research was mainly set up in primary school settings or in higher education, the current research field covers all educational levels. Next to a strong emphasis on intervention research, also studies about teacher-‐related variables and school-‐level issues are set up. Key staff: B. De Wever, T. Schellens, M. Valcke, H. Van Keer. ●
Educational Policy and School Leadership: This growing research topic has evolved from a rather small group of researchers to a large group of experts focusing on school management, school leadership, and policy development in relation to professional development, innovation, and the evaluation of educational staff in schools. Key staff: G. Devos. ●
Culture, Education, and Rhetoric. The Philosophy of Education: in this research topic the focus is on meaning, what this presupposes and what it implies. This approach is adopted towards education, culture, and media (games, movies, literature, ….). Rhetoric has also become an important focus within this research topic, both from a programmatic perspective (how can rhetoric be introduced in educational settings) as well as from a methodological perspective (how can rhetorical analysis be introduced in educational research). Due to the partial integration of the Department of Pedagogy, also research from the domain of the Philosophy of Education has been added to this cluster. This area centres on the one hand on methodological discussions in the field of the educational sciences 125
and on the other hand on the study of key issues in the domain to reconsider the way educational problems and practices are dealt with. Key staff: A. Mottart, P. Smeyers, R. Soetaert, ●
Assessment and Education: Though one could indicate that this research area is strongly related to the topic “Learning and instructional Strategies”, the topic is considered as a -‐ though connected -‐ yet independent research domain within the program. A key asset of the research is that it builds on the TIMSS, PISA, and PIAAC studies that are run by the research team. Since the year 2000, the research team has been successful in winning the bids to run these large-‐scale international performance indicator studies set up at the macrolevel. Gradually, other research projects -‐ with a research focus at the microlevel -‐ have been linked to this topic. Key staff: A. Mottart, M. Valcke, J. van Braak, and H. Van Keer. In relation to each research topic, a sub-‐team is responsible to run the related research. In terms of staffing, the research sub-‐teams are strongly interconnected since the professors are mostly linked to two or more research sub-‐teams. This guarantees that the sub-‐teams stay connected and exchange experiences. Next to professors, each sub-‐team consists of academic assistant staff and research staff. It is the responsibility of the professors to look for project funding to attract a sufficient number of researchers. The research topics are regularly discussed as to their relevance, boundaries, or impact. This implies that the research program is a dynamic way of structuring the research activities. This also implies that new topics can emerge and existing ones are reoriented. The latter depends on research developments in (new) staff and funding opportunities. At the level of the Department – twice a year – a mini-‐conference is organized by researchers/academic assistant staff to exchange information about their on-‐going research. All researchers (PhD-‐students, post-‐docs, professors) are invited to these mini-‐conferences. This serves immediately as a platform for discussion and enhancing collaboration. 2. Scientific and social relevance of the research 2.1. Scientific relevance The scientific impact of the research activities and output of the research team can be qualified in a number of ways: ● On the base of the bibliometric study of the research output of the Faculty of Psychology and Educational Sciences (2002-‐2010; see appendix 1 and 2), the output share and impact on the research field is easy to observe. The strongest (output share) ISI-‐subfield is “Education, Educational Research” (mean normalized citation score MNCS 1.66), followed by “Psychology, Educational” (MNCS 0,99), “Computer Sciences, International Applied” (MNCS 5,72), “Psychology, Multidisciplinary” (1,51), and ” Education, Scientific Discipline” (MNCS 2,1). ● The same bibliometric study shows that the impact of the research output, compared to the average field impact is far above the mean (MNCS of all publications 1,7). 126
●
●
●
●
The bibliometric study shows that 16% of the research output is published in top 10% ISI-‐indexed journals. It is to be stressed that publications in relation to research topics that are not reflected in the top 25% of ISI indexed journals, is nevertheless published in the highest ranked journals as possible (e.g., output in relation to school management, leadership, culture, teacher education). A trend analysis of the research output of the research teams shows how the impact on the field has increased and maintains stable in the period 2002-‐2010. In one particular time frame (2003-‐2006) the MNCS was very high due to a number of highly cited articles (MNCS 3,15). Next to research output in ISI-‐indexed journals, the research team also publishes via other publication channels, such as books, international journals not in ISI, professional journals, etc. This is an important fact, since we observe that within the ISI-‐publication output the internal Web of Science (WoS) coverage is on average 45%. This implies that a large part of the references reflected in our own publications are outside the ISI-‐window. This also implies that a narrow interpretation of the concept of the “publication quality” of the research team is not to be promoted. In the University Academic Bibliography, the output of the research team is reflected in 1083 publications of which 518 are research articles, 216 conference papers, 156 book chapters, 52 books, and 17 books as editor. 2.2 Social relevance The social relevance of the activities of the research team is reflected in: ● A strong involvement in policy-‐oriented research; see e.g., the performance indicator studies PISA2000, PISA2003, PISA2006, PISA2009, PISA2015, PIAAC ● A consistent involvement in research calls from policy makers to study educational policy themes (OBPWO research= evaluation teachers, school leaders, well being of teachers, professional profile of teachers, ICT in schools, …). ● On the base of the available research expertise, there is a strong presence in advisory boards of the VLIR (Flemish Interuniversity Board), VLOR (Flemish educational Board), VLUHR (Quality organization of universities and university colleges). ● There is consistently high involvement in workshops and training programs for school leaders and teachers. ● Research team members are invited as experts by the Ministry of Education; especially in the field of Teacher education, school leadership and ICT in education. ● There is very strong involvement in quality monitoring of higher education (accreditations and visitations) related to higher education programs in Flanders and the Netherlands (about 30 programs reviewed since 2004). ● There is a large increase in the acquisition of research funds related to society relevant topics (IWT SBO): 4 programs. ● A large part of the research is set up in developing countries and contributes directly to the Millennium goals (Brazil, China, Ecuador, Pakistan, Palestine, Vietnam, …). ● There is a systematic involvement in innovation of higher education initiatives in all faculties of Ghent University and in programs of the University association partners (university colleges). 127
●
●
●
Researchers reflect their position in the press with “opinion pieces”, interviews, and presentation of their research. Staff is consistently involved in presentations for primary and secondary schools, university colleges, and universities about ICT in education, innovation, school management, assessment and evaluation, … The research team has established a strong network with different partners from the cultural sector in Ghent and Flanders. This results in exchange of expertise about arts and culture education, heritage education, community arts projects, and projects with different libraries and museums. 3.
SWOT analysis: Strengths, Weaknesses, Opportunities, Threats Next to the generic faculty-‐level SWOT analysis, presented at the start of this report, a number of specific SWOT-‐elements can be put forward that are relevant for the present research team. 3.1 Strengths (internal and related to Ghent University) Staffing and research team structure • With a number of 10 professors, the research team is run by a large group of autonomous academic staff. • The age-‐build up and the range of professorship levels cover different levels: professors in the rank of lecturer, in the rank of senior lecturer, full professor and senior full professor and an age build up from very young (appointed 2013) to staff near retirement (2013 and 2015). This guarantees that a varying range of tasks and responsibilities can be distributed. It also guarantees that on the middle and long term the available expertise can be sustained. • A broad range of research methodologies and techniques has been developed and is being implemented by the research team. Professors specialize in particular approaches and are able to transfer the expertise to all researchers in the different sub-‐teams: interpretative methods, rhetorical analysis, content analysis methods, multilevel analysis, hierarchical regression analysis, structural equation modelling, social network analysis and IRT-‐analysis. The latter is reinforced by faculty support in view of statistical expertise and by a university initiative based in the Centre of Statistics (http://www.cvstat.ugent.be/index.php?page=FIRE/home.php). • Staff is increasingly involved in sabbatical leaves (starting 2012-‐2013). This has been fostered by part of the Ghent “University Humanities Incentive Programme” to give more staff the opportunity to participate in sabbatical leaves; also without having to go abroad. The latter also fits into a gender-‐
friendly staff policy at Ghent University. • Staff is increasingly involved in study visits abroad (both professors and post-‐doc). The research teams make as such plenty use of financial support provisions at faculty level. • An increasing number of visiting scholars works with the research team during periods of 3 to 12 months; e.g., Andy Stables (UK); Keith Topping (University of Dundee, Scotland, UK); Steven Totosy (Purdue University); Sevgi Turan (Hacettepe University, Turkey), Cai Yonghong (Beijing Normal Unversity), etc. In addition, other visiting scholars are involved in PhD guidance committees or are 128
involved as guest speakers in the context of courses or research projects; e.g., Keith Topping (University of Dundee, Scotland, UK); Sim Slotta (University of Toronto); Barry Brummett (Univeristy of Texas at Austin); … . • The international position and reputation of the research team is reflected in the growing number of PhD researchers applying – with their own funding – through supervisors of the research team at Ghent University. Research program • A research program has been established that covers a representative number of topics in the Educational Studies: from pre-‐school education to adult education, from micro-‐level to macro-‐level topics, from design to intervention, to evaluation research, to rhetorical analyses of educational discourses, … • The research program is now strongly linked to the teaching responsibilities of staff. A first indicator of this is the fact that on average, eight PhD students build their research on the actual teaching and learning activities. The latter is linked to studying interventions, data gathering involvement, piloting activities, etc. A second indicator is that the content of the teaching and learning activities maps the research program. The most recent revision of the curriculum Educational Sciences helped to better align teaching and research foci. • The funding of the research projects (see section F) was -‐ initially -‐ mainly based on internal university funding (BOF Bijzonder OnderzoeksFonds). This has evolved and now external funding represents a relevant proportion of the project funding (FWO, IBBT, SBO/IWT, governmental funding). The latter implies that the research team has become very successful in highly competitive research funding tenders and fellowship application programs. • A large subset of PhD research is based on research set up by candidates of developing countries. This -‐ often socially relevant -‐ research is set up in line with the same quality requirements as local research. • The research team has been successful in winning bids to organize large international conferences, workshops and summer schools: AILA Literacy conference on Multiliteracies_2003, ORD_2005, ECER_2007, ISATT_2013, Summer Institute for the Association of Cultural Studies_2011, Invitation Symposium for the Semiotics and Education Network_2009, European Conference on Rhetoric for the Kenneth Burke Society_2013, etc. • Funded by the FWO, the research team actively participates in a number of “Scientific Research Community” (WOG), together with other related research teams of Flemish universities (KULeuven, Antwerp University, Free University of Brussels) and focusing on “Developing critical and flexible thinking” (2006-‐2011). The WOG Philosophy and History of the Discipline of Education” (FWO reference numbers WO.022.99N; WO.028.4N; WO.008.09N has been funded by the FWO for three consecutive periods of five years– 1999-‐2013; a new application is pending). Besides three teams from universities in Vlaanderen (Leuven, Gent, and Brussels) 12 centres from abroad are involved; research collaboration with Y. Waghid (Stellenbosch University, South Africa), R. Smith (Durham, U.K.), D. Bridges (Cambridge, UK), M. Griffiths (Edinburgh, U.K.), N. Burbules (Illinois, U.S.A).p These WOGs have allowed to work together with international partners and giving opportunities to 129
young doctoral and post doc staff to work together with renowned international experts. The research team could propose to actively lead more of these WOGs. Currently, a new WOG is under construction with the research team in a leading position (pending the FWO-‐call in 2013). Research output • As can be derived from the tables in section C, D and F, the research team has been successful in the acquisition of growing project funding, and a related number of research output (number of publications and PhDs). • More than 95% of the researchers in the research team successfully graduate as PhD students. Since four years all PhDs are based on ISI indexed output. Career development of PhD alumni • All successful PhD candidates from developing countries have now high-‐level positions in their own country, varying from positions as professor, to dean, to vice-‐chancellor. • Successful Flemish PhD candidates all have at least middle cadre functions in organizations; most in universities and university colleges; others in for-‐profit settings, such as companies. In the latter case, they are highly appreciated due to their strong methodological background. • Most PhD students are enrolled in the doctoral school “Behavioural and social sciences”; others in the doctoral school “Arts and Humanities”. The active involvement of the research team in the organization of courses/workshops in this context is evolving and increases. This increases the relevance of the offer of the doctoral schools for the PhD students in our research team (e.g., “IRT course” set up in a network collaboration with VFO (Flemish educational research association), three “Qualitative research” courses set up by Smeyers, Van Heule, and Smith, …). In addition, the research team has become a formal member of the Dutch doctoral school ICO. The Ghent University doctoral school accepts all training offered by ICO. Diversification of funding at Ghent University • Though funding can always be considered as too limited, we nevertheless have to acknowledge that new funding opportunities have been developed at Ghent University, presenting opportunities that are nicely aligned with current needs: funding for sabbaticals, funding to attract visiting scholars, funding for involvement in international events, funding of study visits. The Ghent University policy stipulates that funding is only provided after other funding agencies have been approached. Involvement in international networks and organizations • The staff is strongly involved in international scientific organizations (see CV and other scientific activities). In addition, some recent opportunities have emerged to strengthen this international orientation (see Future, Goals and Strategy). 3.2. Weaknesses (internal and related to Ghent University) Staffing and research team structure 130
The involvement of staff in teaching and learning activities (see tables in section G) remains very large. It is difficult to balance the – high quality – involvement in education (at bachelor and master level) with the research activities. • As an “education” department, staff is more than often approached to take up tasks in relation to educational questions, problems, and projects (quality control, membership of boards, innovation projects, …). • The inflow of doctoral researchers with a FWO or BOF grant is rather irregular. Much depends on the systematic tracking of high performing students in the educational sciences program. Research program • The funding of the large performance indicator studies (see PISA and PIAAC) is very restricted. In the past this resulted in large sets of data being available but hardly exploited in terms of scientific output. Recently, a new research topic has been set up and the first publications are being developed and submitted. • Within Ghent University, a growing number of opportunities is available to implement the educational expertise of the research team (see strategic plan of the university, innovation projects, innovation vouchers, …). These activities are relevant and could be the breeding ground for research (evidence-‐based educational innovation research). But the funding and timeline of these activities is so limited that these activities threaten to “steal” precious time from more extensive research activities that more easily can lead to full fledged research. • Educational studies research is often set up in a multi-‐disciplinary setting (e.g., medical education, Pharmacy education, management and schools, …). The current university approach to allocate funding is based on a model that does not promote multidisciplinary research that crosses the boundaries of the alpha sciences. For instance, setting up and supervising doctoral research in the context of another faculty is not put on the account of the internal research team. Research output • In relation to some research topics, the publication outlets in ISI are not always in highly ranked journals. We consider this no to be a weakness, since it is a straightforward reflection of the particular position of certain research topics and journals in the current ranking of journals (see below). Nevertheless – as will be explained below – the related output is valued to a lesser extent by the University, pending the calculation rules being applied. • A better balance has to be attained in the proportional output of the different research topics in the research program. But differences in output quantity are often related to the fact that some research topics have been established rather recently. 3.3 Opportunities (external to research team and Ghent University) Research program •
131
Since a couple of years, a growing number of opportunities to acquire funding is available for projects that are related to society-‐relevant topics (especially IWT/SBO). The same applies to research tenders of the government that tend to be larger and last longer, thus allowing PhD related research to be set up. Nevertheless, this puts the researchers in an often-‐difficult position as they have to develop research output that is relevant for their PhD and relevant to attain the project objectives. • In the context of the Ghent University Association, the Expertise Network focused on teacher education, offers project grants that help to build the foundation of a two-‐year research project. • In the context of the association between Ghent University and the university colleges within the association, association research teams (associatie onderzoeksgroep, AOG) have been set up. One in the department focuses on multiliteracies (AOG Meervoudige geletterdheid). • Department members are also involved in other association research teams, such as, developing competences in (higher) education in the health sciences (AOG Competentieontwikkeling in het (hoger) onderwijs in de gezondheidswetenschappen), accountancy, tax, and finance (AOG Accountancy, fiscaliteit en financiering). • In addition, research collaboration is now fostered with the Flemish university Free University Brussels through the “Alliantieonderzoeksgroepen”. The research team has established such a research collaboration (project IDEA). • Though the research team is already strongly involved in international collaboration with universities in developing countries, the new VLIR UOS programs (http://www.vliruos.be) incorporate now a stronger focus on educational components that can be tackled by developing collaborative research, mostly resulting in PhD studies (see VLIR project with Palestine, new VLIR projects with Ecuador and Vietnam). Research output • The recent redefinition of ISI journals that resulted in the incorporation of more regional journals, gives better opportunities to focus on specialized areas that are relevant for certain geographical areas (see e.g., research in the Australasian context). 4. Threats (external to research team and Ghent University) Staffing and staffing structure • The teaching language is experienced as a barrier to attract international scholars as future professors. Research program • The traditional funding opportunities become scarce and the success rate in view of project acquisition dropped below 15%. This puts pressure on the staff to be involved continuously in project application procedures. •
132
The governmental funding related to policy-‐oriented research has shifted to projects that only take between 6 months to maximum 24 months. This hardly allows building up expertise and output that can be valorised in scientific journals. • The current research quality indicators hardly allow starting up very innovative and risky research areas. All research projects are mainly geared towards PhD activities and related ISI output. Research output • Publication output criteria are moulded by subject-‐specific traditions. Certain research topics can -‐ currently -‐ not be published in highly ranked journals. This affects the “value” attached to the output of the related research teams as reflected in the funding mechanisms (see e.g. policy related research, historical research, social work research, …). Given the linear relationship between the ISI-‐
citation indexes and the actual funding of research units, this leads to a devaluation of particular research themes. • Though the “Vlaams Bibliografisch Bestand voor de Sociale en Humane Wetenschappen” (VABB) opened up a – financially – recognized platform for scientific output outside the ISI-‐domain, the actual “value” of a VABB journal-‐ publication is considered to be the same as the lowest ranked ISI journal. • As already suggested above in the section 2 about “Scientific and social relevance of the research”, the publication “tradition” in the educational sciences cannot easily be compared with research fields that mainly build in their references on ISI-‐sources. Given the strong linkage between our research topics and society, many references in our research output are – adequately -‐ linked to other types of publications. As clearly stated in guidelines about using citations as a base for judging the quality of research, it is tricky to build judgments about quality on e.g., MNCS values when the internal WoS coverage is below 50%. Despite the latter, the current university “calculation system” does not differentiate between research topics in this way. This results indirectly in unbalanced quality judgments that directly affect the funding in the research team. 4. Future research activities, goals and strategy In this section we discuss key future directions. In relation to each future direction, goals, a strategy and activities are being described: a. A stronger emphasis on multidisciplinary and interdisciplinary research. ● Goals: Developing a multidisciplinary and interdisciplinary dimension in the current research program in which perspectives from different science domains are combined. ● Strategy: Setting up networks with other research teams in the faculty and in other faculties. ● Activities: ○ Setting up a project-‐based collaboration with other research teams in the faculty. First collaboration activities have been set up with the research team “Experimental Psychology” and the research team “Social Work and the History of Education”. •
133
Setting up a collaborations with research teams of other faculties: Sociology, Medical education, Bio-‐engineering education, Pharmacy education, Law education, … The latter is becoming successful since new PhD related research has started; e.g., in the field of bio-‐
engineering education and Law education. ○ Developing strategic alliances with other research teams within Ghent University that centre on and are strongly linked to educational research (see e.g., motivation research team, school sociology, arts and humanities, …). ○ Developing GOA (Geconcerteerde OnderzoeksActies) with other research teams within the faculty of other faculties. A first GOA funding has been acquired (with experimental psychology). b. Consolidating the linkage between the educational program and the research program. ● Goals: Strengthening the empirical foundations of the teaching program. Improving the research relevance of teaching activities. ● Strategy: Screening the competences being pursued via the educational program as to their link with the research program. ● Activities: ○ Curriculum design centres more strongly on the attainment of research competences. ○ Part of the student learning activities -‐ after considering the competences in the ECTS file of a course -‐ are directly linked to the research cycle by involving students in on-‐going doctoral research. ○ Staff works together in designing and implementing the educational activities and each introduces his/her particular expertise. This takes away pressure on individual staff members and only involve them when their expertise is relevant. c. Making the doctoral schools program more relevant for researchers in the research team. ● Goals: Making the doctoral schools program directly relevant for doctoral students in the research team. ● Strategy: Taking a pro-‐active role in the design and implementation of the doctoral schools program. ● Activities: ○ Developing courses to be offered within the context of the doctoral program. ○ Linking network activities (e.g., Summer schools, International Workshops) to the doctoral schools program. ○ Attracting external partners as experts presenting courses in the context of the doctoral schools program. d. Consolidating the strong international dimension in the research program. ● Goals: Establishing a stronger international profile of the research team. ● Strategy: Expanding the number of internal and external internationalisation initiatives. ● Activities: ○
134
Building on the internationalisation@home program of Ghent University, international visitors will be more actively involved in the local research. The same applies to staff exchange opportunities within the Erasmus framework. ○ Active participation in developing bids for organizing international conferences (e.g. similar to applications, such as: CSCL 2015; ACS Summer Institute, Rhetoric as Equipment for Living). ○ Active involvement in developing proposals to act as “editor organization” for a journal (see e.g., ISLS, Pedagogische Studiën, ... ), guest editorials for Journal of Curriculum Studies, International Journal of Cultural Studies. ○ Reinforce the development of proposals for guest editorials for Journal of Curriculum Studies, International Journal of Cultural Studies and others. ○ Developing an action plan to take part in EU calls; see recent calls in the domain of early childhood education. e. Establishing a better balance between staff involvement in the educational program(s) and the research activities. ● Goals: Managing the amount of work/time professors are individually involved in teaching activities. ● Strategy: Balancing the workload among the available teaching staff and involving external expertise (when relevant). ● Activities: ○ More regular discussions about the nature and size of support of professors by research and teaching assistants, especially to be able to cope with peak-‐workload. ○ Building on the internationalisation@home program of Ghent University, international staff will also be involved in some academic teaching activities. ○ Setting up collaboration between staff depending on their particular expertise, as input for a course. This has e.g., already been implemented in the course Preschool education (2012-‐
2013) by a collaboration between three staff members. The same approach will be applied for the new courses being developed in the teacher education program. ○ Attracting guest lecturers/speakers to be involved in the courses by bringing in relevant expertise (other research teams within university and from outside university). f. Guaranteeing a regular flow in applications for FWO and BOF fellowships. ● Goals: To guarantee that application are submitted on a yearly base. ● Strategy: A systematic monitoring of students from the 3rd year in the Educational Sciences program as to their interest and potential in doing research. ● Activities: ○ A more systematic tracking of high performing students in the educational sciences program will be established. ○ A stronger integration of real-‐life educational research, set up in the research team, within the educational activities of the students (the “Student as a Researcher” model). ○ A better communication – focusing on students from the 3rd year on -‐ will be set up to introduce research as a promising career and job opportunity. The recently produced video-‐
○
135
○
○
clip to orient students to the educational studies programme already strongly emphasises “research” as a typical career for graduating students (see http://www.youtube.com/watch?v=nWPkzPopws8). Secondly, the research team will more actively present its research work to master students. Master thesis research will be oriented towards an involvement in on-‐going PhD research work and/or the use of available research data gathered in the context of the research program. Promotion of opting for a research internship setting (2nd Master educational Sciences) in the context of the Department of Educational Studies. 5. Brief CV of all professors (ZAP) of the research team Antonia Aelterman professor in the rank of senior lecturer Education ● Licentiaat psychologie en pedagogische wetenschappen (master), 1973, Ghent University; ● Teaching Proficiency diploma, 1973, Ghent University; ● PhD Educational Sciences, 1995, Ghent University. Career ● 1973-‐1979: research and teaching assistant, Ghent University; ● 1980-‐1996: coordinator in the department for teacher education, Ghent University; ● Since 1997: professor in the rank of senior lecturer, Ghent University. Major achievements Google Scholar: Number of citations: 517 h-‐index: 12 Antonia Aelterman leads the research sub-‐team “Professionalizing Teachers”. She started this sub-‐team in 1999, when the former Department for Teacher Training was integrated into the department of Educational Studies. This research topic is in line with her own PhD-‐research project (1995): "Teacher training. The development of a curriculum concept in response to societal challenges and an extended concept of professionality”. It is to be mentioned that the professional teacher profile and the basic competences for teachers in Flanders (Decree 19/12/1998; updated through the Decree of 27/10/07) are based on the research in this PhD. Within her research we distinguish two research lines. One research line focuses on the functioning and the professionalism of teachers (for example the project on the Public perceptions of teachers' status in Flanders, OBPWO-‐project, 2000). The second research line concentrates on the learning processes and work surroundings of future, beginning and experienced teachers in primary, secondary and higher education. Her research sub team employs an extended concept of professional development, in which professional development is defined as a dynamic and interactive concept. As such, the research sub 136
team relies on the “inquiry-‐oriented paradigm”, in which the cognitive turn (the teacher thinking research; the teacher as a reflective practitioner) is connected to the socially critical turn. Within the research sub team, a number of PhD’s have been completed (supervisor Antonia Aelterman) dealing with dual learning routes for student teachers (Annemie Schepens) and the well-‐being of students and teachers (Karen Van Petegem). Two other doctorates relates to the pedagogy of teacher education, one on the support of collaborative learning in teacher education (Ilse Ruys) and the other to the impact of teacher education on the entrance in the profession (Isabel Rots). In line with this research, Antonia Aelterman is strongly involved in teacher education policy activities (VLIR, VLOR, Department of Education). She also participates in research-‐workgroups in Flanders and the Netherlands, concerning the teaching profession and teacher education. She is member of AERA, ISATT, VFO. In relation to the teacher training program at Ghent University, she was involved in different innovation projects. For example: an e-‐portfolio learning project for teachers in training (LIO), diversity in teacher education, a project that is being carried out in collaboration with the ENW AUGent and the Steunpunt Diversiteit and Leren of Ghent University. Antonia Aelterman is chair of the curriculum advisory committee for the teacher education at Ghent University since 2000. She was responsible for the self-‐evaluation report for the “visitation” of the specific teacher education in Ghent University (2011-‐2012). Geert Devos -‐ professor in the rank of senior lecturer Education ● Licentiaat sociologie (master), 1984, KU Leuven; ● PhD in social sciences, 1995, KU Leuven. Career ● January 1986-‐September 1988: research staff FKFO, KU Leuven; ● October 1988-‐1995: research staff Vlerick Leuven Gent Management School, Gent ● 1996-‐2001: 70% research staff, Ghent University and 30% research staff, Vlerick School voor Management; ● 2001: 100% professor in the rank of lecturer, Vlerick Leuven Gent Management School and 10% professor in the rank of lecturer, University of Antwerp; ● 2002: 70% professor in the rank of lecturer, Vlerick Leuven Gent Management School, 10% professor in the rank of lecturer, University of Antwerp and 20% visiting professor, Ghent University; ● 2003-‐2006: 60% professor in the rank of lecturer, Vlerick Leuven Gent Management School (60%), 10% professor in the rank of lecturer, University of Antwerp and 30% professor in the rank of lecturer, Ghent University; ● 2007-‐2009: 50% professor in the rank of senior lecturer, Ghent University and 50% professor in the rank of senior lecturer, Vrije Universiteit Brussel, and 10% professor in the rank of senior lecturer, University of Antwerp; ● Since 2010: professor in the rank of senior lecturer, Ghent University. 137
Major achievements Google Scholar: Number of citations: 587 h-‐index: 14 Since the beginning of his career, Geert Devos is involved in research and education about management, policies and organizations. His key research interests are related to school management, school leadership and educational policy. During his career at the Vlerick Leuven Gent Management School, he was responsible for in-‐service training programs for school leaders and research projects about educational administration. He continued these activities at the University of Antwerp and the Vrije Universiteit Brussel between 2000 and 2010. In 2002 he joined the Department of Educational Studies at the Ghent University where he initially started as a visiting professor. He became a 30% tenured docent in 2003. Since 2010 he is full time employed at this Department. He leads the research sub team ‘School Leadership and Educational Policy’. A first research line of this sub team focuses on the macro level of educational policy. Research issues are the effects of markets and hierarchies, accountability systems, school autonomy, decentralization and New Public Management. The research project with Karen Seashore Louis, Lejf Moos, Michael Schratz, Boudewijn van Velzen and Mats Eckholm is part of this research line. This project resulted in the book ‘Educational Policy in an international context’ (2012). Also, the PhD study of Dou Diya on school autonomy in China belongs to this line. Related to the macro level is the level of the local educational policy. How do schools cooperate or compete and how are school networks developed. These issues are part of Ellen Feys’ doctoral study on school networks. At the school level a research line is focused on school leadership (PhD of Hester Hulpia in 2009 on distributed leadership) and school policy. A recent study for the Ministry of Education analysed the policy of primary and secondary schools on the allocation of administrative and policy supporting resources. A final research line concerns teacher related school policy. Recently Melissa Tuytens conducted her PhD on the provision of feedback to teachers in the course of a teacher evaluation policy. Her post doc research is also aimed at the further analysis of school feedback processes to teachers. Three other PhD’s are also aimed at school related teacher policy. Eva Vekeman conducts a study on the influence of the schools’ personnel practices on the fit of teachers in schools. The study of Debbie De Neve aims at the analysis of the school as a professional learning opportunity and its relation with beginning teachers’ professional development. In another PhD study Bénédicte Van Blaere analyses the relation between professional learning communities and experienced and expert teachers’ professional learning. The last two PhD’s are part of a larger research project, financed by the Ministry of Education, het Steunpunt voor Studie-‐ en Schoolloopbanen. Geert Devos is a board member of this research platform. He is also head of the research domain ‘Teacher careers’ of this platform. Bram De Wever -‐ professor in the rank of lecturer Education 138
●
●
●
●
Candidate Educational Sciences (bachelor), 1999, Ghent University; Licentiate Educational Sciences (master), 2002, Ghent University; Teaching Proficiency diploma, 2002, Ghent University; PhD in Educational Sciences, 2006, Ghent University. Career ● 2002-‐2006: researcher (BOF), Ghent University; ● 2006-‐2007: researcher, Ghent University; ● 2007-‐2010: senior research assistant, Research Foundation Flanders (FWO); ● 2010: 90% senior research assistant, Research Foundation Flanders (FWO) and 10% professor in the rank of lecturer, Ghent University; ● Since 2010: professor in the rank of lecturer, Ghent University. Major achievements Google Scholar: Number of citations: 1031 h-‐index: 14 Bram De Wever (°1978) joined the Department of Educational Studies in 2002 and finished his PhD in 2006. From 2007 on, he was a post-‐doc research fellow at the Research Foundation Flanders (FWO) and in 2010 he got a tenure track position in the department of Educational Studies. His research mainly focuses on technology enhanced learning and instruction and alternative forms of assessment, including topics such as computer-‐supported learning (CSCL) and peer assessment & peer feedback processes. He also centres on methodological issues (such as content analysis and multilevel modeling). Currently he supervises two PhD projects, highly related to the research lines set out for his tenure track position. The PhD-‐study of Mario Gielen is focusing on peer feedback in online wiki-‐based environments in higher education. The PhD-‐study of Michiel Voet is focusing on technology enhanced learning in the field of history. The latter project focuses on teacher trainers and the use of technology in authentic classrooms. He has (co)authored more than 25 articles ; some of his methodological papers are internationally strongly valued and highly cited (cf. content analysis). He is member of the editorial board of the International Journal of Computer Supported Collaborative Learning (ijCSCL) and Learning and Instruction. He was also involved in organizing several conferences, such as ECER 2007 (conference coordinator), and ISATT 2013 (member of scientific committee, Track Director of “Teaching for 21st Century Skills”, member of organizing committee). He also organized several symposia at international conferences (during this time frame: AERA, 2010; ICLS, 2010, 2012, EARLI, 2011). Furthermore, he is member of VFO. EARL, ISLS and was also a member of a Stellar Theme Team, together with researchers from Virginia Tech (Grouped States), University of Jyväskylä (Finland), Ludwig-‐
Maximilians University Munich (Germany), and Futurelab (Grouped Kingdom). STELLAR is a Network of Excellence on TEL (Technology-‐Enhanced Learning) funded within FP7. The Theme Team collaborated on “Orchestrating Technology-‐Enhanced Learning in Future Learning Spaces” during 2010-‐2011. 139
In addition, there is a strong involvement in international collaborations within the framework of VLIR-‐
projects (Guayaquil) and is engaged in the international performance indicators studies in the research program of the department (PISA 2015) as a co-‐advisor. André Mottart -‐ professor in the rank of lecturer Education ● Master degree, Language and Literature: Germanic Languages (German/Dutch), 1977, Ghent University; ● Teaching Proficiency diploma, 1977, Ghent University; ● Master Documentation and Librarian Sciences, 1983, Universitaire Instelling Antwerpen; ● PhD in Educational Sciences, 2012, Ghent University. Career ● 1977-‐1996: teacher Dutch/German; ● 1997-‐2003: research and teaching assistant, Ghent University; ● 2003-‐2009: senior research assistant, Ghent University; ● Since 2009: professor in the rank of lecturer, Ghent University. Major achievements Google Scholar: Number of citations: 137 h-‐index: 6 Prof. Dr. André Mottart (1955) studied Linguistics and Literature, worked as a teacher and teacher-‐
trainer. He developed a PhD about Education and Knowledge as Postmodern Construction. He currently works as a professor in the rank of lecturer in the Department of Educational Sciences at Ghent University (Belgium). His teaching and research focuses on language teaching, technical communication and academic literacies. Tammy Schellens -‐ professor in the rank of senior lecturer Education ● Licentiate Psychological and Pedagogical Sciences (master), 1993, Ghent University; ● Teaching Proficiency diploma, 1996, Ghent University; ● PhD in Educational Sciences, 2004, Ghent University. Career ● 1994-‐1997: researcher, Ghent University; ● 1997-‐1999: 50% researcher and 50% research and teaching assistant, Ghent Universty; ● 1999-‐2004: research and teaching assistant, Ghent University; 140
● 2004-‐2008: senior research assistant, Ghent University; ● Since 2008: professor in the rank of (senior) lecturer, Ghent University. Major achievements Google Scholar: Number of citations: 1556 h-‐index: 16 Tammy Schellens finished her PhD in 2004 and became a fulltime professor in the rank of lecturer in 2008. Her research focuses on two domains, technology-‐enhanced instruction (TEL) and innovative teaching methods. Both lines of research especially involve intervention studies in both secondary and higher education. Central in her research and that of her PhD students is the design, implementation and evaluation of learning environments in authentic classroom settings. The emphasis -‐ in the first research line -‐ is on 'science inquiry' and web-‐based (collaborative) learning (c.f. PhD Annelies Raes) , electronic learning environments (c.f. PhD Cindy Desmet, PhD Corolla Strobl), the use of technological tools (c.f. PhD Hannelore Montrieux) , the study of social network sites and other Web 2.0 applications (c.f. PhD Ellen Vanderhoven). In the second line of research, topics such as problem-‐based learning, peer assessment (c.f. PhD Tijs Rotsaert), inquiry based learning (c.f. PhD Maria Lucero), jigsaw, ... are being studied. International collaboration in her research is established through the organization of different symposia and through the involvement of researchers from other universities as members of the guidance committees of the PhD students. Multiple symposia were set up in earlier conference editions of AERA, EARLI, ECER, EERA, etc. for example: for AERA 2010 together with researchers from Simon Fraser University (Canada), University of Florida (USA), and University of Toronto (Canada): “Comparing Approaches to Content Analysis in Computer-‐Supported Collaborative Learning Environments”. Other symposia were organized and presented or accepted for ICLS 2010, CSCL 2012, EARLI 2013, together with researchers from the University of Toronto (Canada), Dawson College STOAS John Abbott College (Canada), Intermedia, University of Oslo (Norway), Utrecht University and Stoas University of Applied Sciences (The Netherlands), and University of Minnesota (USA). Tammy Schellens was also involved in organizing several conferences, such as ECER 2007 (co-‐organizer pre-‐ conference), ISATT 2013 (member of scientific committee), UCSIA conference 2013 Youth 2.0 (advisory board), BAPS 2011 (co-‐organizer), ECTEL 2010 and ECTEL 2011 (member of Programme Committee) In addition, she is also involved in international collaborations within the framework of VLIR-‐projects (Palestine, Mozambique, South Africa) and is involved in higher education quality assurance as a member of different visitation committees in Flanders. For more CV details, visit http://www.onderwijskunde.ugent.be/tammy. Paul Smeyers -‐ full professor Education ● Bachelor Educational Sciences and Philosophy, 1974, KU Leuven; 141
● Master Educational Sciences, 1976, KU Leuven; ● Bachelor and Master in Philosophy, 1980, 1982, KU Leuven); ● Special Course Student, 1982-‐1983, London University, Institute of Education; ● PhD in Educational Sciences, 1984, KU Leuven. Career ● Until recently, Paul Smeyers was full professor (Centre for Philosophy of Education, KU Leuven); ● Since October 2007: full research professor (Philosophy of Education, Ghent University) and continues to be (Part-‐Time, 10 %) senior full professor at KU Leuven; ● Paul Smeyers was since January 1977 respectively research and teaching assistant, professor in the rank of lecturer, professor in the rank of senior lecturer, associate professor and full professor (since 2000) at KU Leuven; ● He is also Honorary Extraordinary Professor at Stellenbosch University (South Africa); ● He taught and teaches courses in Philosophy of Education and Qualitative Research Methods. Major achievements Google Scholar: Number of citations: xxxx h-‐index: yyyyy He was visiting professor in 1991 (September-‐October) at RAU (Rands Afrikaanse Universiteit (Johannesburg, South Africa), in 1996 (September-‐ October) at Auckland University (New Zealand), and in 1997 (September – October) at the University of Lima (Peru). During a sabbatical leave (2005-‐2006) he held positions at the University of Cambridge (St Edmund’s, Fellow, U.K., Fall 2005), University of Illinois at Urbana-‐Champaign (U.S.A., 3 months 2006), further at Stellenbosch South Africa (each time 1 month, 2007, 2010, 2011). Research interests: Anglo-‐Saxon Philosophy of Education, epistemology and philosophy of science, postmodernism, philosophy of educational research, ethics of care, Wittgenstein. Ronald Soetaert -‐ full professor Education ● Master Language and Literature: Germanic Languages (English/Dutch), 1974, Ghent University; ● Teaching Proficiency diploma, 1975, Ghent University; ● PhD in Arts and Philosophy, 1990, Ghent University. Career ● 1974-‐1979: teacher Dutch/English; ● 1979-‐1983: research and teaching assistant, the Department Dutch Literature, Ghent University; ● 1984-‐1990: research and teaching assistant, Department Didactics Modern Languages, Ghent University; ● 1990-‐1991: research and teaching assistant, Department Comparative Literature and Sociology, Ghent University; 142
●
1992-‐1998: full professor Language Teaching at the Department Teacher Education, Ghent University and Head of the Department of Teacher Education; Since 1998: full Professor, Ghent University. ●
Major achievements Google Scholar: Number of citations: 279 h-‐index: 9 Ronald Soetaert specialized in language, literature/art/media and education. He publishes and presents his research work about the state of art in cultural studies, multi-‐literacies, and rhetoric, focusing on perspectives for education. He was/is also involved in large research projects focusing on new media (social media and games), teaching languages and literature/film/TV. He gave presentations for and worked with different cultural institutions (museums, libraries, theatre, opera etc.). For the NTU he wrote a state of the art about the culture of reading. He supervised PhD research on multi-‐literacies and education, literacy narratives (representation), community art projects, the rhetorical turn in education, and now (work in progress) on the narrative representation of teaching/reading in fiction, rhetorical perspectives on video games, rhetorical perspectives on social media culture. At this moment, his research and teaching focuses on education, culture, media with a special interest in the rhetorical and narrative turn. He leads the research sub team Culture & Education (http://www.cultureeducation.ugent.be/). He was chair of the Flemish Reading Association (2002-‐2010), member of the jury of major literary prizes for Dutch literature, and is now a member of board of The Dutch Language Union (NTU). At Ghent University he was head of the Department of Teacher Education (1992-‐1998), was member of the University Research Board (2000-‐2004), was head of the Library of the Faculty (2005-‐2013), was involved in international VLIR projects (Ecuador) and a member of different visitation committees. Martin Valcke -‐ full professor Education ● Candidate Psychological and Pedagogical Sciences (bachelor), 1977, Ghent University; ● Licentiate Psychological and Pedagogical Sciences (master), 1980, Ghent University; ● Teaching Proficiency diploma, 1980, Ghent University; ● PhD in Educational Sciences, 1990, Ghent University. Career ● 1980-‐1984: researcher, Ghent University; ● 1984-‐1991: research and teaching assistant, Ghent University; ● 1991-‐1999: professor in the rank of (Senior) Lecturer, Open University of the Netherlands; ● 1999-‐2008: professor in the rank of (senior) lecturer, Ghent University; ● Since October 2008: full professor, Ghent University. 143
Major achievements Google Scholar: Number of citations: 3684 h-‐index: 30 M. Valcke reorganized the Department of Educational Studies to establish a strong research focus and linkages between research and education. He took the lead in developing the topic “Innovation in Higher Education” and “ICT in Education” and established an “evidence-‐based” tradition in Flemish education. As to scientific output, M. Valcke has published as (co)author 108 ISI indexed journal articles; next to 43 a2 articles, not in ISI) . His handbook “Onderwijskunde als ontwerpwetenschap” (Instructional sciences as a design science), is dominantly used in Flemish and Dutch higher education. He supervised 21 PhDs. A major achievement is that he could anchor international performance indicators studies in the research program of the department (PISA2000 till PISA2015 and PIAAC). In relation to teaching, he was responsible for the “visitation” in 2006 and was involved in two curriculum revisions. He is strongly involved in higher education quality assurance (>20 accreditation and visitation committees in Flanders and the Netherlands. In view of scientific positions, he was active member of the Scientific Technical advisory board of SURF in the period 2004-‐2011; currently he chairs since 2007 the Studiekeuze123 scientific board. He is strongly involved in interuniversity developmental cooperation projects with a focus on capacity building, innovation management, and curriculum innovation (projects in Vietnam, Ecuador, Peru, South Africa, Mozambique). He started up bilateral research collaborations with 4 Chinese Normal Universities. He chairs the FWO-‐commission related to Policy oriented Education Research (OBPWO). He was member of the University research board from 2004-‐2012. Johan van Braak -‐ professor in the rank of senior lecturer Education ● Primary School Teacher, 1988, EHB, Brussels; ● Licentiate Pedagogical Sciences (master), 1992, Free University Brussels; ● PhD Pedagogical Sciences, 1999, Free University Brussels. Career ● 1988-‐1991: part time primary school teacher; ● 1992-‐1999: research and teaching assistant, Free University Brussels; ● 1996-‐1997: part time secondary School Teacher, KA Brasschaat; ● 1999-‐2002: senior research assistant, Free University Brussels; ● 2002-‐2003: professor in the rank of lecturer, Free University Brussels; ● 2002-‐2003: 20% visiting professor, Ghent University; ● 2003-‐2010: professor in the rank of lecturer, Ghent University; ● Since 2010: professor in the rank of senior lecturer, Ghent University. 144
Major achievements Google Scholar: Number of citations: 1346 h-‐index: 19 Johan van Braak’s PhD focused on the use of computer-‐mediated communication among secondary school teachers (1999). Since 2003 he is a full time professor at Ghent University, department of Educational Studies. He coordinates research in the field of educational change in general with a particular interest in technology integration. He was the coordinator of the research sub team ‘Innovation in compulsory education’. He was the (co-‐)supervisor of seven PhD’s on ICT-‐integration and currently supervises four PhDs. He has published in national and international journals and is currently involved in a number of research projects on technology integration: monitoring of ICT integration on system level (MICTIVO, with J. Elen, KULeuven), development of digital learning environments to foster self-‐regulated learning (on evolution theory with J. Braeckman and D. Adriaens (UGent) and on multilingual learning (with P. Van Avermaet & Mieke Van Houtte (UGent)), the direct assessment of digital skills (with R. Janssen (KULeuven), digital competences of teachers (with J. Voogt, UTwente). Since 2005, he is the secretary of the Flemish society of Educational researchers (VFO) and since 2013 the Chair of the Editorial Board of Pedagogische Studiën. Hilde Van Keer -‐ professor in the rank of senior lecturer Education ● Candidate Educational Sciences (bachelor), 1994, Vrije Universiteit Brussel; ● Licentiate Educational Sciences (master), 1997, Ghent University; ● Teaching Proficiency diploma, 1997, Ghent University; ● PhD in Educational Sciences, 2002, Ghent University. Career ● 1997-‐1998: researcher, Ghent University; ● 1998-‐2002: doctoral researcher, FWO-‐Vlaanderen (Research Foundation Flanders); ● 2002-‐2003: researcher, Ghent University; ● 2003-‐2007: Post-‐doctoral researcher, Ghent University; ● 2007-‐2012: Professor in the rank of lecturer, Ghent University; ● Since 2012: Professor in the rank of senior lecturer, Ghent University. Major achievements Google Scholar: Number of citations: 1527 h-‐index: 18 145
Hilde Van Keer joined the Department of Educational Studies in 1997. From 1998 she was a PhD research fellow of the Research Foundation Flanders (FWO). She obtained her PhD in 2002 and in 2007 she was appointed professor Didactics Compulsory Education. Her research currently focuses on three interrelated topics. A first research line focuses on innovative instructional strategies in education (e.g. peer and student tutoring; cf. PhD studies of Liesje De Backer, Evelien Opdecam, Sabrina Vandevelde, An Van de Putte). In this respect, both effect-‐studies, and process-‐oriented studies on the underlying dynamics and interactions are set up. A second research line focuses on the study of various components of self-‐regulated learning (cf. PhD studies of Fien De Smedt, Emmelien Merchie, Sabrina Vandevelde). Both the problem of mapping (measuring) students’ self-‐
regulated learning, and its promotion in educational contexts are studied. The third line of research finally focuses on language education (e.g., early literacy, reading comprehension, reading motivation, writing education; cf. PhD studies of Jessie De Naeghel (completed), Fien De Smedt, Wu Lin). In addition to the three main research topics, Hilde Van Keer is also involved in international performance indicators studies in the research program of the department (PISA 2012, PISA 2015) as a co-‐advisor. In relation to teaching, she serves as the secretary of the curriculum advisory committee of the Educational Sciences of Ghent University and was involved in the latest curriculum revision (2012). For more CV details, visit http://www.onderwijskunde.ugent.be/hilde. 6. Key publications of the research team Antonia Aelterman 1. Van Petegem, K., , Aelterman, A., Van Keer, H., Rosseel, Y. (2008) The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing, Social Indicators Research, 85: 2, 279-‐291. DOI: 10.1007/s11205-‐007-‐9093-‐7. [5YIF 2011: 1.131; Ranking 23/89; Q2]. Times cited: 8. 2. Ruys I., Van Keer H., Aelterman, A., (2011) Student teachers' skills in the implementation of collaborative learning: A multilevel approach, Teaching and Teacher Education, 7, 1090-‐1100. DOI: 10.1016/j.tate.2011.05.005. [5YIF 2011: 1.322; Ranking 37/206; Q1]. Times cited: 1. 3. Rots I., Aelterman, A. Devos, G., Vlerick, P. (2010) Teacher education and the choice to enter the teaching profession: a prospective study, Teaching and Teacher Education, 26: 8, 1619-‐1629. DOI: 10.1016/j.tate.2010.06.013. [5YIF 2011: 1.322; Ranking 37/206; Q1]. Times cited: 7. Geert Devos 1. Devos, G., Hulpia, H., Tuytens, M. & Sinnaeve, I. (in press) Self-‐other agreement as an alternative perspective of school leadership analysis. An exploratory study. School Effectiveness and School Improvement. DOI:10.1080/09243453.2012.693103 . [5YIF 2011: 0.800; Ranking 88/206; Q2]. Times cited: not yet available. 2. Tuytens, M. & Devos, G. (2011) Stimulating professional learning through teacher evaluation: an impossible task for the school leader? Teaching and Teacher Education, (27) 5, 891-‐899. DOI: 10.1016/j.tate.2011.02.004. [5YIF 2011: 1.322; Ranking 37/206; Q1]. Times cited: 0. 146
3. Hulpia, H. & Devos, G. (2010) How distributed leadership can make a difference in teachers’ organizational commitment? A qualitative study. Teaching and Teacher Education, (26), 3, 565-‐575. DOI: 10.1016/j.tate.2009.08.006. [5YIF 2011: 1.322; Ranking 37/206; Q1]. Times cited: 2. Bram De Wever 1. De Wever, B., Schellens T., Valcke, M., & Van Keer H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers and Education, 46, 6-‐28. DOI: 10.1016/j.compedu.2005.04.005 [Impact Factor (SCI2006): 1.085; 5-‐Year IF(SCI2008): 2.712; Rank(2006):16/100; Q1]. Times Cited: 115. 2. De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2007). Applying multilevel modelling on content analysis data: Methodological issues in the study of the impact of role assignment in asynchronous discussion groups. Learning and Instruction, 17, 436-‐447. DOI: 10.1016/j.learninstruc.2007.04.001 [Impact Factor (SSCI2007): 1.029; 5-‐Year IF(SSCI2007): 2.181; Rank(SSCI2007): 19/105; Q1]. Times Cited: 41. 3. De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2009). Structuring asynchronous discussion groups: The impact of role assignment and self-‐assessment on students' levels of knowledge construction through social negotiation. Journal of Computer Assisted Learning, 25, 177-‐188. DOI 10.1111/j.1365-‐2729.2008.00292.x [Impact Factor (SSCI2009): 1.313; 5-‐Year IF(SSCI2009): 2.060; Rank(SSCI2009) 27/139; Q1]. Times Cited: 15. André Mottart 1. Mottart, A., Soetaert, R. & Verdoodt, I. (2003). Digitalisering & Cultuur: onderwijs als contact zone. Spiegel der Letteren, nr. 4, p.431-‐451. 2. Mottart, A. & Casteleyn, J. (2008). Visual Rhetoric Enhancing Students’ Ability to Communicate Effectively. International Journal of Engineering Education, Vol. 24, Nr. 6, p. 1130-‐1138. [5YIF 2011: 1.569; Ranking 23/206; Q1]. Times cited: 1. 3. Mottart, A., Vanhooren, S. & Rutten, K. (2009). Fictional narratives as didactical tools. Using Frank McCourt’s Teacher Man in pre-‐service teacher education. Educational Studies, Vol. 35. Nr. 5, p. 493-‐
502 . DOI: 10.1080/03055690902879143. [5YIF 2011: 0.348; Ranking 165/206; Q4]. Times cited: 0. Tammy Schellens 1. Schellens, T. & Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21, 957-‐975. [Impact Factor (SCI2009): 1.767]. Times Cited: 80. 2. Schellens, T., Van Keer, H., Valcke, M., & De Wever, B. (2007). Learning in asynchronous discussion groups: A multilevel approach to study the influence of student, group, and task characteristics. Behaviour & Information Technology, 26, 55-‐71. [Impact Factor (SCI2009): 1.171]. Times Cited: 15. 3. Raes, A., Schellens, T., De Wever, B., & Vanderhoven, E. (2012). Scaffolding Information Problem Solving in Web-‐based Collaborative Inquiry Learning. Computers & Education. 147
DOI:10.1016/j.compedu.2011.11.010. [5YIF: 2.868; IF: 2.617; Ranking 5/184; Q1]. Times Cited: 0. Paul Smeyers 1. Peters, M., Burbules, N., & Smeyers, P. (2008). Showing and doing: Wittgenstein as a pedagogical philosopher. Boulder, Colorado: Paradigm Publishers. 2. Smeyers, P. (2008). Qualitative and quantitative research methods: Old wine in new bottles? On Understanding and interpreting educational phenomena. Paedagogica Historica, 44, 691-‐705. DOI: 10.1080/00309230802486168. [5YIF 2011: 0.391; Ranking 16/31; Q3, History of Social Sciences]. Times Cited: 3. 3. Smeyers, P. (2012). Chains of dependency: On the disenchantment and the illusion of being free at last (Part 1; Part 2). Journal of Philosophy of Education, 46, 177-‐191; 461-‐471. DOI: 10.1111/j.1467-‐
9752.2012.00862.x . [5YIF 2011: 0.371; Ranking 17/31; Q3, History of Social Sciences]. Times Cited: 0. Ronald Soetaert 1. Soetaert, R., Bourgonjon, B. & Rutten, K. (2011). Video Games as Equipment for Living. CLCWeb: Comparative Literature and Culture, 13 (3), DOI: 10.7771/1481-‐4374.1794. No IF, ISI Arts & Humanities journal. Times Cited: 0. 2. Rutten, K. & Soetaert, R. (2012). Narrative and Rhetorical Approaches to Problems of Education. Jerome Bruner and Kenneth Burke Revisited. Studies in Philosophy and Education. On-‐line First: DOI: 10.1007/s11217-‐012-‐9324-‐5. [5YIF 2011: 0.391; Ranking 152/206; Q3]. Times Cited: 0. 3. Rutten, K. & Soetaert, R., (2012). Revisiting the rhetorical curriculum. Journal of Curriculum Studies, 42(6), 727-‐743. DOI: 10.1080/00220272.2012.730280. [5YIF 2011: 0.973; Ranking 64/203; Q2]. Times Cited: 0. Martin Valcke 1. Mpotos, N., Vekeman, E., Monsieurs, K. Derese, A. & Valcke, M. (2013). Knowledge and willingness to teach cardiopulmonary resuscitation: a survey amongst 4273 teachers. Resuscitation; 84(4), 496-‐
500. DOI 10.1016/j.resuscitation.2013.01.023. [5YIF 2012: 3.021; 2/24; Q1]. Times Cited: 0. 2. Govaere, J., De Kruif, A. & Valcke, M. (2012). Differential impact of unguided versus guided use of a multimedia introduction to equine obstetrics in veterinary education. Computers & Education, 58(4), 1076-‐1084. DOI 10.1016/j.compedu.2011.11.006. [5YIF 2012: 2.970; 8/206; Q1]. Times Cited: 0. 3. De Wever, B., Schellens, T.,Valcke, M & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review. Computers & Education, 46(1), 6-‐28. DOI 10.1016/j.compedu.2005.04.005. [5YIF 2012: 2.970; 8/206; Q1]. Times Cited: 115. Johan van Braak 1. Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-‐1509. DOI: 10.1016/j.compedu.2008.02.001. [5YIF 2012: 2.970; 8/206; Q1]. Times cited: 49. 148
2. Tondeur, J., van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & Education, 51(1), 212-‐223. DOI: 10.1016/j.compedu.2007.05.003. [5YIF 2012: 2.970; 8/206; Q1]. Times cited: 34. 3. van Braak, J. (2001). Factors influencing the use of computer mediated communication by teachers in secondary schools. Computers & Education, 36(1), 41-‐57. DOI: 10.1016/S0360-‐1315(00)00051-‐
8. [5YIF 2012: 2.970; 8/206; Q1]. Times cited: 28. Hilde Van Keer 1. De Smet, M., 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, 1167-‐1181. DOI: 10.1016/j.compedu.2009.11.002, [5YIF 2010: 2.617, ranking: 5/184, Q1 (Education & Educational Research)]. Times Cited: 5. 2. De Backer, L., 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, 559-‐588. DOI: 10.1007/s11251-‐011-‐9190-‐5, [5YIF 2011: 1.828, ranking: 16/206, Q1 (Education & Educational Research)]. Times Cited: 0. 3. 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, 1006-‐1021. DOI: 10.1037/a0027800. [5YIF 2011: 3.080, ranking: 4/52, Q1 (Psychology, Educational)]. Times Cited: 0. 149
B.
Academic Staff Row Labels PROJECT STAFF & EXTERNALLY FUNDED STAFF Doctoral researchers Abid Hussain Shahzad Annelies Debever Anneline Devolder Bénédicte Vanblaere Bram De Wever Chang Zhu Debbie De Neve Diya Dou Elise Burny Ellen Feys Ellen Vanderhoven Emmelien Merchie Evelien Lombaert Evelien Van Laere Goedele Verhaeghe Guoyuan Sang Jeroen Bourgonjon Jessie De Naeghel Jo Tondeur Joachim Vlieghe Katrien De Westelinck Lien Ghysens Lin Wu Ling Li Maria Lucero Vasquez Marijke De Smet Mario Gielen Ningning Zhao Qiaoyan He Ruben Hermans Doctoral researchers Total Other researchers An Van de Putte Annelies De Cat Annelies Debever Annemie Schepens Bart Bonamie 2005 2006 2007 2008 2009 2010 2011 2012 0.00 0.00 0.00 0.00 1.00 0.17 0.00 0.00 0.00 0.00 0.00 0.00 0.91 0.00 0.00 0.00 0.00 0.00 1.00 0.00 1.00 0.00 0.00 0.28 0.00 1.00 0.00 0.00 0.00 1.00 6.35 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.75 0.00 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.67 0.00 0.00 0.33 1.00 0.00 0.98 0.00 0.00 0.00 0.00 1.00 0.91 0.00 0.00 1.00 0.75 0.25 1.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 0.00 0.00 0.00 0.06 0.00 0.00 1.00 1.00 7.33 8.37 0.00 0.00 0.00 0.00 0.25 0.00 0.21 0.00 0.00 0.00 0.00 0.25 1.00 1.00 1.00 0.00 0.00 0.00 0.00 0.42 0.00 0.00 0.00 0.00 0.00 1.00 0.83 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.83 0.00 0.00 0.00 0.30 1.00 0.33 1.00 1.00 1.00 1.00 0.00 0.00 0.25 1.00 1.00 0.00 0.00 0.00 0.08 1.00 0.00 0.00 0.25 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 1.00 0.89 0.00 0.00 1.00 1.00 1.00 0.02 0.00 0.25 1.00 1.00 1.00 1.00 0.00 0.92 1.00 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.08 1.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 1.00 0.79 0.00 0.00 0.00 0.83 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.92 1.00 1.00 1.00 0.22 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.08 1.00 1.00 1.00 1.00 0.94 0.00 0.00 0.83 1.00 1.00 1.00 1.00 0.00 0.00 0.00 0.00 6.80 9.96 11.22 11.28 15.49 0.00 0.00 0.00 0.25 0.16 0.00 0.00 0.00 0.16 0.00 0.00 0.00 0.00 0.00 0.00 150
0.00 0.17 0.00 0.00 0.00 0.00 0.00 0.75 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.07 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Discipline Cluster Educational Sciences
Benjamin Soetaert Bram De Wever Carolien Leysen Delphine Laire Eline Bourgeois Elke De Muynck Elke Ruys Ellen De Bruyne Ellen Deprez Ellen Feys Ellen Vanderhoven Emmelien Merchie Eva Sante Eva Vekeman Evelien Lombaert Evelien Van Laere Eveline Simpelaere Fauve De Backer Goedele Verhaeghe Hendrik Van Steenbrugge Hilde Lauwers Inge De Meyer Jan Pauly Jo Tondeur Joachim Vlieghe Joke Ysenbaert Jonas Tavernier Kaat Merchie Karolien Duellaert Liesbet Verplanken Lieselot Declercq Liesje De Backer Lisa Dewulf Maaike Taelman Maxine Stevens Nele Warlop Patricia Simoen Peter Vanbrabant Reina De Rudder Ruben Hermans Sabrina Vandevelde Siska Van Liefferinge Sofie Claes 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.08 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.50 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.42 0.00 0.00 0.00 0.00 0.00 0.24 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.50 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.38 0.11 151
0.00 0.75 0.00 0.00 0.00 0.13 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 0.08 0.00 0.00 0.00 0.00 0.33 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.33 0.19 0.46 0.00 0.00 0.00 0.00 0.00 0.83 0.00 0.00 0.00 0.25 0.00 0.00 0.24 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.08 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.36 0.00 0.00 0.00 0.93 0.00 0.07 1.00 0.00 0.74 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.50 0.00 0.00 0.00 1.00 0.00 0.20 0.49 0.00 0.00 0.00 0.02 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.75 0.00 0.40 0.00 0.00 0.75 0.45 0.00 0.00 0.00 0.08 0.00 0.00 0.03 0.00 0.33 0.00 0.00 0.17 0.75 0.24 0.51 0.00 0.33 0.00 0.00 0.08 0.00 0.11 0.00 0.06 1.00 0.00 0.00 0.06 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.40 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.08 0.00 0.00 0.07 0.08 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.88 0.00 0.17 0.00 0.25 0.12 0.00 0.08 0.50 0.00 0.00 0.00 0.00 0.64 0.00 0.00 0.00 0.00 0.00 0.25 0.92 0.00 0.17 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.92 0.00 0.96 0.00 0.04 0.97 0.00 0.00 0.00 0.00 0.00 0.04 0.00 0.00 0.00 1.00 0.00 0.15 0.00 1.00 0.00 0.00 0.00 0.91 0.00 0.16 0.00 0.08 0.83 0.00 1.00 0.00 0.17 0.30 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Discipline Cluster Educational Sciences
Steven Audenaert 0.42 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Steven Vanhooren 0.00 0.00 0.25 0.07 0.00 0.00 0.19 0.03 Stijn Defruyt 0.00 0.00 0.00 0.00 0.13 0.58 0.00 0.00 Vicky De Windt 0.00 0.00 0.50 1.00 1.00 1.00 0.00 0.00 Wouter Boute 0.00 0.00 0.00 0.24 0.52 0.42 0.00 0.00 Other researchers Total 4.82 4.39 6.19 6.81 7.96 8.15 4.47 8.56 Senior researchers 0.00 0.00 0.00 0.00 0.08 0.00 0.00 0.00 André Mottart Andrew Stables 0.00 0.00 0.00 0.33 0.17 0.00 0.00 0.00 Antonia Aelterman 0.70 0.70 0.70 0.70 0.70 0.70 0.70 0.70 Bram De Wever 0.00 0.00 0.25 1.00 1.00 0.08 0.00 0.00 Bram Pynoo 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.50 Chang Zhu 0.00 0.00 0.00 0.00 0.03 0.00 0.00 0.00 Christiane Dehairs 0.71 0.45 0.00 0.00 0.00 0.00 0.00 0.00 Ilse Ruys 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.13 Jean Verhaeghe 0.70 0.68 0.51 0.62 0.60 0.51 0.19 0.14 Jo Tondeur 0.00 0.00 0.00 0.00 0.25 1.00 1.00 1.00 Johan Ferla 0.00 0.00 0.00 0.25 0.87 0.00 0.00 0.00 Natalie Pareja Roblin 0.00 0.00 0.00 0.00 0.00 0.00 0.17 0.25 Ruben Vanderlinde 0.00 0.00 0.00 0.00 0.00 0.00 0.25 1.00 Yonghong Cai 0.00 0.00 0.00 0.33 0.16 0.00 0.00 0.00 Senior researchers Total 2.11 1.83 1.46 3.23 3.86 2.29 2.31 3.72 PROJECT STAFF & EXTERNALLY FUNDED STAFF Total 13.28 13.55 16.02 16.84 21.78 21.66 18.06 27.77 UNIVERSITY STAFF Professors André Mottart 0.00 0.00 0.00 0.00 0.25 1.00 1.00 1.00 Antonia Aelterman 0.30 0.30 0.30 0.30 0.30 0.30 0.30 0.30 Bram De Wever 0.00 0.00 0.00 0.00 0.00 0.92 1.00 1.00 Dirk Van Damme 0.10 0.10 0.10 0.07 0.00 0.00 0.00 0.00 Geert Devos 0.30 0.49 0.50 0.50 0.50 0.96 1.00 1.00 Hilde Van Keer 0.00 0.00 0.25 1.00 1.00 1.00 1.00 1.00 Jean Verhaeghe 0.20 0.20 0.20 0.20 0.12 0.00 0.00 0.00 Jeffrey Tyssens 0.50 0.50 0.50 0.50 0.41 0.40 0.40 0.40 Johan van Braak 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 Marc Spoelders 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.75 Martin Valcke 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 Paulus Smeyers 0.00 0.00 0.25 1.00 1.00 1.00 1.00 1.00 Robert Hoogewijs 0.10 0.10 0.07 0.00 0.00 0.00 0.00 0.00 Roger Standaert 0.38 0.40 0.40 0.40 0.40 0.40 0.40 0.40 Ronald Soetaert 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 Tamara Schellens 0.00 0.00 0.00 0.25 1.00 1.00 1.00 1.00 Professors Total 5.88 6.09 6.57 8.22 8.98 10.98 11.10 10.85 152
Research and teaching assistants André Mottart Annelies De Cat Annelies Raes Annemie Schepens Celine Mertens Eva Vekeman Eveline Simpelaere Fien De Smedt Geert Vandermeersche Hannelore Montrieux Hendrik Van Steenbrugge Hester Hulpia Ilse Ruys Isabel Raemdonck Isabel Rots Johan Ferla Karen Van Petegem Koen Aesaert Kris Rutten Liesje De Backer Marijke De Smet Maruja Fabry Melissa Tuytens Michiel Voet Miet Van de Casteele Nancy Vansieleghem Pieter-‐Jan Decoster Ruben Vanderlinde Sabrina Vandevelde Steven Vanhooren Research and teaching assistants Total Senior research and teaching assistants André Mottart Annemie Schepens Hester Hulpia Hilde Van Keer Isabel Rots Ive Verdoodt Jo Tondeur Kris Rutten Melissa Tuytens Nancy Vansieleghem 0.00 0.00 0.00 0.75 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00 1.00 1.00 1.00 1.00 0.00 0.67 0.00 0.00 0.00 0.00 0.00 0.28 1.00 0.00 0.00 0.00 0.00 7.70 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.25 1.00 0.25 1.00 1.00 1.00 1.00 0.00 1.00 0.00 0.00 0.29 0.92 0.00 0.00 0.75 0.00 0.83 0.00 0.08 9.36 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.32 0.00 0.00 0.00 0.00 0.00 0.25 1.00 1.00 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.23 0.00 0.00 0.00 0.00 0.00 0.92 0.00 0.00 0.23 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.25 0.00 0.92 1.00 1.00 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.25 1.00 1.00 1.00 1.00 1.00 0.75 1.00 1.00 0.64 0.00 0.00 0.00 1.00 1.00 1.00 1.00 1.00 0.75 0.08 0.00 0.00 0.00 0.00 0.00 1.00 1.00 1.00 0.75 0.00 0.00 1.00 0.75 0.00 0.00 0.00 0.00 1.00 0.75 0.00 0.00 0.00 0.00 0.00 0.00 0.25 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.08 0.00 0.00 0.25 1.00 1.00 1.00 1.00 0.00 0.27 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00 1.00 1.00 1.00 0.74 0.00 0.00 0.00 0.00 0.25 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.25 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.75 0.00 0.00 0.25 1.00 1.00 1.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 9.08 10.74 11.37 11.74 10.08 10.89 1.00 0.00 0.00 1.00 0.00 0.92 0.00 0.00 0.00 0.00 1.00 0.83 0.00 1.00 0.00 1.00 0.00 0.00 0.00 0.25 0.67 1.00 0.00 0.75 0.00 1.00 0.00 0.00 0.00 1.00 153
0.00 1.00 0.00 0.00 0.00 0.08 0.92 0.00 0.00 1.00 0.00 0.16 0.25 0.00 0.00 0.00 0.75 0.00 0.00 1.00 0.00 0.00 1.00 0.00 0.25 0.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00 0.00 1.00 0.00 0.00 0.92 0.00 1.00 0.00 0.00 0.75 0.00 1.00 0.00 0.00 1.00 0.25 0.75 Discipline Cluster Educational Sciences
Tamara Schellens 1.00 1.00 1.00 0.75 0.00 0.00 0.00 0.00 Senior research and teaching assistants Total 3.92 5.07 5.41 3.75 2.16 2.25 3.92 3.75 Visiting professors 0.00 0.03 0.10 0.07 0.00 0.00 0.00 0.00 Paulus Zoontjens Teaching staff: visiting professors Total 0.00 0.03 0.10 0.07 0.00 0.00 0.00 0.00 UNIVERSITY STAFF Total 17.50 20.55 21.16 22.78 22.51 24.97 25.10 25.49 Grand Total 30.78 34.10 37.18 39.62 44.29 46.63 43.16 53.26 Total Research FTE* 21.44 23.21 25.93 27.40 32.14 33.05 29.50 39.43 Total number of people 43 52 56 65 73 68 70 73 *Research FTE is calculated as the sum of {(visiting)professors FTE*0.4; senior research and teaching assistants FTE*0.5; research and teaching assistants FTE*0.5; teaching assistants FTE*0; researchers FTE*1} C. Publications listed per category PPW 1.2 (listed chronologically, most recent items first). C.1 General overview 2005 2006 2007 2008 2009 2010 2011 2012 Total Articles in Web of Science-‐listed journals 8 6 15 29 38 33 33 60 222 Articles in peer reviewed international journals (not incl. in Web of Science-‐listed journals) Articles in peer reviewed national journals Academic monographs Academic book chapters Edited academic books Published Conference Papers in Web of Science Published Conference Papers (not incl. in Web of Science) SUBTOTAL C.2 Publications listed per category 11 8 15 14 7 13 5 6 79 0 3 17 3 7 16 3 7 14 5 11 14 6 5 12 4 3 10 2 5 3 1 7 37 95 26 1 1 4 4 12 22 13 6 8 9 4 7 8 4 59 56 46 65 83 70 72 58 90 540 Articles in Web of Science-‐listed journals 2012 (60) 154
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. Aper, L., Reniers, J., Koole, S., Valcke, M., & Derese, A. (2012). Impact of three alternative consultation training formats on self-‐efficacy and consultation skills of medical students. Medical Teacher, 34(7), e500-‐e507. Burny, E., Valcke, M., & Desoete, A. (2012). Clock reading: an underestimated topic in children with mathematics difficulties. Journal of Learning Disabilities, 45(4), 351-‐360. Burny, E., Valcke, M., Desoete, A., & Van Luit, H. (2012). How to tell time? The influence of mathematical ability on strategy use in clock reading. Cognition and Instruction. Burny, E., Zhao, N., Valcke, M., & Desoete, A. (2012). Does the present mathematics curriculum effectively promote the acquisition of clock reading? A comparative study of Chinese and Flemish children’s clock reading abilities. Journal of Curriculum Studies. Burny, E., Zhao, N., Valcke, M., Desoete, A., & Van Steenbrugge, H. (2012). Curriculum sequencing and the acquisition of clock reading skills among Chinese and Flemish children. International Journal of Science and Mathematics Education. Chang, Z., Devos, G., & Tondeur, J. (2012). Examining school culture in Flemish and Chinese primary schools. Educational Management Administration & Leadership. De Backer, L., 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 Grove, F., Bourgonjon, J., & Van Looy, J. (2012). Digital games in the classroom? A contextual approach to teachers' adoption intention of digital games in formal education. Computers in Human Behavior, 28(6), 2023-‐2033. 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. De Regge, M., Monsieurs, K., Valcke, M., & Calle, P. (2012). Training nurses in a self-‐learning station for resuscitation: factors contributing to success or failure. Journal of Emergency Nursing, 38(4), 386-‐391. De Smet, C., Bourgonjon, J., De Wever, B., Schellens, T., & Valcke, M. (2012). Researching instructional use and the technology acceptation of learning management systems by secondary school teachers. Computers & Education, 58(1), 688-‐696. Devolder, A., van Braak, J., & Tondeur, J. (2012). Supporting self-‐regulated learning in computer-‐based learning environments: systematic review of effects of scaffolding in the domain of science education. Journal of Computer Assisted Learning. Devolder, P., Pynoo, B., Sijnave, B., Voet, T., & Duyck, P. (2012). Framework for user acceptance: clustering for fine-‐grained results. Information & Management, 49(5), 233-‐239. Ghysens, L., & van Braak, J. (2012) Beïnvloedende factoren van ouderbetrokkenheid: een empirische studie in traditionele en methodescholen. Pedagogische Studiën, 89(4), 207-‐224. Govaere, J., de Kruif, A., & Valcke, M. (2012). Differential impact of unguided versus guided use of a multimedia introduction to equine obstetrics in veterinary education. Computers & Education, 58(4), 1076-‐1084. Hulpia, H., Devos, G., Rosseel, Y., & Vlerick, P. (2012). Dimensions of distributed leadership and the impact on teachers' organizational commitment: a study in secondary education. Journal of Applied Social Psychology, 42(7), 1745-‐1784. 155
Koole, S., De Wever, B., Aper, L., Vervaeke, S., Derese, A., & De Bruyn, H. (2012). Using online periodontal case-‐based discussions to synchronize theoretical and clinical undergraduate dental education. European Journal of Dental Education, 16(1), 52-‐58. Koole, S., Dornan, T., Aper, L., De Wever, B., Scherpbier, A., Valcke, M., . . . Derese, A. (2012). Using video-‐cases to assess student reflection: development and validation of an instrument. Bmc Medical Education, 12. doi: 22 Koole, S., Dornan, T., Aper, L., Scherpbier, A., Valcke, M., Cohen-‐Schotanus, J., & Derese, A. (2012). Does reflection have an effect upon case-‐solving abilities of undergraduate medical students? Bmc Medical Education, 12. doi: 75 Monsieurs, K., De Regge, M., Schelfout, S., D'Hondt, F., Mpotos, N., Valcke, M., & Calle, P. (2012). Efficacy of a self-‐learning station for basic life support refresher training in a hospital: a randomized controlled trial. European Journal of Emergency Medicine, 19(4), 214-‐219. Mpotos, N., De Wever, B., Valcke, M., & Monsieurs, K. (2012). Assessing basic life support skills without an instructor: is it possible? Bmc Medical Education, 12. doi: 58 Mpotos, N., Valcke, M., van der Vleuten, C., & Monsieurs, K. (2012). Studies claiming efficacy of CPR training interventions: which skills should be assessed and how should data be reported to allow comparison? Resuscitation. Ormel, B., Pareja Roblin, N., McKenney, S., Voogt, J., & Pieters, J. (2012). Research-‐practice interactions as reported in recent design studies: still promising, still hazy. Etr&D-‐Educational Technology Research and Development. Postma, D.-‐W., & Smeyers, P. (2012). Like a swallow, moving forward in circles: on the future dimension of environmental care and education. Journal of Moral Education, 41(3), 399-‐412. Pynoo, B., Devolder, P., Duyck, W., van Braak, J., Sijnave, B., & Duyck, P. (2012). Do hospital physicians' attitudes change during PACS implementation?: a cross-‐sectional acceptance study. International Journal of Medical Informatics, 81(2), 88-‐97. Pynoo, B., Tondeur, J., van Braak, J., Duyck, W., Sijnave, B., & Duyck, P. (2012). Teachers' acceptance and use of an educational portal. Computers & Education, 58(4), 1308-‐1317. Raes, A., Schellens, T., De Wever, B., & Vanderhoven, E. (2012). Scaffolding information problem solving in web-‐based collaborative inquiry learning. Computers & Education, 59(1), 82-‐94. Rots, I., Kelchtermans, G., & Aelterman, A. (2012). Learning (not) to become a teacher: a qualitative analysis of the job entrance issue. Teaching and Teacher Education, 28(1), 1-‐10. Rutten, K., Roets, G., Roose, R., & Soetaert, R. (2012). The rhetoric of disability: a dramatistic-‐narrative perspective. Critical Arts-‐South-‐North Cultural and Media Studies, 631-‐647. Rutten, K., & Soetaert, R. (2012). Narrative and rhetorical approaches to problems of education: Jerome Bruner and Kenneth Burke revisited. Studies in philosophy and education. Rutten, K., & Soetaert, R. (2012). Revisiting the rhetorical curriculum. Journal of Curriculum Studies, 727-‐
743. Ruys, I., Van Keer, H., & Aelterman, A. (2012). Examining pre-‐service teacher competence in lesson planning pertaining to collaborative learning. Journal of Curriculum Studies, 44(3), 349-‐379. Sang, G., Valcke, M., Tondeur, J., Chang, Z., & van Braak, J. (2012). Exploring the educational beliefs of primary education student teachers in the Chinese context. Asia Pacific Education Review. Sang, G., Valcke, M., van Braak, J., Zhu, C., Tondeur, J., & Kailian, Y. (2012). Challenging science teachers’ beliefs and practices through a video-‐case-‐based intervention in China’s primary schools. Asia-‐
Pacific Journal of Teacher Education, 40(4), 363-‐378. Smeyers, P. (2012). Chains of dependency: on the disenchantment and the Illusion of being free at last (part 1). Journal of Philosophy of Education, 46(2), 177-‐191. Smeyers, P. (2012). Chains of dependency: on the disenchantment and the Illusion of being free at last (part 2). Journal of Philosophy of Education, 46(3), 461-‐471. 156
Smeyers, P. (2012). Review of Yusef Waghid, conceptions of Islamic education: pedagogical framings. Studies in philosophy and education, 31(1), 91-‐98. Smeyers, P., & Depaepe, M. (2012). The lure of psychology for education and educational research. Journal of Philosophy of Education, 46(3), 315-‐331. Tallir, I., Philippaerts, R., Valcke, M., Musch, E., & Lenoir, M. (2012). Learning opportunities in 3 on 3 versus 5 on 5 basketball game play: an application of nonlinear pedagogy. International Journal of Sport Psychology, 43(5), 420-‐437. Tondeur, J., Pareja Roblin, N., van Braak, J., Fisser, P., & Voogt, J. (2012). Technological pedagogical content knowledge in teacher education: in search of a new curriculum. Educational Studies. Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-‐Leftwich, A. (2012). Preparing pre-‐
service teachers to integrate technology in education: a synthesis of qualitative evidence. Computers & Education, 59(1), 134-‐144. Tuytens, M., & Devos, G. (2012). The effect of procedural justice in the relationship between charismatic leadership and feedback reactions in performance appraisal. International Journal of Human Resource Management, 23(15), 3047-‐3062. Tuytens, M., & Devos, G. (2012). Importance of system and leadership in performance appraisal. Personnel Review, 41(6), 756-‐776. van Braak, J., & Vanderlinde, R. (2012). Het profiel van onderwijsonderzoekers en hun opvattingen over samenwerking met de onderwijspraktijk. Pedagogische Studiën. 89, 364-‐376. Van Keer, H., & Vanderlinde, R. (2012). A book for two! Peer tutoring and reading comprenhension in elementary school practice. Phi Delta Kappan. Van Steenbrugge, H., Valcke, M., & Desoete, A. (2012). Teachers' views of mathematics textbook series in Flanders: does it (not) matter which mathematics textbook series schools choose? Journal of Curriculum Studies. Vanderlinde, R., Dexter, S., & van Braak, J. (2012). School-‐based ICT policy plans in primary education: elements, typologies and underlying processes. British Journal of Educational Technology, 43(3), 505-‐519. Vanderlinde, R., & van Braak, J. (2012). Technology planning in schools: an integrated research-‐based model. British Journal of Educational Technology. Vanderlinde, R., van Braak, J., & Dexter, S. (2012). ICT policy planning in a context of curriculum reform: disentanglement of ICT policy domains and artifacts. Computers & Education, 58(4), 1339-‐1350. Vandermeersche, G., & Soetaert, R. (2012). Landscape, culture, and education in Defoe's Robinson crusoe. Clcweb-‐Comparative Literature and Culture, 14(3). Vansieleghem, N., & Masschelein, J. (2012). Education as invitation to speak: on the teacher who does not speak. Journal of Philosophy of Education, 46(1), 85-‐99. Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge: a review of the literature. Journal of Computer Assisted Learning. Voogt, J., McKenney, S., Pareja Roblin, N., Ormel, B., & Pieters, J. (2012). De R&D functie in het onderwijs: drie modellen voor kennisbenutting en -‐productie. Pedagogische Studien, 89(6), 338-‐
349. Voogt, J., & Pareja Roblin, N. (2012). A comparative analysis of international frameworks for 21st century competences: implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-‐321. Waghid, Y., & Smeyers, P. (2012). Reconsidering ubuntu: on the educational potential of a particular ethic of care. Educational philosophy and theory, 44(Suppl. 2), 6-‐20. Waghid, Y., & Smeyers, P. (2012). Taking into account African philosophy: an impetus to amend the agenda of philosophy of education. Educational philosophy and theory, 44(Suppl. 2), 1-‐5. 157
Wu, L., Valcke, M., & Van Keer, H. (2012). Validation of a Chinese version of metacognitive awareness of reading strategies inventory. Egitim Arastirmalari-‐Eurasian Journal of Educational Research, 12(48), 117-‐134. Zhao, N., Valcke, M., Desoete, A., & Verhaeghe, J. (2012). The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: implications for policies to foster education equity. International Journal of Educational Development, 32(3), 412-‐
422. Zhao, N., Valcke, M., Desoete, A., & Zhu, c. (2012). A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables. Scandinavian Journal of Educational Research. 2011 (33) Bourgonjon, J., Rutten, K., Soetaert, R., & Valcke, M. (2011). From counter-‐strike to counter-‐statement: using Burke's pentad as a tool for analysing video games. Digital Creativity, 22(2), 91-‐102. Bourgonjon, J., Valcke, M., Soetaert, R., De Wever, B., & Schellens, T. (2011). Parental acceptance of digital game-‐based learning. Computers & Education, 57(1), 1434-‐1444. Chang, Z., Devos, G., & Yifei, L. (2011). Teacher perceptions of school culture and their organizational commitment and well-‐being in a Chinese school. Asia Pacific Education Review, 12(2), 319-‐328. De bisschop, A., Rutten, K., & Soetaert, R. (2011). A case study in discourse analysis of 'community arts' in cultural policy and the press. Clcweb-‐Comparative Literature and Culture, 13(4). doi: 5 De Wever, B., 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. 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. Koole, S., Dornan, T., Aper, L., Scherpbier, A., Valcke, M., Cohen-‐Schotanus, J., & Derese, A. (2011). Factors confounding the assessment of reflection: a critical review. Bmc Medical Education, 11. doi: 104 Kourdioukova, E., Valcke, M., & Verstraete, K. (2011). The perceived long-‐term impact of the radiological curriculum innovation in the medical doctors training at Ghent University. European Journal of Radiology, 78(3), 326-‐333. Kourdioukova, E., Verstraete, K., & Valcke, M. (2011). Radiological clerkships as a critical curriculum component in radiology education. European Journal of Radiology, 78(3), 342-‐348. Merckx, B., Steyaert, M., Vanreusel, A., Vincx, M., & Vanaverbeke, J. (2011). Null models reveal preferential sampling, spatial autocorrelation and overfitting in habitat suitability modelling. Ecological Modelling, 222(3), 588-‐597. Mpotos, N., Lemoyne, S., Calle, P., Deschepper, E., Valcke, M., & Monsieurs, K. (2011). Combining video instruction followed by voice feedback in a self-‐learning station for acquisition of basic life support skills: a randomised non-‐inferiority trial. Resuscitation, 82(7), 896-‐901. Mpotos, N., Lemoyne, S., Wyler, B., Deschepper, E., Herregods, L., Calle, P., . . . Monsieurs, K. (2011). Training to deeper compression depth reduces shallow compressions after six months in a manikin model. Resuscitation, 82(10), 1323-‐1327. Oris, E., Valcke, M., Derese, A., & Verstraete, K. (2011). Analysis of radiology education in undergraduate medical doctors training in Europe. European Journal of Radiology, 78(3), 309-‐318. Oris, E., Verstraete, K., & Valcke, M. (2011). The quality and impact of computer supported collaborative learning (CSCL) in radiology case-‐based learning. European Journal of Radiology, 78(3), 353-‐362. 158
Pynoo, B., Devolder, P., Tondeur, J., van Braak, J., Duyck, W., & Duyck, P. (2011). Predicting secondary school teachers' acceptance and use of a digital learning environment: a cross-‐sectional study. Computers in Human Behavior, 27(1), 568-‐575. Rutten, K. (2011). Academic discourse and narratives of literacy as 'equipment for living'. Clcweb-‐
Comparative Literature and Culture, 13(4). doi: 3 Rutten, K., & Soetaert, R. (2011). Intermediality, rhetoric & pedagogy. Clcweb-‐Comparative Literature and Culture, 13(3). doi: 11 Rutten, K., Soetaert, R., & Vandermeersche, G. (2011). Science fiction and a rhetorical analysis of the 'literature myth'. Clcweb-‐Comparative Literature and Culture, 13(1). doi: 5 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. Sang, G., Valcke, M., van Braak, J., Tondeur, J., & Zhu, C. (2011). Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-‐related variables. Journal of Computer Assisted Learning, 27(2), 160-‐172. Smeyers, P., & Burbules, N. (2011). How to improve your impact factor: questioning the quantification of academic quality. Journal of Philosophy of Education, 787(45), 1-‐17. Soetaert, R., Bourgonjon, J., & Rutten, K. (2011). Video games as equipment for living. Clcweb-‐
Comparative Literature and Culture, 13(3), 1-‐9. doi: 8 Tondeur, J., Sinnaeve, I., Van Houtte, M., & van Braak, J. (2011). ICT as cultural capital: the relationship between socioeconomic status and the computer-‐use profile of young people. New Media & Society, 13(1), 151-‐168. Tuytens, M., & Devos, G. (2011). Stimulating professional learning through teacher evaluation: an impossible task for the school leader? Teaching and Teacher Education, 27(5), 891-‐899. Valcke, M., 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. Vanderlinde, R., & van Braak, J. (2011). A new ICT curriculum for primary education in Flanders: defining and predicting teachers' perceptions of innovation attributes. Educational Technology & Society, 14(2), 124-‐135. Vandermeersche, G., & Soetaert, R. (2011). Intermediality as cultural literacy and teaching the graphic novel. Clcweb-‐Comparative Literature and Culture, 13(3). Vandevelde, S., 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. vanhoof, J., Verhaeghe, G., Verhaeghe, J., Valcke, M., & Van Petegem, P. (2011). The influence of competences and support on school performance feedback use. Educational Studies, 37(2), 141-‐
154. Vansieleghem, N. (2011). Philosophy with children as an exercise in Parrhesia: an account of a philosophical experiment with children in Cambodia. Journal of Philosophy of Education, 45(2), 321-‐337. Vansieleghem, N., & Kennedy, D. (2011). What is philosophy for children, what is philosophy with children-‐ after Matthew Lipman. Journal of Philosophy of Education, 45(2), 171-‐182. Verhaeghe, G., Vanhoof, J., Valcke, M., & Van Petegem, P. (2011). Effecten van ondersteuning bij schoolfeedbackgebruik. Pedagogische Studien, 88(2), 90-‐106. Zhao, N., Valcke, M., Desoete, A., Verhaeghe, J., & Xu, K. (2011). A multilevel analysis on predicting mathematics performance in Chinese primary schools: implications for practice. Asia-‐Pacific Education Researcher, 20(3), 503-‐520. 2010 (33) 159
Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2010). Students' perceptions about the use of video games in the classroom. Computers & Education, 54(4), 1145-‐1156. De Smet, M., 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. De Smet, M., 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 Wever, B., 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, B., 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. Devolder, A., Vanderlinde, R., van Braak, J., & Tondeur, J. (2010). Identifying multiple roles of ICT coordinators. Computers & Education, 55(4), 1651-‐1655. Duyck, P., Pynoo, B., Devolder, P., Voet, T., Adang, L. U. C., Ovaere, D., & Vercruysse, J. A. N. (2010). Monitoring the PACS Implementation Process in a Large University Hospital -‐ Discrepancies Between Radiologists and Physicians. Journal of Digital Imaging, 23(1), 73-‐80. Embo, M., Driessen, E. W., Valcke, M., & van der Vleuten, C. P. M. (2010). Assessment and feedback to facilitate self-‐directed learning in clinical practice of midwifery students. Medical Teacher, 32(7), E263-‐E269. Ferla, J., Valcke, M., & Schuyten, G. (2010). Judgments of self-‐perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance. European Journal of Psychology of Education, 25(4), 519-‐536. Hulpia, H., & Devos, G. (2010). How distributed leadership can make a difference in teachers' organizational commitment? A qualitative study. Teaching and Teacher Education, 26(3), 565-‐
575. Merckx, B., Van Meirvenne, M., Steyaert, M., Vanreusel, A., Vincx, M., & Vanaverbeke, J. (2010). Mapping nematode diversity in the Southern Bight of the North Sea. Marine Ecology-‐Progress Series, 406, 135-‐145. Rots, I., Aelterman, A., Devos, G., & Vlerick, P. (2010). Teacher education and the choice to enter the teaching profession: a prospective study. Teaching and Teacher Education, 26(8), 1619-‐1629. Rutten, K., Mottart, A., & Soetaert, R. (2010). Narrative and Rhetoric in Social Work Education. British Journal of Social Work, 40(2), 480-‐495. Rutten, K., Mottart, A., & Soetaert, R. (2010). The rhetorical construction of the nation in education: the case of Flanders. Journal of Curriculum Studies, 42(6), 775-‐790. 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. Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers' thinking processes and ICT integration: predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-‐112. Smeyers, P. (2010). Empathy, Paternalism and Practical Reason: Philosophy of Education and the Ethics of Care Revisited. Journal of Philosophy of Education, 44(1), 171-‐180. Smeyers, P. (2010). Revisiting Philosophy of Education. Teoria De La Educacion, 22(1), 91-‐116. Tondeur, J., Cooper, M., & Newhouse, P. (2010). From ICT coordination to ICT integration: a longitudinal case study. Journal of Computer Assisted Learning, 26(4), 296-‐306. 160
Tondeur, J., van Braak, J., & Valcke, M. (2010). De invloed van leraar-‐ en schoolkenmerken op het gebruik van ict in het lager onderwijs. Pedagogische Studien, 87(2), 91-‐104. Tuytens, M., & Devos, G. (2010). The influence of school leadership on teachers' perception of teacher evaluation policy. Educational Studies, 36(5), 521-‐536. Valcke, M., Bonte, S., De Wever, B., & Rots, I. (2010). Internet parenting styles and the impact on internet use of primary school children. Computers & Education, 55(2), 454-‐464. Van Steenbrugge, H., Valcke, M., & Desoete, A. (2010). Mathematics learning difficulties in primary education: teachers' professional knowledge and the use of commercially available learning packages. Educational Studies, 36(1), CP3-‐71. Vanderlinde, R., Hermans, R., & van Braak, J. (2010). ICT research and school performance feedback: a perfect marriage? Educational Studies, 36(3), 341-‐343. Vanderlinde, R., & van Braak, J. (2010). The e-‐capacity of primary schools: development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55(2), 541-‐553. Vanderlinde, R., & van Braak, J. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-‐316. Vanderlinde, R., & van Braak, J. (2010). Implementing an ICT curriculum in a decentralised policy context: description of ICT practices in three Flemish primary schools. British Journal of Educational Technology, 41(6), E139-‐E141. Vanderlinde, R., van Braak, J., & Tondeur, J. (2010). Using an online tool to support school-‐based ICT policy planning in primary education. Journal of Computer Assisted Learning, 26(5), 434-‐447. Vanobbergen, B., & Vansieleghem, N. (2010). Repairing the body, restoring the soul: the sea hospital of the city of Paris in Berck-‐sur-‐Mer and the french war on tuberculosis. Paedagogica Historica, 46(3), 325-‐340. Vansieleghem, N., & Masschelein, J. (2010). Creativity or passion? What is at stake in philosophy with children? Teoria De La Educacion, 22(2), 131-‐149. Verdoodt, I., Rutten, K., Soetaert, R., & Mottart, A. (2010). Film choices for screening literacy: the 'Pygmalion template' in the curriculum as contact zone. Journal of Curriculum Studies, 42(4), 519-‐
538. Verhaeghe, G., Vanhoof, J., Valcke, M., & Van Petegem, P. (2010). Using school performance feedback: perceptions of primary school principals. School Effectiveness and School Improvement, 21(2), 167-‐188. Waghid, Y., & Smeyers, P. (2010). On Doing Justice to Cosmopolitan Values and the Otherness of the Other: Living with Cosmopolitan Scepticism. Studies in philosophy and education, 29(2), 197-‐211. 2009 (38) Bouckenooghe, D., Devos, G., & Van Den Broeck, H. (2009). Organizational change questionnaire -‐ climate of change, processes and readiness: Development of a new instrument. Journal of Psychology: Interdisciplinary and Applied, 143(6), 559-‐599. Broekkamp, H., Vanderlinde, R., van Hout-‐Wolters, B. H. A. M., & van Braak, J. (2009). De relatie tussen onderwijsonderzoek en onderwijspraktijk verkend in Nederland en Vlaanderen. Pedagogische Studien, 86(4), 313-‐320. Burny, E., Valcke, M., & Desoete, A. (2009). Towards an agenda for studying learning and instruction focusing on time-‐related competences in children. Educational Studies, 35(2). 161
Cardon, G., Haerens, L., Verstraete, S., & De Bourdeaudhuij, I. (2009). Perceptions of a School-‐Based Self-‐
Management Program Promoting an Active Lifestyle Among Elementary Schoolchildren, Teachers, and Parents. Journal of Teaching in Physical Education, 28(2), 141-‐154. Casteleyn, J., Mottart, A., & Rutten, K. (2009). How to use data from Facebook in your market research. International Journal of Market Research, 51(4), 439-‐447. De Smet, M., Van Keer, H., & Valcke, M. (2009). Cross-‐age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support. Instructional Science, 37(1), 87-‐105. De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2009). Structuring asynchronous discussion groups: the impact of role assignment and self-‐assessment on students’ levels of knowledge construction through social negotiation. Journal of Computer Assisted Learning, 25(2), 177-‐188. Degrez, L., Valcke, M., & Roozen, I. (2009). The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education. Computers & Education, 53(1), 112-‐
120. Degrez, L., Valcke, M., & Roozen, I. (2009). The impact of goal orientation, self-‐reflection and personal characteristics on the acquisition of oral presentation skills. European Journal of Psychology of Education, 24(3), 293-‐306. Desoete, A., Stock, P., Schepens, A., Baeyens, D., & Roeyers, H. (2009). Classification, seriation, and counting in grades 1, 2, and 3 as two-‐year longitudinal predictors for low achieving in numerical facility and arithmetical achievement? Journal of Psychoeducational Assessment, 27(3), 252-‐264. Devolder, P., Pynoo, B., Voet, T., Adang, L. U. C., Vercruysse, J. A. N., & Duyck, P. (2009). Optimizing Physicians' Instruction of PACS Through E-‐Learning: Cognitive Load Theory Applied. Journal of Digital Imaging, 22(1), 25-‐33. Duyck, W., & Warlop, N. (2009). Translation priming between the native language and a second language: new evidence from Dutch-‐French bilinguals. Experimental Psychology, 56(3), 173-‐179. Ferla, J., Valcke, M., & Cai, Y. H. (2009). Academic self-‐efficacy and academic self-‐concept: reconsidering structural relationships. Learning and Individual Differences, 19(4), 499-‐505. Ferla, J., Valcke, M., & Schuyten, G. (2009). Student models of learning and their impact on study strategies. Studies in Higher Education, 34(2), 185-‐202. Hulpia, H., & Devos, G. (2009). Exploring the link between distributed leadership and job satisfaction of school leaders. Educational Studies, 35(2), 153-‐171. Hulpia, H., Devos, G., & Rosseel, Y. (2009). Development and validation of scores on the distributed leadership inventory. Educational and Psychological Measurement, 69(6), 1013-‐1034. Hulpia, H., Devos, G., & Rosseel, Y. (2009). The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment. School Effectiveness and School Improvement, 20(3), 291-‐317. doi: Pii 910739423 Hulpia, H., Devos, G., & Van Keer, H. (2009). The influence of distributed leadership on teachers' organizational commitment: a multilevel approach. Journal of Educational Research, 103(1), 40-‐
52. Lombaerts, K., De Backer, F., Engels, N., van Braak, J., & Athanasou, J. (2009). Development of the Self-‐
Regulated Learning Teacher Belief Scale. European Journal of Psychology of Education, 24(1), 79-‐
96. Lombaerts, K., Engels, N., & van Braak, J. (2009). Determinants of Teachers' Recognitions of Self-‐
Regulated Learning Practices in Elementary Education. Journal of Educational Research, 102(3), 163-‐173. Merckx, B., Goethals, P., Steyaert, M., Vanreusel, A., Vincx, M., & Vanaverbeke, J. (2009). Predictability of marine nematode biodiversity. Ecological Modelling, 220(11), 1449-‐1458. 162
Mottart, A., Vanhooren, S., & Rutten, K. (2009). Fictional narratives as didactical tools. Using Frank McCourt's Teacher Man in pre-‐service teacher education. Educational Studies, 35(5), 493-‐502. Roose, R., Mottart, A., Dejonckheere, N., Van Nijnatten, C., & De Bie, M. (2009). Participatory social work and report writing. Child & Family Social Work, 14(3), 322-‐330. Rots, I., & Aelterman, A. (2009). Teacher education graduates' entrance into the teaching profession: Development and test of a model. European Journal of Psychology of Education, XXIV(4), 453-‐
471. Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2009). Investigating teachers' educational beliefs in Chinese primary schools: socioeconomic and geographical perspectives. Asia-‐Pacific Journal of Teacher Education, 37(4), 363-‐377. Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2009). Tagging thinking types in asynchronous discussion groups: effects on critical thinking. Interactive Learning Environments, 17(1), 77-‐94. Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers' professional identity formation: between being born as a teacher and becoming one. Educational Studies, 35(4), 361-‐378. Tondeur, J., Devos, G., Van Houtte, M., van Braak, J., & Valcke, M. (2009). Understanding structural and cultural school characteristics in relation to educational change: the case of ICT integration. Educational Studies, 35(2), 223-‐235. Tuytens, M., & Devos, G. (2009). Teachers' perception of the new teacher evaluation policy: A validity study of the policy characteristics scale. Teaching and Teacher Education, 25(6), 924-‐930. Valcke, M., De Wever, B., Zhu, C., & Deed, C. (2009). Supporting active cognitive processing in collaborative groups: the potential of Bloom's taxonomy as a labeling tool. Internet and Higher Education, 12(3-‐4), 165-‐172. Van der Veken, J., Valcke, M., De Maeseneer, J., & Derese, A. (2009). Impact of the transition from a conventional to an integrated contextual medical curriculum on students' learning patterns: a longitudinal study. Medical Teacher, 31(5), 433-‐441. Van der Veken, J., Valcke, M., De Maeseneer, J., Schuwirth, L., & Derese, A. (2009). Impact on knowledge acquisition of the transition from a conventional to an integrated contextual medical curriculum. Medical Education, 43(7), 704-‐713. Vanderlinde, R., van Braak, J., & Hermans, R. (2009). Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools. Etr&D-‐Educational Technology Research and Development, 57(4), 573-‐584. Vansieleghem, N. (2009). Children in public or 'public children': an alternative to constructing one's own life. Journal of Philosophy of Education, 43(1), 101-‐118. Vereecken, C., Van Houte, H., Martens, V., Wittebroodt, I., & Maes, L. (2009). Parents' and Teachers' Opinions about the School Food Policy in Belgian Flemish Nursery Schools. International Journal of Environmental Research and Public Health, 6(3), 1268-‐1281. Warlop, N., Achten, E., Fieremans, E., Debruyne, J., & Vingerhoets, G. (2009). Transverse diffusivity of cerebral parenchyma predicts visual tracking performance in relapsing-‐remitting multiple sclerosis. Brain and Cognition, 71(3), 410-‐415. Zhu, C., Valcke, M., & Schellens, T. (2009). A cross-‐cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education. European Journal of Teacher Education, 33(2), 147-‐165. doi: Pii 920280263 Zhu, C., Valcke, M., Schellens, T., & Li, Y. (2009). Chinese Students’ perceptions of an e-‐learning environment and factors affecting their performance: implementing a Flemish e-‐learning course in a Chinese educational context. Asia Pacific Education Review, 10(2). 2008 (29) 163
De Smet, M., Van Keer, H., & Valcke, M. (2008). Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour. Computers & Education, 50(1), 207-‐223. De Smet, M., Van Keer, H., & Valcke, M. (2008). Cross-‐age peer tutors in asynchronous discussion groups: Studying the impact of tutors labelling their interventions. Journal of Computer Assisted Learning, 24(6), 462-‐473. De Wever, B., Schellens, T., Van Keer, H., & Valcke, M. (2008). Structuring asynchronous discussion groups by introducing roles: do students act in line with assigned roles? Small Group Research, 39(6), 770-‐794. De Wever, B., Van Winckel, M., & Valcke, M. (2008). Discussing patient management online: the impact of roles on knowledge construction for students interning at the paediatric ward. Advances in Health Sciences Education, 13(1), 25-‐42. Duyck, P., Pynoo, B., Devolder, P., Voet, T., Adang, L. U. C., & Vercruysse, J. A. N. (2008). Do hospital physicians really want to go digital? Acceptance of a picture archiving and communication system in a university hospital. Rofo-‐Fortschritte Auf Dem Gebiet Der Rontgenstrahlen Und Der Bildgebenden Verfahren, 180(7), 631-‐638. Duyck, P., Pynoo, B., Devolder, P., Voet, T., Adang, L. U. C., & Vercruysse, J. A. N. (2008). User acceptance of a Picture Archiving and Communication System -‐ Applying the unified theory of acceptance and use of technology in a radiological setting. Methods of Information in Medicine, 47(2), 149-‐
156. Engels, N., Hotton, G., Devos, G., Bouckenooghe, D., & Aelterman, A. (2008). Principals in schools with a positive school culture. Educational Studies, 34(3), 157-‐172. Ferla, J., Valcke, M., & Schuyten, G. (2008). Relationships between student cognitions and their effects on study strategies. Learning and Individual Differences, 18(2), 271-‐278. Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers' educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-‐
1509. Hermans, R., van Braak, J., & Van Keer, H. (2008). Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension. Teaching and Teacher Education, 24(1), 127-‐139. Masschelein, J., & Simons, M. (2008). Do historians (of education) need philosophy?: the enlightening potential of a philosophical ethos. Paedagogica Historica, 44(6), 647-‐660. Masschelein, J., & Simons, M. (2008). From schools to learning environments: the dark side of being exceptional. Journal of Philosophy of Education, 42(3-‐4), 687-‐704. Mottart, A., & Casteleyn, J. (2008). Visual Rhetoric Enhancing Students' Ability to Communicate Effectively. International Journal of Engineering Education, 24(6), 1130-‐1138. Raemdonck, I., de Grip, A., Segers, M., Thijssen, J., & Valcke, M. (2008). Zelfsturing in leren en loopbaan als predictoren van employability bij laaggeschoolde werknemers. Gedrag & Organisatie, 21(4), 386-‐405. Rots, I., & Aelterman, A. (2008). Teacher training for secondary education and graduates' entrance into the teaching profession. Educational Studies, 34(5), 399-‐417. Smeyers, P. (2008). On the epistemological basis of large-‐scale population studies and their educational use. Journal of Philosophy of Education, 42(suppl. 1), 63-‐86. Smeyers, P. (2008). Qualitative and quantitative research methods: old wine in new bottles?: on understanding and interpreting educational phenomena. Paedagogica Historica, 44(6), 691-‐705. Timmers, S., Valcke, M., De Mil, K., & Baeyens, W. (2008). The impact of computer supported collaborative learning on internship outcomes of pharmacy students. Interactive Learning Environments, 16(2), 131-‐141. 164
Tondeur, J., Hermans, R., van Braak, J., & Valcke, M. (2008). Exploring the link between teachers' educational belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24(6), 2541-‐2553. Tondeur, J., Valcke, M., & van Braak, J. (2008). A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics. Journal of Computer Assisted Learning, 24(6), 494-‐506. Tondeur, J., Van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & Education, 51(1), 212-‐223. Van der Veken, J., Valcke, M., Muijtjens, A., De Maeseneer, J., & Derese, A. (2008). The potential of the inventory of learning styles to study students' learning patterns in three types of medical curricula. Medical Teacher, 30(9-‐10), 863-‐869. Van Petegem, K., Aelterman, A., Van Keer, H., & Rosseel, Y. (2008). The influence of student characteristics and interpersonal teacher behaviour in the classroom on student's wellbeing. Social Indicators Research, 85(2), 279-‐291. Van Petegem, K., Creemers, B., Aelterman, A., & Rosseel, Y. (2008). The importance of pre-‐
measurements of wellbeing and achievement for students' current wellbeing. South African Journal of Education, 28(4), 451-‐468. Vandenbroeck, M., De Visscher, S., Van Nuffel, K., & Ferla, J. (2008). Mothers' search for infant child care: The dynamic relationship between availability and desirability in a continental European welfare state. Early Childhood Research Quarterly, 23(2), 245-‐258. Warlop, N., Achten, E., Debruyne, J., & Vingerhoets, G. (2008). Diffusion weighted callosal integrity reflects interhemispheric communication efficiency in multiple sclerosis. Neuropsychologia, 46(8), 2258-‐2264. Warlop, N., Fieremans, E., Achten, E., Debruyne, J., & Vingerhoets, G. (2008). Callosal function in MS patients with mild and severe callosal damage as reflected by diffusion tensor imaging. Brain Research, 1226, 218-‐225. Zhu, C., Valcke, M., & Schellens, T. (2008). A cross-‐cultural study of Chinese and Flemish university students: Do they differ in learning conceptions and approaches to learning? Learning and Individual Differences, 18(1), 120-‐127. Zhu, C., Valcke, M., & Schellens, T. (2008). The Relationship between epistemological beliefs, learning conceptions, and approaches to study: a cross-‐cultural structural model? Asia Pacific Journal of Education, 28(4), 411-‐423. 2007 (15) Aelterman, A., Engels, N., Van Petegem, K., & Verhaeghe, J. (2007). The well-‐being of teachers in Flanders: The importance of a supportive school culture. Educational Studies, 33(3), 285-‐298. Aelterman, A., Verhoeven, J., Rots, I., & Buvens, I. (2007). De maatschappelijke waardering van leraren in Vlaanderen en de opvattingen van de publieke opinie over hun opdracht. Pedagogische Studien, 84(1), 3-‐19. De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2007). Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups. Learning and Instruction, 17(4), 436-‐447. Devos, G., Buelens, M., & Bouckenooghe, D. (2007). Contribution of content, context, and process to understanding openness to organizational change: Two experimental simulation studies. Journal of Social Psychology, 147(6), 607-‐629. 165
Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2007). Teacher education, graduates' teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23(5), 543-‐556. Schellens, T., Van Keer, H., Valcke, M., & De Wever, B. (2007). Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics. Behaviour & Information Technology, 26(1), 55-‐71. Schepens, A., Aelterman, A., & Van Keer, H. (2007). Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions. Teaching and Teacher Education, 23(4), 457-‐472. Tallir, I., Lenoir, M., Valcke, M., & Musch, E. (2007). Do alternative instructional approaches result in different game performance learning outcomes? Authentic assessment in varying game conditions. International Journal of Sport Psychology, 38(3), 263-‐282. Tondeur, J., van Braak, J., & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology, 38(6), 962-‐976. Tondeur, J., van Braak, J., & Valcke, M. (2007). Towards a typology of computer use in primary education. Journal of Computer Assisted Learning, 23(3), 197-‐206. Valcke, M., Rots, I., Verbeke, M., & van Braak, J. (2007). ICT teacher training: Evaluation of the curriculum and training approach in Flanders. Teaching and Teacher Education, 23(6), 795-‐808. Valcke, M., Schellens, T., Van Keer, H., & Gerarts, M. (2007). Primary school children's safe and unsafe use of the Internet at home and at school: An exploratory study. Computers in Human Behavior, 23(6), 2838-‐2850. van Braak, J., & Tearle, P. (2007). The computer attributes for learning scale (CALS) among university students: Scale development and relationship with actual computer use for learning. Computers in Human Behavior, 23(6), 2966-‐2982. Van Petegem, K., Aelterman, A., Rosseel, Y., & Creemers, B. (2007). Student perception as moderator for student wellbeing. Social Indicators Research, 83(3), 447-‐463. Voet, T., Devolder, P., Pynoo, B., Vercruysse, J. A. N., & Duyck, P. (2007). Design and implementation of an open source indexing solution for a large set of radiological reports and images. Journal of Digital Imaging, 20, 11-‐20. 2006 (6) De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46(1), 6-‐
28. Schellens, T., & Valcke, M. (2006). Fostering knowledge construction in university students through asynchronous discussion groups. Computers & Education, 46(4), 349-‐370. Smeyers, P. (2006). 'What it makes sense to say': Education, philosophy and Peter Winch on social science. Journal of Philosophy of Education, 40(4), 463-‐485. Valcke, M., & De Wever, B. (2006). Information and communication technologies in higher education: evidence-‐based practices in medical education. Medical Teacher, 28(1), 40-‐48. Valcke, M., & Martens, R. (2006). The problem arena of researching computer supported collaborative learning: Introduction to the special section. Computers & Education, 46(1), 1-‐5. Verstraete, S., Cardon, G., De Clercq, D., & De Bourdeaudhuij, I. (2006). Increasing children's physical activity levels during recess periods in elementary schools: the effects of providing game equipment. European Journal of Public Health, 16(4), 415-‐419. 2005 (8) 166
De Westelinck, K., Valcke, M., De Craene, B., & Kirschner, P. (2005). Multimedia learning in social sciences: limitations of external graphical representations. Computers in Human Behavior, 21(4), 555-‐573. Derycke, S., Remerie, T., Vierstraete, A., Backeljau, T., Vanfleteren, J., Vincx, M., & Moens, T. (2005). Mitochondrial DNA variation and cryptic speciation within the free-‐living marine nematode Pellioditis marina. Marine Ecology-‐Progress Series, 300, 91-‐103. Schellens, T., & Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21(6), 957-‐975. Schellens, T., Van Keer, H., & Valcke, M. (2005). The impact of role assignment on knowledge construction in asynchronous discussion groups -‐ A multilevel analysis. Small Group Research, 36(6), 704-‐745. Tallir, I., Musch, E., Valcke, M., & Lenoir, M. (2005). Effects of two instructional approaches for basketball on decision-‐making and recognition ability. International Journal of Sport Psychology, 36(2), 107-‐
126. Van Keer, H., & Verhaeghe, J. (2005). Comparing two teacher development programs for innovating reading comprehension instruction with regard to teachers' experiences and student outcomes. Teaching and Teacher Education, 21(5), 543-‐562. Van Keer, H., & Verhaeghe, J. (2005). Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders' reading comprehension and self-‐efficacy perceptions. Journal of Experimental Education, 73(4), 291-‐329. Vansieleghem, N. (2005). Philosophy for children as the wind of thinking. Journal of Philosophy of Education, 39(1), 19-‐35. Articles in peer reviewed international journals (not incl. in Web of Science-‐listed journals) 2012 (6) De Backer, L., 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. He, Q., Valcke, M., & Aelterman, A. (2012). A qualitative study of in-‐service teacher evaluation beliefs. Journal of Educational Sciences & Psychology, 2(2), 1-‐14. He, Q., Valcke, M., Aelterman, A., & Zhu, C. (2012). Tradition VS reform: a critical review of teacher evaluation beliefs in China. The European Journal of Social & Behavioural Sciences, 3(december), 509-‐527. Mottart, A. (2012). Literary Praxis. A Conversational Inquiry into the Teaching of Literature. Levende Talen Tijdschrift, Jg. 13, nr. 2, p. 46-‐48. Waghid, Y., & Smeyers, P. (2012). Beyond democratic citizenship education: making an argument for religious freedom through an extended ethic of care. Journal of Education (Durban), 53, 117-‐132. Wu, C., & Wu, L. (2012). 论 efl 写作教学中社会文化认知. Jiaoshu Yuren(5), 156-‐158. 2011 (5) 167
Aper, L., Reniers, J., Koole, S., Valcke, M., & Derese, A. (2011). Zelfstandige training in consultvoering: studenten leren van de simulatiepatiënt en van elkaar. Tijdschrift Voor Medisch Onderwijs, 30(5), 194-‐205. Mottart, A. (2012). Literary Praxis. A Conversational Inquiry into the Teaching of Literature. Levende Talen Tijdschrift, Jg. 13, nr. 2, p. 46-‐48. Smeyers, P. (2011). Philosophy of ... philosophy and ... taking the conditions we find ourselves in seriously. European Educational Research Journal, 10(3), 292-‐301. Smeyers, P. (2011). Transdisciplinarity? On discipline, method and the danger of a new homogenization of educational research. European Educational Research Journal, 10(1), 143-‐147. Tondeur, J., van Braak, J., Voogt, J., & Fisser, P. (2011). Hoe verwerven studentleraren competenties die leiden tot ICT-‐gebruik in de klas: een exploratieve casestudy in drie Vlaamse lerarenopleidingen. Tijdschrift Voor Hoger Onderwijs, 29(3), 183-‐193. 2010 (13) François, L., & Hoogewijs, B. (2010). Bologna in Vlaanderen: een aanzet tot het 'maatschappelijk debat'. Tijdschrift Voor Onderwijsrecht En Onderwijsbeleid(3), 199-‐202. Mottart, A., P. van Brabant, P_H. van den Ven (2009). Schrijven bij diverse schoolvakken: een verkenning. Levende Talen Tijdschrift jaargang 10, 4, p. 14-‐22. Smeyers, P. (2010). Child-‐rearing in the 'risk' society: on the discourse of rights and the 'best interests of a child'. Educational Theory, 60(3), 271-‐284. Smeyers, P. (2010). Compulsory schooling: Shifting the focus on particular issues. Philosophy of Education 2009, 163-‐165. Smeyers, P. (2010). Monitoring the educational system? Zeitschrift Fur Padagogische Historiographie, 16, 110-‐111. Smeyers, P. (2010). State intervention and technologization and regulation of parenting. Educational Theory, 60(3), 265-‐270. Smeyers, P., & Waghid, Y. (2010). Cosmopolitanism in relation to the self and the other: from Michel Foucault to Stanley Cavell. Educational Theory, 60(4), 449-‐467. Tondeur, J., De Roo, N., van Braak, J., Vanderlinde, R., & Thys, J. (2010). ICT-‐integratie in de lerarenopleiding: vier in balans? Tijdschrift Voor Lerarenopleiders, 31(2), 11-‐18. 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. Van Steenbrugge, H., Valcke, M., & Desoete, A. (2010). Doen wiskundemethoden er toe? Logopedie (Herentals), 23(4), 26-‐36. Van Steenbrugge, H., Valcke, M., & Desoete, A. (2010). Moeilijke onderwerpen in het wiskundecurriculum: een bevraging van leraren in het Vlaamse basisonderwijs. Panama-‐Post (Utrecht), 29(3), 45-‐53. Vansieleghem, N. (2010). The residual parent to come: on the need for parental expertise and advice. Educational Theory, 60(3), 341-‐356. Wu, L. (2010). 日本小学作文教学模式及其启示. Curriculum, Teaching Material and Method = Kecheng Jiaocai Jiaofa, 30(11), 100-‐103. 2009 (7) Devos, G., & Bouckenooghe, D. (2009). An exploratory study on principals' conceptions about their role as school leaders. Leadership and Policy in Schools, 8(2), 173-‐196. 168
Smeyers, P. (2009). Education, educational research, and the ‘grammar’ of understanding. A response to Bridges. Ethics and Education(4), 125-‐129. Smeyers, P. (2009). More than a logical point: From consciousness to responsiveness. Philosophy of Education Yearbook, 399-‐401. Smeyers, P., Ramaekers, S., & Levering, B. (2009). The narrative of a happy childhood: on the presumption of parents' power and the demand for integrity. Power and Education, I(1), 83-‐93. Smeyers, P., & Waghid, Y. (2009). Initiating the debate. Educational research: On tensions, expectations, and policy. South African Journal of Higher Education, 23, 1065-‐1071. Vanhoof, J., Verhaeghe, G., & Van Petegem, P. (2009). Verschilllen in het gebruik van schoolfeedback: een verkenning van verklaringsgronden. Tijdschrift Voor Onderwijsrecht En Onderwijsbeleid(4), 306-‐322. Zhu, C., Valcke, M., & Schellens, T. (2009). A cross-‐cultural study of online collaborative learning. Multicultural Education & Technology Journal, 3(1), 33-‐46. 2008 (14) Depaepe, M., & Smeyers, P. (2008). Educationalization as an ongoing modernization process. Educational Theory, 58(4), 379-‐389. Di Fiore, F., Jorissen, P., Van Reeth, F., Lombaert, E., Valcke, M., Vansichem, G., . . . Hauttekeete, L. (2008). ASCIT sick children: again at my school by fostering communication through interactive technologies for long term sick children. Advanced Technology for Learning, 5(1), 68-‐78. Pynoo, B., Devolder, P., Voet, T., Vercruysse, J. A. N., Adang, L. U. C., Ovaere, D., & Duyck, P. (2008). How about the end-‐users? Critical factors during the implementation of PACS. International Journal of Computer Assisted Radiology and Surgery, 3(Suppl. 1), 172. Rots, I., & Aelterman, A. (2008). Two Profiles of Teacher Education Graduates: a discriminant analysis of teaching commitment. European Educational Research Journal, 7(4), 523-‐534. Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2008). Wat vinden kersverse leraren van hun opleiding? Tijdschrift Voor Hoger Onderwijs, 5(17), 22-‐31. Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2008). The effects of two computer-‐supported collaborative learning (CSCL) scripts on university students' critical thinking. Psicologia Escolar E Educacional, 11, 83-‐92. Smeyers, P. (2008). Child-‐rearing: On government intervention and the discourse of experts. Educational philosophy and theory, 40, 719-‐738. Smeyers, P. (2008). Transgressing the dichotomies of Bildung and socialization: is initiation into practices an alternative? Zeitschrift Fur Padagogische Historiographie, 14, 35-‐37. Smeyers, P., & Burbules, N. (2008). Introduction. Wittgenstein’s legacy for education. Educational philosophy and theory, 40, 585-‐590. Smeyers, P., & Ramaekers, S. (2008). Child rearing: Passivity and being able to go on. Wittgenstein on shared practices and seeing aspects. Educational philosophy and theory, 40, 638-‐651. Soetaert, R. (2008). Concept-‐speerpunt. Tijdschrift Voor Lerarenopleiders, 29(1), 52-‐52. van Braak, J., Vanderlinde, R., & Aelterman, A. (2008). De wisselwerking tussen onderwijsonderzoek en onderwijspraktijk: de rol van de lerarenopleiding. Tijdschrift Voor Lerarenopleiders, 29(4), 5-‐12. Vanderlinde, R., van Braak, J., De Windt, V., Tondeur, J., Hermans, R., & Sinnaeve, I. (2008). Technology curriculum and planning for technology in schools: the Flemish case. Tech Trends, 52(2), 23-‐26. Zhu, C. (2008). E-‐learning, constructivism and knowledge building. Educational Technology, 48(6), 29-‐31. 2007 (15) 169
De Rudder, R., & Aelterman, A. (2007). ‘e-‐Portfoliotraject als passend middel bij een duaal leertraject? Tijdschrift Voor Lerarenopleiders, 28(3), 30-‐37. De Smet, M., Van Keer, H., & Valcke, M. (2007). Peer tutoring in het hoger onderwijs. Een studie naar tutorgedrag binnen een online en face-‐to-‐face setting. Tijdschrift Voor Hoger Onderwijs, 25(1), 32-‐44. Devos, G., Bouckenooghe, D., Engels, N., Hotton, G., & Aelterman, A. (2007). An asessment of well-‐being of principals in Flemish primary schools. Journal of Educational Administration, 45(1), 33-‐61. Pynoo, B., Devolder, P., Adang, L. U. C., Vercruysse, J. A. N., Voet, T., & Duyck, P. (2007). E-‐learning: a way to speed up clinicians' acceptance of a picture archiving and communication system? International Journal of Computer Assisted Radiology and Surgery, 2(S1), 511. Sabbe, E., & Aelterman, A. (2007). Gender in teaching: a literature review. Teachers and Teaching, 13(5), 521-‐538. Schellens, T., Van Keer, H., Valcke, M., & De Wever, B. (2007). Comparing knowledge construction in two cohorts of asynchronous discussion groups with and without scripting. International Journal of Computer Support for Collaborative Learning, 2, 225-‐246. Schepens, A., & Aelterman, A. (2007). De meerwaarde van partnerschappen in de lerarenopleiding. Pedagogische Studien, 84, 433-‐447. Smeyers, P. (2007). On dogmas and bridge-‐building in educational research. Studies in philosophy and education, 26, 571-‐576. Smeyers, P. (2007). Present still, the integrity of the educator. Philosophy of Education 2006, 462-‐464. Smeyers, P. (2007). Research in and on higher education: Are scholars and scholarship utterly dispensable? South African Journal of Higher Education, 21, 415-‐426. Smeyers, P., & Depaepe, M. (2007). On historicized meanings and being conscious about one’s own theoretical premises – a basis for a renewed dialogue between history and philosophy of education. Educational philosophy and theory, 39, 3-‐9. Smeyers, P., & Vanobbergen, B. (2007). On Cioran’s criticism of utopian thinking and the history of education. Educational philosophy and theory, 39(1), 44-‐55. Soetaert, R. (2007). Goed en slecht nieuws. Tijdschrift Voor Lerarenopleiders, 28(2), 47-‐47. Soetaert, R. (2007). Help, ik ben verliefd. Tijdschrift Voor Lerarenopleiders, 28(4), 57-‐57. Soetaert, R. (2007). Ons soort mensen. Tijdschrift Voor Lerarenopleiders, 28(1), 57-‐57. 2006 (8) Devos, G., & Bouckenooghe, D. (2006). Individual and organizational facets of change in the public and private sector: a comparative study. Asia Pacific Journal of Public Administration, 28(2), 201-‐229. Smeyers, P. (2006). What philosophy can and cannot do for education. Studies in philosophy and education, 25, 1-‐18. Smeyers, P., & Burbules, N. (2006). The changing practices and social relations of education. Educational Theory, 56, 363-‐369. Smeyers, P., & Burbules, N. (2006). Education as initiation into practices. Educational Theory, 56, 439-‐
449. Smeyers, P., & Burbules, N. C. (2006). The changing practices and social relations of education. Educational Theory, 56(4), 363-‐369. Valcke, M., & De Craene, B. (2006). Elearning and Research Universities. Теоретические проблемы информатики и ее приложений [Theoretical problems of Informatics and their applications], 7, 21-‐30. Vansieleghem, N. (2006). Listening to dialogue. Studies in philosophy and education, 25(1), 175-‐190. 170
Verhoeven, J., Aelterman, A., Rots, I., & Buvens, I. (2006). Public perceptions of teachers' status in Flanders. Teachers and Teaching, 12(4), 479-‐500. 2005 (11) Devos, G., & Verhoeven, J. (2005). School assessment policy and practice in Belgian secondary education with specific reference to vocational education and training. Assessment in education, 12(3), 255-‐274. Hoogewijs, B. (2005). Binaire structuur in het hoger onderwijs. Tijdschrift Voor Onderwijsrecht En Onderwijsbeleid, 6, 580-‐583. Hulpia, H., & Valcke, M. (2005). The use of performance indicators in a school improvement policy: the theoretical and empirical context. Evaluation & Research in Education, 18(1-‐2), 102-‐120. Smeyers, P. (2005). Idle research, futile theory, and the risks for education: Reminders of irony and commitment. Educational Theory, 55, 165-‐183. Smeyers, P. (2005). The labouring sleepwalker: Evocation and expression as modes of qualitative educational research. Educational philosophy and theory, 37, 399-‐415. Smeyers, P., & Hogan, P. (2005). The inherent risks of human learning. Educational Theory, 55(2), 115-‐
121. Smeyers, P., & Hogan, P. (2005). The inherent risks of human learning. Educational Theory, 55, 115-‐121. Soetaert, R., Verdoodt, I., & Mottart, A. (2005). Cultural Studies – Inspirational Guidebooks with Consequences. European Journal of Cultural Studies, 8(4), 513-‐520. Valcke, M., Chiluiza Garcia, K., De Smet, M., De Wever, B., Schellens, T., Timmers, S., & Van Keer, H. (2005). Collaborative Learning and ICT: The Flemish Experiences. Educational Technology Magazine, 45, 13-‐17. van Braak, J., & Kavadias, D. (2005). The influence of social-‐demographic determinants on secondary school children's computer use, experience, beliefs and competence. Technology, Pedagogy and Education, 14(1), 43-‐60. Van Petegem, K., Creemers, B., Rosseel, Y., & Aelterman, A. (2005). Relationships between teacher characteristics, interpersonal teacher behaviour and teacher wellbeing. The Journal of Classroom Interaction, 40(2), 34-‐43. Articles in peer reviewed national journals Academic monographs 2012 (1) Casteleyn, J., & Mottart, A. (2012). Een leraar voor een lege klas? Editie 2012: Academia Press. 2010 (3) Casteleyn, J., & Mottart, A. (2010). Communiceren en techniek: handleiding communicatieve vaardigheden voor ingenieurs en technici: Academia Press. Devos, G., Van Petegem, P., Delvaux, E., & Feys, E. (2010). De evaluatie van scholengemeenschappen in het basis-‐ en secundair onderwijs: Plantyn. 171
Vansieleghem, N. (2010). Gesprek als grenservaring: een portret van filosoferen met kinderen als pedagogisch project: Acco. 2009 (5) Glorieux, I., Heyman, R., Jegers, M., Taelman, M., & Van Dorsselaer, Y. (2009). Wie herkanst?: profiel, leerroutes en beweegredenen van de deelnemers aan het Tweedekansonderwijs en de Examencommissie van de Vlaamse Gemeenschap: Garant. Spoelders, M. (2009). 1C voor rechtshandigen: Van In. Spoelders, M. (2009). 2A voor linkshandigen: Van In. Spoelders, M. (2009). 3A voor rechtshandigen: Van In. Spoelders, M. (2009). 3B voor rechtshandigen: Van In. 2008 (11) De Pauw, E., Pleysier, S., Van Looy, J., & Soetaert, R. (2008). Jongeren en gaming: over de effecten van games, nieuwe sociale netwerken en educatieve kansen: Acco. Nicolaas, M., & Vanhooren, S. (2008). Het literatuuronderwijs in Nederland en Vlaanderen. Een stand van zaken: Nederlandse Taalunie. Peters, M. A., Burbules, N. C., & Smeyers, P. (2008). Showing and doing: Wittgenstein as a pedagogical philosopher: Paradigm Publishers. Spoelders, M. (2008). 1B voor rechtshandigen: Van In. Spoelders, M. (2008). 1D voor linkshandigen: Van In. Spoelders, M. (2008). 1D voor rechtshandigen: Van In. Spoelders, M. (2008). 2A voor rechtshandigen: Van In. Spoelders, M. (2008). 2B voor rechtshandigen: Van In. Spoelders, M. (2008). 4 voor rechtshandigen: Van In. Spoelders, M. (2008). Handleiding voortgezet schrijven, vijfde leerjaar: Van In. Standaert, R. (2008). Globalisering van het onderwijs in contexten: Acco. 2007 (7) Smeyers, P., Smith, R., & Standish, P. (2007). The therapy of education: philosophy, happiness and personal growth: Palgrave Macmillan. Soetaert, R. (2007). De Zin van Verhalen: Amsterdam University Press. Standaert, R. (2007). Vergelijken van onderwijssystemen: Acco. Standaert, R., Troch, F., & Peeters, I. (2007). Leren en onderwijzen. Inleiding tot de algemene didactiek. Commentaren voor de docent: Acco. Valcke, M. (2007). Onderwijskunde als ontwerpwetenschap -‐ Een inleiding voor ontwikkelaars van instructie en toekomstige leerkrachten. (4th completely revised and extended edition): Academia Press. Van Den Broeck, H., Devos, G., & Van De Woestyne, M. (2007). Het innovatieproces in grote bedrijven en KMO's: Flanders District of Creativity. Van Keer, H., & Vanderlinde, R. (2007). Nog een boek voor twee: Strategieën voor begrijpend lezen via peer tutoring: Garant. 2006 (7) 172
Devos, G., Engels, N., Aelterman, A., Bouckenooghe, D., & Hotton, G. (2006). Directeur in een basisschool. Een veelzijdig leid(st)er: Wolters Plantyn. Lambeir, B., Levering, B., Smeyers, P., & Vanobbergen, B. (2006). Zonde van de tijd: zeven opstellen over opvoeding: Van Halewijck. Mottart, A., & Casteleyn, J. (2006). Communiceren en techniek: Academia Press. Soetaert, R. (2006). De cultuur van het lezen: Nederlandse Taalunie. Standaert, R., Troch, F., Peeters, I., & Piedfort, S. (2006). Leren en onderwijzen. Inleiding tot de algemene didactiek: Acco. Van Petegem, P., Devos, G., Mahieu, P., Dang Kim, T., & Warmoes, V. (2006). Hoe sterk is mijn school? Het beleidsvoerend vermogen van Vlaamse scholen: Wolters Plantyn. Verstraete, S., De Bourdeaudhuij, I., De Clercq, D., & Cardon, G. (2006). Meer en beter bewegen. 2005 (3) Blommaert, J., Beyens, K., Meert, H., Hillewaert, S., Verfaillie, K., Stuyck, K., & Dewilde, A. (2005). Grenzen aan de solidariteit: formele en informele patronen van solidariteit in het domein van migratie, huisvesting en veiligheid: Academia Press. Devos, G., Warmoes, V., Verhoeven, J., & Stassen, K. (2005). Ruimte voor personeelsbeleid in Vlaamse scholen: Wolters Plantyn. Valcke, M. (2005). Onderwijskunde als ontwerpwetenschap (3rd edition): Academia Press. Academic book chapters 2012 (7) Devos, G. (2012). Flanders (Belgium): regulated anarchy in catholic and public education. Educational policy in an international context : political culture and its effects, 85-‐94. Devos, G., Eckholm, M., Kofod, K., Seashore Louis, K., & Moos, L. (2012). Political culture and educational reform. Educational policy in an international context : political culture and its effects, 5-‐27. Devos, G., & Schratz, M. (2012). Reform in stable systems (Austria and Belgium-‐Flanders): the impossible dream? Educational policy in an international context : political culture and its effects, 127-‐138. Soetaert, R., & Rutten, K. (2012). Comparative cultural studies and pedagogy. The Cambridge companion to comparative literature and comparative cultural studies. van Velzen, B., Seashore Louis, K., Devos, G., Eckholm, M., & Kofod, K. (2012). 'Wer vorwärts kommen will, muss auch mal rückwarts denken': reflections on the case studies. Educational policy in an international context : political culture and its effects, 193-‐212. Vanderlinde, R. (2012). De kloof tussen onderzoek en praktijk: HTNO als oplossingsscenario? HTNO : Brug tussen onderzoek en onderwijs, 27-‐30. Vansieleghem, N. (2012). Philosophy with children as an exercise in Parrhesia: an account of a philosophical experiment with children in cambodia. Philosophy for children in transition : problems and prospects, 23, 152-‐169. 2011 (5) Pynoo, B., Devolder, P., Tondeur, J., van Braak, J., Duyck, W., & Duyck, P. (2011). University students' acceptance of a web-‐based course management system. Technology acceptance in education : research and issues, 125-‐144. 173
Tondeur, J., van Braak, J., Voogt, J., & Fisser, P. (2011). Maak kennis met Technological Pedagogical Content Knowledge: een conceptueel model voor het opleiden van leraren. ICT & Onderwijsvernieuwing, 28, 1-‐30. Vanhoof, J., Verhaeghe, G., Van Petegem, P., & Valcke, M. (2011). Datageletterdheid versterken bij scholen: lessen uit het schoolfeedbackproject. Kwaliteitszorg in het onderwijs. Vansieleghem, N. (2011). Au-‐delà des mécanismes du marché et du capital: l'école du peuple comme mise en oeuvre d’une vraie alternative. 25 ans d’enseignement Freinet à Gand : le livre du colloque du 20 novembre 2010, 69-‐80. Vansieleghem, N. (2011). Voorbij de mechanismen van de markt en het kapitaal: l'école du peuple als inzet voor een waar alternatief. 25 jaar Freinetonderwijs in Gent : boek : colloquium : 20 november 2010, 69-‐80. 2010 (10) Aesaert, K., Vanderlinde, R., & van Braak, J. (2010). Ontwikkeling van een ICT-‐beleidsplan via pICTos: drie schoolportretten. Ict En Onderwijshernieuwing : Schoolleiding En Begeleiding, 25, 69-‐95. Desoete, A., Valcke, M., Vansteenbrugge, H., & Burny, E. (2010). Problemen in rekenen-‐wiskunde. Onderwijskunde als ontwerpwetenschap : een inleiding voor ontwikkelaars van instructie en voor toekomstige leerkrachten, 638-‐691. Devolder, A., Vanderlinde, R., Tondeur, J., & van Braak, J. (2010). De ICT-‐coördinator in Vlaanderen: rollen, taken, en uitdagingen. ICT & Onderwijsvernieuwing, 1-‐12. Rots, I. (2010). Waarom stappen afgestudeerden aan de lerarenopleiding (niet) in het lerarenberoep? Een studie naar de rol van de lerarenopleiding. Personeel en organisatie, 24, 77-‐110. Smeyers, P. (2010). Psychoanalysis and education. International encyclopedia of education, 92-‐96. Smeyers, P. (2010). Statistics and the inference to the best explanation: living without complexity? Educational research : the ethics and aesthetics of statistics, 5, 161-‐176. Smeyers, P., & Depaepe, M. (2010). Representation or hard evidence? The use of statistics in education and educational research. Educational research : the ethics and aesthetics of statistics, 5, 1-‐11. Soetaert, R., Bourgonjon, J., & Rutten, K. (2010). Games: retoriek van verhaal & spel. Maak mij wat wijs : media kennen, begrijpen en zelf creëren, 156-‐166. Vansieleghem, N. (2010). De publieke dimensie van het portret in 'image based research'. De publieke betekenis van pedagogisch denken en handelen : bijdragen aan de veertiende landelijke pedagogendag, 112-‐122. Verhaeghe, G., Vanhoof, J., Van Petegem, P., Verhaeghe, J., & Van Damme, J. (2010). Het gebruik van outputgegevens in basisscholen: concretiseringen en illustraties uit het Schoolfeedbackproject. Kwaliteitszorg in het onderwijs, 27(27), 29-‐57. 2009 (11) De Backer, L., & Van Keer, H. (2009). Tutors aan de slag met kansarme en/of allochtone leerlingen: mogelijkheden, succesfactoren en randvoorwaarden van student tutoring in het (secundair) onderwijs. Handboek leerlingenbegeleiding 2, 23, 19-‐44. De Smet, C., & De Wever, B. (2009). Didactisch gebruik van wiki's. Ict En Onderwijshernieuwing : Schoolleiding En Begeleiding(22), 85-‐104. Denis, B., Valcke, M., & van Braak, J. (2009). National policies and practices on ICT in education: Belgium. Cross-‐National Information and Communication Technology. Policies and Practices in Education., 83-‐102. 174
Glorieux, I., Heyman, R., Jegers, M., & Taelman, M. (2009). Profiel en ervaring van de deelnemers aan de examencommissie en het tweedekansonderwijs in Vlaanderen. Gids sociaal-‐cultureel en educatief werk, 56, 357-‐370. Hoogewijs, B. (2009). Our underachieving colleges? Grenzen aan de ethiek?, 7, 7-‐10. Mottart, A. & A. De Bisschop (2009) Aktionsforschung für und von Lehrern in Flandern und den Niederlanden. In: Hollenbach, N. & Tillmann, K.-‐J. (Hrsg.): Die Schule forschend verândern. Praxisforschung aus nationaler und internationaler Perspektive. Bad Heilbrunn: Klinckhardt Verlag, pp. 15-‐100. Smeyers, P. (2009). Nietzschean ethics and authenticity. Beyond the consensual and the subjective. Nietzsche, culture and education, 63-‐82. Smeyers, P. (2009). Revisiting Achilles’ sadness that no method can be found. Educational research: Proofs, arguments, and other reasonings, 161-‐176. Smeyers, P., & Depaepe, M. (2009). Rhetoric and argument in the language of education and educational research. Educational research: Proofs, arguments, and other reasonings, 1-‐8. Smeyers, P., & Levering, B. (2009). Assessing the quality of educational research in the Netherlands. Assessing the quality of educational research in Higher Education, 315-‐326. Tondeur, J., Coenders, A., van Braak, J., ten Brummelhuis, A., & Vanderlinde, R. (2009). Using online tools to support technology integration in education. Handbook of research on new media literacy at the K-‐12 level : issues and challenges, 437-‐450. Vergaert, A., De Poorter, J., & De Lange, J. (2009). Exploring alternative pupil concepts in the classroom using concept cartoons and conceptual experiments with cheap materials. Docente Europeo: Move’ in science (134648-‐2007-‐IT-‐COMENIUS-‐CMP). 2008 (14) Aelterman, A. (2008). Een perspectief op de lerarenopleiding. Gelijke kansen op school: het kan! Zestien sporen voor praktijk en beleid., 361-‐387. Bourgonjon, J., Rutten, K., Vanhooren, S., & Soetaert, R. (2008). Games als & in educatie. Jongeren & Gaming. Over de effecten van games, nieuwe sociale netwerken en educatieve kansen, 117-‐158. De Backer, L., & Van Keer, H. (2008). Student tutoring: of hoe studenten de onderwijskansen van allochtone en/of kansarme leerlingen kunnen bevorderen. Praktijkgids voor de basisschool, ?(?), ?-‐? Devos, G. (2008). Professionalisering van schoolbesturen: hefbomen voor een sterke bestuurskracht. Personeel en organisatie. Schoolleiding en begeleleiding 2, 19, 1-‐22. Smeyers, P. (2008). Afterword. Educational research : the educationalization of social problems, 3, 227-‐
237. Smeyers, P. (2008). Initiatie. De lichtheid van het opvoeden : een oefening in kijken, lezen en denken, 41-‐
53. Smeyers, P., & Depaepe, M. (2008). Pushing social responsibilities: the educationalization of social problems. Educational research : the educationalization of social problems, 3, 1-‐11. Standaert, R. (2008). Competenties: een zoektocht naar toegevoegde waarde. Competentie-‐
ontwikkelend onderwijs : een verkenning, 55-‐70. Tuytens, M., & Devos, G. (2008). Evaluaties van leerkrachten: een schrikwekkend vooruitzicht of met gejuich onthaald? De directeur maakt het verschil. Personeelsevaluatie als positief gegeven, 263-‐
268. Valcke, M. (2008). Competentieontwikkelend onderwijs in Vlaanderen? Competentieontwikkelend Onderwijs, 11-‐28. 175
van Braak, J., Vanderlinde, R., De Windt, V., Tondeur, J., De Muynck, E., Sinnaeve, I., & Hermans, R. (2008). Plannen van ICT op school (pICTos): Een onlinebeleidstool voor ICT op school. ICT-‐
eindtermen in school-‐ en klaspraktijk., 119-‐142. Vansieleghem, N. (2008). De wil tot dialoog. De schaduwzijde van onze welwillendheid, 135-‐159. Vansieleghem, N. (2008). Spreken. De lichtheid van het opvoeden: een oefening in kijken, lezen en denken, 125-‐139. Vansieleghem, N., & Vanobbergen, B. (2008). The 'educationalisation' of the language of Progressivism. Educational Research: the educationalization of social problems, 3, 97-‐108. 2007 (14) Aelterman, A. (2007). Een schoolopdracht voor de leraar secundair onderwijs: een gemiste kans? Tussen taal, spelling en onderwijs. Essays bij het emeritaat van Frans Daems., 1-‐10. Brusselmans-‐Dehairs, C., & Valcke, M. (2007). Belgium. The Education Systems of Europe, 104-‐127. Engels, N., van Braak, J., & Vandervelde, J. (2007). Aanbevelingen. Conferentie na de peiling Informatieverwerving en -‐verwerking : secundair onderwijs, eerste graad A-‐stroom, 17-‐26. Haerens, L., & Verstraete, S. (2007). Naar school om te bewegen. Bewegingswetenschap in beweging : een bloemlezing uit 100 jaar sportwetenschappelijk onderzoek aan de Universiteit Gent, 110-‐112. Rutten, K., Soetaert, R., & Mottart, A. (2007). Verhalen in en als educatie. Vlaams onderzoek naar cultuureducatie, 2007, 50-‐68. Smeyers, P. (2007). The invisible homogenization of educational research. On opening up the sphere of responsiveness. Educational Research: Networks and Technologies, 85-‐104. Smeyers, P. (2007). On the limits of empirical educational research, beyond the fantasy: A rejoinder to D.C. Phillips. Philosophy, methodology and educational research, 333-‐350. Smeyers, P. (2007). Reasons and causes in educational research: Overcoming dichotomies and other conceptual confusions. Philosophy, methodology and educational research, 227-‐249. Smeyers, P., & Depaepe, M. (2007). Networks and technologies: On the continuity and change of educational research and practice. Educational Research: Networks and Technologies, 3-‐14. Spoelders, M. (2007). Voorwoord Huldealbum Fred van Besien. Naar Panama, 7-‐11. Valcke, M. (2007). Gevaren en mogelijkheden van Internet. Kinderrechten en ouderlijke verantwoordelijkheid, 99-‐124. Van Keer, H. (2007). Peer tutoring: met z’n tweeën is beter dan alleen! Praktijkgids voor de basisschool, 1, 1-‐10. Vansieleghem, N. (2007). Public space in a network society? A note on the call for public space (philosophy) in education today. Educational Research: Networks and Technologies, 137-‐148. Vermeulen, K., Vlerick, P., Aelterman, A., & Rots, I. (2007). A test of the social active learning hypothesis among beginning teachers. Psychosocial resources in Human Care Systems, 149-‐159. 2006 (17) Burssens, D., & Sinnaeve, I. (2006). Over mogen, moeten, willen en kunnen werken. Werk in het jeugdonderzoek 2000-‐2005. Jongeren van nu en straks. Overzicht en synthese van recent jeugdonderzoek in Vlaanderen., 109-‐130. Cardon, G., De Bourdeaudhuij, I., Haerens, L., & Verstraete, S. (2006). Sport-‐ en bewegingspromotie in schoolcontext in Vlaanderen. Sportbeleid in Vlaanderen, II, 149-‐156. Depaepe, M., Lauwers, H., & Simon, F. (2006). The Feminization of the Teaching Profession in Belgium in the Nineteenth and Twentieth Centuries. Women and Teaching. Global Perspectives on the Feminization of a Profession, 155-‐183. 176
Devos, G., & Willem, A. (2006). Change, learning and knowledge management. Organizational Behaviour, 628-‐668. Lombaert, E., Veevaete, P., Schuurman, D., Hauttekeete, L., & Valcke, M. (2006). A special tool for special children: creating an ICT tool to fulfil the educational and social needs of long-‐term or chronic sick children. Current Developments in Technology-‐Assisted Education., VOL. II: Technological Science Education, Collaborative Learning, Knowledge Management pp. 735-‐1404, 1075-‐1080. Mottart, A., & Rutten, K. (2006). Perspectieven vanuit de onderwijspraktijk. De Cultuur van het Lezen, 83-‐
95. Sinnaeve, I. (2006). Wie zal er voor de kinderen zorgen? Kinderopvang in het jeugdonderzoek 2000-‐2005. Jongeren van nu en straks. Overzicht en synthese van recent jeugdonderzoek in Vlaanderen., 47-‐
72. Sinnaeve, I., & Schillemans, L. (2006). Thuis tv-‐kijken, voetballen of naar de jeugdbeweging?! Vrije tijd in het jeugdonderzoek 2000-‐2005. Jongeren van nu en straks. Overzicht en synthese van recent jeugdonderzoek in Vlaanderen., 153-‐186. Smeyers, P. (2006). The labouring sleepwalker: Evocation and expression as modes of qualitative educational research. Postfoundationalist themes in the philosophy of education, 99-‐115. Smeyers, P. (2006). The relevance of irrelevant research; the irrelevance of relevant research. Educational Research: Why ‘What works’ doesn’t work, 95-‐108. Smeyers, P., & Depaepe, M. (2006). On the rhetoric of ‘What works’. Contextualizing educational research and the picture of performativity. Educational Research: Why ‘What works’ doesn’t work, 1-‐16. Soetaert, R., & Rutten, K. (2006). Epiloog. Het lezen van de subcultuur. Talkie-‐walkie. Jongerensubcultuur 4 believers/non-‐believers, 144-‐157. Standaert, R. (2006). Geef aan de keizer wat de keizer toekomt. Lusten en lasten van lokale autonomie. Onderwijs en samenleving. Thema's in het werk van J.C. Verhoeven., 199-‐229. van Braak, J. (2006). Het rendement van ICT in het onderwijs. Ict En Onderwijshernieuwing : Schoolleiding En Begeleiding, 1-‐18. Van Nuffel, K., Rutgeerts, E., & Sinnaeve, I. (2006). Married with children?! Gezin in het jeugdonderzoek 2000-‐2005. Jongeren van nu en straks. Overzicht en synthese van recent jeugdonderzoek in Vlaanderen., 19-‐46. Willem, A., Devos, G., & Buelens, M. (2006). Organization design and effectiveness. Organizational Behaviour, 554-‐587. 2005 (17) Aelterman, A. (2005). Curriculumontwikkelingen in Vlaanderen. De strijd om het curriculum : onderwijssociologische perspectieven op inhoud, vorm en zeggenschap, 47-‐60. Aelterman, A. (2005). Het beleidsvoerend vermogen van een school in functie van een geïntegreerd professionaliseringsbeleid. Beleidsvoerend vermogen van scholen ontwikkelen: een verkenning, 193-‐210. De Smet, C. (2005). Het gebruik van wiki's in onderwijs. Open bron, open inhoud, open leren, 119-‐132. De Smet, M., & Vandeput, L. (2005). Stagebegeleiding met behulp van een elektronische leeromgeving. Digitaal leren. Ict-‐toepassingen in het hoger onderwijs, 109-‐136. De Westelinck, K., & Valcke, M. (2005). The impact of external graphical representations in different knowledge domains: is there a domain specific effect? Designing powerful learning environments to promote deep conceptual and strategic learning in major curricular domains, 213-‐232. De Westelinck, K., & Valcke, M. (2005). Ontwerpen van multimedia leermaterialen. Digitaal leren. Ict-‐
toepassingen in het hoger onderwijs, 33-‐54. 177
De Wever, B., Schellens, T., & Valcke, M. (2005). Samenwerkend leren via informatie-‐ en communicatietechnologie. Digitaal leren: ICT-‐toepassingen in het hoger onderwijs, 75-‐92. Lombaert, E. (2005). Opvoedingsverantwoordelijkheid: van het gezin naar de school... en terug. Reflecties bij de groeiende interesse voor thuisonderwijs. Gezin en opvoeding: weldadig of gewelddadig, 95-‐107. Schepens, A. (2005). Design and methodological issues related to research on partnerships between teacher education institutions and schools. Teacher professional development in changing conditions, 331-‐348. Smeyers, P., & Lambeir, B. (2005). Oneigenlijk maar onvermijdbaar: Over discipline en appel in de opvoeding. Waanzin van het gezin: duurzame relaties en opvoeding in de 21ste eeuw, 181-‐192. Standaert, R. (2005). De te snelle opmars van Europa. Enkele kritische reflecties. Europa als macht?, 111-‐
129. Standaert, R., & Maes, B. (2005). El sistema educativo flamenco (Belgica). Los sistemos educativos europeos. Crisis o transformacion ?, 119-‐148. Tondeur, J. (2005). Leren spelen zichtbaar maken. Over de betekenis van EVC binnen kadervorming. Aanwakkeren., 59-‐68. Tondeur, J., Valcke, M., & van Braak, J. (2005). ICT-‐competenties in het lager onderwijs: een nieuwe fase van ICT-‐integratie. Ict En Onderwijshernieuwing : Schoolleiding En Begeleiding, 1-‐18. Valcke, M., & D'Haese, I. (2005). Naar een digitale didactiek? Digitaal leren., 15-‐32. Vansieleghem, N. (2005). 'Word wat je wil!', en dan? Idealen, Idolen en iconenn van de pedagogiek, 194-‐
201. Willem, A., Devos, G., & Buelens, M. (2005). Organization structure and types. Organizational Behaviour, 520-‐553. Edited academic books 2011 (3) Aandacht voor ICT in onderwijs: onderzoek, beleid en praktijk in balans? Proceedings VFO-‐studiedag. (2011). Vakgroep Onderwijskunde. Management en marketing van culturele belevingen. (2011). Garant. Philosophy for children in transition: problems and prospects. (2011). Wiley. 2010 (2) Book of abstracts: 14th international meiofauna conference. (2010). Vlaams Instituut voor de Zee (VLIZ). Smeyers, P., & Depaepe, M. (2010). Educational research: the ethics and aesthetics of statistics: Springer. 2009 (4) Drieëntwintigste Conferentie Het Schoolvak Nederlands. (2009). Academia Press. Educational research. Proofs, arguments, and other reasonings: The language of education. (2009). Springer. Evidence based educational policy’: What evidence? What basis? Whose policy? (2009). Wiley-‐Blackwell. The state of Higher Education in South-‐Africa: Fifteen years since democracy. (2009). University of South Africa Press. 178
2008 (6) Current issues in educational linguistics. (2008). Educational research: the educationalisation of social problems. (2008). Springer. Educationalization. (2008). Springer. Focusing on method. (2008). Routledge. Scientia Paedagogica Experimentalis. (2008). Universiteit Gent. Tweeëntwintigste Conferentie Het Schoolvak Nederlands. (2008). Academia Press. 2007 (5) Bullying at school. (2007). Educational research. (2007). Springer. Refuge in theory. (2007). Blackwell Publishing. Scientia Paedagogica Experimentalis. (2007). Universiteit Gent. Scientia Paedagogica Experimentalis XLIV(2). (2007). 2006 (3) Postfoundationalist themes in the philosophy of education. (2006). Basil Blackwell. Scientia Paedagogica Experimentalis. (2006). Universiteit Gent. Twintigste Conferentie Het Schoolvak Nederlands. (2006). Academia Press. 2005 (3) Designing powerful learning environments to promote deep conceptual and strategic learning in major curricular domains. (2005). Leuven University Press. Meten en Onderwijskundig onderzoek. (2005). Academia Press. Scientia Paedagogica Experimentalis. (2005). Universiteit Gent. Published Conference Papers in Web of Science 2012 (12) Bourgonjon, J., Rutten, K., & Soetaert, R. (2012). Video games and civic learning. Paper presented at the 6th European Conference on Games Based Learning, Proceedings. Casteleyn, J., & Mottart, A. (2012). Presenting material via graphic organizers in science classes in secondary education. Paper presented at the Procedia Social and Behavioral Sciences. De Backer, L., Van Keer, H., & Valcke, M. (2012). Fostering university students' metacognitive regulation through peer tutoring. Paper presented at the 3rd International Conference on Education and Educational Psychology, Proceedings. Devos, B., & Casteleyn, J. (2012). Werken aan presentatietechieken van leerlingen via nieuwe media. Paper presented at the 26ste conferentie : Het Schoolvak Nederlands, Proceedings. 179
Gielen, M., & De Wever, B. (2012). Peer assessment in a Wiki: product improvement, students' learning and perception regarding peer feedback. Paper presented at the Procedia : Social & Behavioral Sciences. He, Q., Valcke, M., & Aelterman, A. (2012). A qualitative study of in-‐service teachers' evaluation beliefs. Paper presented at the Procedia : Social & Behavioral Sciences. Laire, D., Casteleyn, J., & Mottart, A. (2012). Social media's learning outcomes within writing instruction in the EFL classroom: exploring, implementing and analyzing storify. Paper presented at the Procedia Social and Behavioral Sciences. Merchie, E., & Van Keer, H. (2012). Spontaneous mind map use and learning from texts: the role of instruction and student characteristics. Paper presented at the Procedia : Social & Behavioral Sciences. Raes, A., & Schellens, T. (2012). The impact of web-‐based inquiry in secondary science education on students' motivation for science learning. Paper presented at the Procedia : Social & Behavioral Sciences. Raes, A., Schellens, T., De Wever, B., Kollar, I., Wecker, C., Fischer, F., . . . Songer, N. (2012). Scripting science inquiry learning in CSCL classrooms. Paper presented at the 10th International Conference of the Learning Sciences, Proceedings. Vanderhoven, E., Raes, A., Schellens, T., & Montrieux, H. (2012). Face-‐to-‐face peer assessment in secondary education: does anonymity matter? Paper presented at the Procedia : Social & Behavioral Sciences. Vandevelde, S., Vandenbussche, L., & Van Keer, H. (2012). Stimulating self-‐regulated learning in primary education encouraging versus hampering factors for teachers. Paper presented at the Procedia : Social & Behavioral Sciences. 2011 (4) Bourgonjon, J., & Hanghøj, T. (2011). What does it mean to be a game literate teacher? Interviews with teachers who translate games into educational practice. Paper presented at the Proceedings of the 5th European conference on games-‐based learning. He, Q., Valcke, M., & Zhu, C. (2011). Promoting a special learning environment for second language learning in a Chinese rural primary school. Paper presented at the Procedia : Social & Behavioral Sciences. Van Vreckem, C., Desoete, A., & Van Keer, H. (2011). Poor comprehensive readers: what do we know about their profile? Paper presented at the Procedia Social and Behavioral Sciences. Vlieghe, J., Bourgonjon, J., Rutten, K., & Soetaert, R. (2011). What happens off the field? Proposing a rhetorical approach of the affinity spaces surrounding games. Paper presented at the Proceedings of the 5th European conference on games-‐based learning. 2010 (4) Casteleyn, J., & Mottart, A. (2010). Slidecast yourself: exploring the possibilities of a new online presentation tool. Paper presented at the International Professional Communication Conference. Degrez, L., Valcke, M., & Berings, L. (2010). Peer assessment of oral presentation skills. Paper presented at the Procedia Social and Behavioral Sciences. Degrez, L., Valcke, M., & Berings, L. (2010). Student response system and learning oral presentation skills. Paper presented at the Procedia Social and Behavioral Sciences. Van Steenbrugge, H., Valcke, M., & Desoete, A. (2010). Do curriculum materials and teachers matter in elementary mathematics? Paper presented at the Proceedings of the 34th PME Conference. 180
2007 (1) De Wever, B., Mechant, P., Veevate, P., & Hauttekeete, L. (2007). E-‐Learning 2.0: Social software for educational use. Paper presented at the Ism Workshops 2007: Ninth Ieee International Symposium on Multimedia -‐ Workshops, Proceedings. 2005 (1) Smeyers, P., & Burbules, N. C. (2005). 'Practice': a central educational concept. Paper presented at the Philosophy of Education. Published Conference Papers (not incl. in Web of Science) 2012 (4) Bourgonjon, J., Rutten, K., & Soetaert, R. (2012). Video games and civic learning. Paper presented at the 6th European Conference on Games Based Learning, Proceedings. Devos, B., & Casteleyn, J. (2012). Werken aan presentatietechieken van leerlingen via nieuwe media. Paper presented at the 26ste conferentie : Het Schoolvak Nederlands, Proceedings. Smeyers, P. (2012). Moral perception and judgement and a truly radical change of social practices: a reply to Paul Standish's 'Registers of the religious'. Paper presented at the Ethics and Education. Vandermeersche, G. (2012). Literatuuronderwijs en het belang van verhalen. Paper presented at the HSN : Het Schoolvak Nederlands, Proceedings. 2011 (8) Casteleyn, J. (2011). Prezi of PowerPoint? Of gebruik je liever niets? Paper presented at the 25ste conferentie : Het Schoolvak Nederlands, Proceedings. De Backer, L., Van Keer, H., & Valcke, M. (2011). Peer tutoringinteracties als stimulator van metacognitieve regulatievaardigheden? Paper presented at the Onderwijs research dagen, Proceedings. De Naeghel, J., Van Keer, H., & Vansteenkiste, M. (2011). Autonome en gecontroleerde leesmotivatie van basisschoolleerlingen in de vrije tijd en op school. Paper presented at the Onderwijs research dagen, Proceedings. De Smet, C., Bourgonjon, J., De Wever, B., Schellens, T., & Valcke, M. (2011). Secondary schoolteachers' instructional use of learning management systems. Paper presented at the INTED 2011 proceedings. Merchie, E., & Van Keer, H. (2011). Een interventiestudie naar Mind Mapping en tekstverwerking in de derde graad lager onderwijs. Paper presented at the Onderwijs research dagen, Proceedings. Pynoo, B., Tondeur, J., van Braak, J., Duyck, W., Sijnave, B., & Duyck, P. (2011). Assessing teachers' acceptance of educational technologies: beware for the congruency between user acceptance and actual use. Paper presented at the 19th international conference on computers in education, Proceedings. 181
Raes, A., Schellens, T., De Wever, B., & Vanderhoven, E. (2011). Multiple modes of scaffolding to enhance web-‐based inquiry. Paper presented at the CSCL 2011 Proceedings. Vandevelde, S., & Van Keer, H. (2011). Studying primary school children's self-‐regulated learning. Paper presented at the Onderwijs research dagen, Proceedings. 2010 (7) Burny, E., Valcke, M., & Desoete, A. (2010). It's about time: an explanatory study on children's difficulties with the concept of time. Casteleyn, J. (2010). Slidecast yourself: studenten geven presentaties op het internet. Paper presented at the 24ste conferentie : Het Schoolvak Nederlands (HSN24), Proceedings. De Backer, L., Van Keer, H., & Valcke, M. (2010). De impact van reciproke peer tutoring op de metacognitie van studenten hoger onderwijs. Paper presented at the Onderwijs research dagen, Proceedings. Pynoo, B., Tondeur, J., van Braak, J., & Duyck, P. (2010). Exploring the link between members' acceptance and use of a portal for education. Paper presented at the European Conference on Educational Research, Contributions. Raes, A., Schellens, T., & De Wever, B. (2010). The impact of web-‐based collaborative inquiry for science learning in secondary education. Paper presented at the 9th International conference of the learning sciences, Proceedings. Smeyers, P. (2010). On the willingness to revise our concepts and the quality of arguments. Paper presented at the Philosophy of Education Society of Great Britain 2010. Van Steenbrugge, H., Valcke, M., & Desoete, A. (2010). Moeilijke onderwerpen in het wiskundecurriculum: een bevraging bij leerkrachten uit het Vlaamse basisonderwijs. Paper presented at the Waardevol reken-‐wiskundeonderwijs : kenmerken van kwaliteit. 2009 (4) Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2009). Exploring the acceptance of video games in the classroom by secondary school students. Paper presented at the 17th international conference on computers in education, Proceedings. Smeyers, P. (2009). Philosophy of ... Philosophy and ... On the transformation of educational systems: Taking the conditions we find ourselves in seriously. Paper presented at the Philosophy of education and the transformation of educational systems. La philosophie de l’éducation et la transformation des systèmes éducatifs. Die Bildungs-‐ und Erziehungsphilosophie und der Wandel der Bildungssysteme. Smeyers, P. (2009). Statistics and the inference to the best explanation. Living without complexity. Paper presented at the Philosophy and history of the discipline of education. Faces and spaces of educational research. Van Steenbrugge, H., Valcke, M., & Desoete, A. (2009). Mathematics learning difficulties: an analysis of primary school teachers' perceptions. Paper presented at the Nordic research in mathematics education : proceedings form NORMA08 in Copenhagen. 2008 (9) Devolder, P., Pynoo, B., Duyck, P., & Sijnave, B. (2008). Personality, technology belief context and acceptance: framework and empirical testing. Paper presented at the ICIS 2008 Proceedings. 182
Pynoo, B., Devolder, P., Voet, T., Vercruysse, J. A. N., Adang, L. U. C., & Duyck, P. (2008). Monitoring the PACS implementation process in a large university hospital. Paper presented at the SIIM 2008 -‐ Scientific Abstract Book. Rots, I. (2008). Waarom stappen afgestudeerden aan de lerarenopleiding (niet) in het lerarenberoep? Een studie naar de rol van de lerarenopleiding. Paper presented at the Licht op leren. Proceedings van de 35e Onderwijs Research Dagen. Sang, G., Valcke, M., & van Braak, J. (2008). How student teachers’ educational beliefs and self-‐efficacy translate to their prospective ICT use in education. Valcke, M., Zhu, C., & Schellens, T. (2008). A cross-‐cultural study of student learning in e-‐learning environments. Paper presented at the Conference Book of the EARLI 2008 Advanced Study Colloquium Research on Cultural Differences and the Influence on Education in Teaching and Teacher Education. Van der Veken, J., Valcke, M., Muijtjens, A., De Maeseneer, J., & Derese, A. (2008). The potential of the Inventory of Learning Styles to study student's learning patterns in three thypes of medical curricula. Paper presented at the Annual conference of the European Learning Styles Information Network, 13th, Proceedings. Zhu, C., Valcke, M., & Schellens, T. (2008). Collaborative learning in a social constructivist e-‐learning environment: a cross-‐cultural study. Paper presented at the ELSIN XIII : Proceedings of the 13th annual conference of the European Learning Styles Information Network. Style and cultural differences: How can organisations, regions and countries take advantage of style differences. Zhu, C., Valcke, M., & Schellens, T. (2008). Student learning: beliefs, conceptions, and approaches: is there a cross-‐cultural pattern? Paper presented at the ELSIN 2008: Style and cultural differences: how can organizations, regions and countries take advantage of style differences? Zhu, C., Valcke, M., & Schellens, T. (2008). Students’ perceptions of, motivation and learning strategies in a constructivist elearning environment: comparing Cginese and Flemish university students. Paper presented at the Conference Book of the EARLI 2008 Advanced Study Colloquium Research on Cultural Differences and the Influence on Education in Teaching and Teacher Education. 2007 (8) Chikasha, S., Van Petegem, W., Boullart, L., & Valcke, M. (2007). Impact of multimedia-‐enhanced eLearning communities on cognitive load and learning outcomes considering the learner's cognitive style. Paper presented at the eLearning Africa 2007. Book of abstracts. De Smet, M., Van Keer, H., & Valcke, M. (2007). Cross-‐age peer tutors in asynchronous discussion groups. Promoting tutors' efficacy beliefs and grading up the quality of interventions. Paper presented at the Developing potentials for learning. De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2007). Roles as structuring tool in online discussion groups: Studying students' role performance and the impact on knowledge construction. Paper presented at the Developing potentials for learning. Pynoo, B., Devolder, P., Voet, T., Vercruysse, J. A. N., Adang, L. U. C., & Duyck, P. (2007). Attitude as a measure for acceptance: Monitoring IS implementation in a hospital setting. Paper presented at the Proceedings of the 6th HCI in MIS Research Workshop. Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2007). Fostering university students' knowledge construction in asynchronous discussion groups by means of the use of knowledge types. Paper presented at the Developing potentials for learning. 183
Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2007). The Use of "Knowledge Types" as Scripting Tool to Enhance Critical Thinking in Online Discussions. Paper presented at the The Computer Supported Collaborative Learning (CSCL) Conference 2007, Vol.8. Schuyten, G., & Ferla, J. (2007). Can authentic assessment help in delivering competent consumers of statistics for non-‐academic professions? Paper presented at the Proceedings IASE Satellite Conference on Assessing Student Learning in Statistics. Standaert, R. (2007). Europe's higher education and the Bologna process. Paper presented at the Euprera Congress 2005 Lissabon. New challenges for public relations. 2006 (6) Chikasha, S., Boullart, L., Van Petegem, W., & Valcke, M. (2006). Collaborative learning in e-‐learning text based asynchronous and synchronous learning communities by distance students in developing African countries: Impact on student satisfaction and learning outcomes. Paper presented at the 36th Annual Conference of the Southern African Computer Lecturers Association : Conference Proceedings. De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2006). Applying role assignment and self-‐
assessment to support social knowledge construction in asynchronous discussion groups. Paper presented at the Current developments in Technology-‐Assisted Education. Proceedings of m-‐
ICTE2006. VOL. II: Technological Science Education, Collaborative Learning, Knowledge Management. Pynoo, B., Devolder, P., Voet, T., Adang, L. U. C., Vercruysse, J. A. N., & Duyck, P. (2006). Getting a whole hospital on the PACS bandwagon -‐ E-‐learning for clinicians in a University Hospital. Paper presented at the Mir2006. Rots, I. (2006). Instroom in het lerarenberoep van afgestudeerden aan de lerarenopleiding secundair onderwijs. Paper presented at the Samen kennis ontwikkelen. Proceedings van de 33e Onderwijs Research Dagen. Rutten, K. (2006). Situated Meaning: Social Languages and Cultural Models. Confronting VJ9 with the James Gee phd Workshop. Paper presented at the Verbindingen/ Jonctions 9. The language of sharing. Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2006). About scripting: the effects of two CSCL scripts on university students' critical thinking. Paper presented at the Current developments in technology-‐assisted education : proceedings of m-‐ICTE2006, vol. II : technological science education, collaborative learning, knowledge management. 2005 (13) De Smet, M., De Wever, B., Van Keer, H., & Valcke, M. (2005). On line tutors onder de loep: een analyse van tutorbijdragen binnen asynchrone discussiegroepen. Paper presented at the Meten en Onderwijskundig onderzoek. Proceedings of ORD2005. De Smet, M., Van Keer, H., De Wever, B., Valcke, M., & Schellens, T. (2005). Graduate students as peer tutors in asynchronous discussion groups: An exploration of individual tutoring styles. Paper presented at the Integrating Multiple Perspectives on Effective Learning Environments. De Westelinck, K., & Valcke, M. (2005). Zijn er bijkomende designprincipes nodig om de CTMl uit te breiden? Paper presented at the Meten en Onderwijskundig onderzoek. Proceedings of ORD2005. De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2005). Comparing analysis schemes and applying multilevel modelling: Methodological issues in the study of the impact of role assignment in 184
asynchronous discussion groups. Paper presented at the Interactive Muliple Perspectives on Effective Learning Environments. De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2005). Een onderzoek naar de impact van rollen in asynchrone discussiegroepen: meetinstrumenten en analysetechnieken. Paper presented at the Meten en Onderwijskundig onderzoek. Proceedings of ORD2005. Rots, I. (2005). Het belang van de lerarenopleiding voor de beroepsbetrokkenheid en de instroom in het lerarenberoep en de afgestudeerden. Paper presented at the Meten en onderwijskundig onderzoek. Proceedings van de 32e Onderwijs Research Dagen 2005. Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2005). Comparing knowledge construction in two cohorts of asynchronous discussion groups with and without role assignment. Paper presented at the Integrating Multiple Perspectives on Effective Learning Environments. Schellens, T., Van Keer, H., Valcke, M., & De Wever, B. (2005). The impact of role assignment as scripting tool on knowledge construction in asynchronous discussion groups. Paper presented at the Proceedings of CSCL 2005. Tondeur, J., Valcke, M., & van Braak, J. (2005). ICT competenties in het Vlaamse basisonderwijs. Paper presented at the Meten en Onderwijskundig onderzoek. Proceedings of ORD2005. Valcke, M., & De Westelinck, K. (2005). Extending the cognitive theory of multimedia learning: the need for additional design principles? Paper presented at the Integrating Multiple Perspectives on Effective Learning Environments. Valcke, M., & Schellens, T. (2005). Dissecting a design-‐based research cycle: deriving strengths and weaknesses in view of future studies. Paper presented at the Integrating Multiple Perspectives on Effective Learning Environments. Van Keer, H., De Wever, B., & Valcke, M. (2005). Self-‐assessment en kennisconstructie in asynchrone discussiegroepen. Paper presented at the Meten en Onderwijskundig Onderzoek. Van Keer, H., De Wever, B., & Valcke, M. (2005). Uncovering the impact of self-‐assessment on freshman's social construction of knowledge in online asynchronous discussion groups. Paper presented at the Interactive Muliple Perspectives on Effective Learning Environments. Research reports Performances, compositions, designs and exhibitions Website, databases, new media Book reviews, newspaper publications 185
D. PhD-‐related activities PPW 1.3 D.1 Overview of doctoral researchers per supervisor enrolled as doctoral X student Ph.D defended 2005-‐ 2006-‐ 2007-‐ 2008-‐
2006 2007 2008 2009 Antonia Aelterman Isabel Rots X X X X Annemie Schepens X Karen Van Petegem X X X Ilse Ruys X X Geert Devos Hester Hulpia X X X X Melissa Tuytens X X X Ellen Feys Debbie De Neve Diya Dou Bénédicte Vanblaere Eva Vekeman Bram De Wever Mario Gielen Michiel Voet André Mottart Annelies Raes X Jordi Casteleyn Delphine Laire Jean-‐Paul Van den heede Valerie Van Vooren Tammy Schellens Annelies Raes Ellen Vanderhoven Hannelore Montrieux Paul Smeyers Elias Hemelsoet X Stijn Mus X Pieter-‐Jan Decoster Ronald Soetaert An bisschop De X X X X Kris Rutten X X X Geert Vandermeersche X Joachim Vlieghe Marc Spoelders Nancy Vansieleghem X 186
2009-‐ 2010-‐ 2011-‐ 2012-‐
2010 2011 2012 2013 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Discipline Cluster Educational Sciences
Ruth Katrien Martin Valcke Luc Marijke Katrien Bram Johan Ling Evelien Gudula Isabel Jo Chang Rondas Vandendriessche Goedele Guoyuan Hendrik Ningning Jeroen Elise Liesje Cindy Qiaoyan Maria Fernanda Samuel Benjamim Lin Samuel Abid Hussain Johan van Braak Ruben Lien Ruben Bram Koen Anneline Evelien Hilde Van Keer Jessie Sabrina Liesje Lin An Emmelien Fien Verhaeghe Sang Van Steenbrugge Zhao Bourgonjon Burny De Backer De Smet He Lucero Vasquez De Grez De Smet De Westelinck De Wever Ferla Li Lombaert Naiga Basaza Raemdonck Tondeur Zhu Matlombe Wu Chikasha Shahzad Hermans Ghysens Vanderlinde Pynoo Aesaert Devolder Van Laere De Naeghel Vandevelde De Backer Wu Van de Putte Merchie De Smedt X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 187
X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Discipline Cluster Educational Sciences
D.1bis Overview of doctoral researchers as co-‐ supervisor enrolled as doctoral X student Ph.D defended 2005-‐ 2006-‐ 2007-‐ 2008-‐ 2009-‐ 2010-‐ 2011-‐ 2012-‐
2006 2007 2008 2009 2010 2011 2012 2013 Antonia Aelterman Qiaoyan He X X X X X Tamara Schellens Smet Cindy De X X X X X Carola Strobl X X X X Maria Fernanda Lucero Vasquez X X X X X Ronald Soetaert Jeroen Bourgonjon X X X X X Martin Valcke Leen Aper X X X X Diya Dou X X Jasmien Maes X Nicolas Mpotos X X Lydia Namatende X X Sofie Timmers X X X X Ellen Vanderhoven X X X Jos Vanderveken X X X X Sylvia Mione X X X X X X X Hilde Van Keer Liesje Backer De X X X X X Evelien Opdecam X X X X X Ilse Ruys X X X X X An Van de Putte X X X X X Lin Wu X X X X D.2 Supervision of current Ph.D. projects Antonia Aelterman nihil Geert Devos •
•
•
Debbie De Neve: Teachers’ professional development in differentiated instruction. Antecedents, characteristics and outcomes of workplace learning Diya Dou: Challenges to the Chinese educational system: the critical status of school autonomy Ellen Feys: Evaluating the effectiveness of networks in Flanders. A multiple level approach 188
•
•
Bénédicte Vanblaere: The role of professional learning communities in experienced and expert teacher learning Eva Vekeman: Personnel practices: how do teachers fit in schools? Bram De Wever •
•
Michiel Voet: Integrating computer−supported collaborative learning in history teacher education to promote historical reasoning Mario Gielen: The impact of self and peer assessment in wiki-‐based CSCL-‐environments on students' self regulated learning and learning outcomes André Mottart •
•
•
•
Delphine Laire: Van blad naar beeld – Nieuwe media en schrijfonderwijs in EFL (From print to screen – New media and writing instruction in EFL) Valerie Van Vooren: Onderzoek naar cognitieve en motivationele indicatoren van de communicatieve competentie ‘schrijven’ (Research into cognitive and motivational indicators of the communicative competency ‘writing’) Jean-‐Paul Van den heede: English as a lingua franca in higher education and its impact on teaching and learning. Focus on military higher education (De implicaties van Engels als lingua franca op het onderwijsproces in het hoger onderwijs. Focus op militair hoger onderwijs) Jeroen Masson: The challenges of a differentiated EFL-‐ classroom. (De uitdagingen van een gedifferentieerde EFL-‐klas •
•
•
•
•
Tammy Schellens •
Annelies Raes: The impact of web-‐based collaborative inquiry for science learning in secondary education Hannelore Montrieux: Mobile learning in secondary education.The use of tablet PC’s as a learning tool to motivate students and to stimulate self-‐regulated and collaborative learning. Ellen Vanderhoven: the development, implementation, and evaluation of educational tools to raise the awareness of privacy issues in online social networks Tijs Rotsaert: Implementing peer assessment in secondary education and increasing anonymity by using Classroom Response Technology Basma Salameh: Curriculum development in Nurse education Carola Strobl: Autonomie en retentie in de ICT-‐ondersteunde tweedetaalverwerving. Een vergelijkend onderzoek van een instructivistische en een constructivistische online-‐leeromgeving. Paul Smeyers • Pieter-‐Jan Decoster: Thinking, learning, becoming. Cinema as an educational experience. • Elias Hemelsoet: A critical appraisal of policies and practices focusing upon the right to education: the case of the Roma in Gent. 189
• Stijn Mus: On the nature of truth in educational sciences: The challenge of the arts to the reconstruction of the researcher. Ronald Soetaert •
•
Geert Vandermeersche: Literature Teaching: the narrative construction of a discipline Joachim Vlieghe: Rhetorical analysis of social media. The relationship between digital public spaces and traditional institutions for cultural transmission. Martin Valcke •
•
•
•
•
•
•
Jeroen Bourgonjon: Playing video games in secondary education: evaluation of the curriculum relevance Liesje De Backer: Reciprocal same-‐age peer tutoring in higher education: a study of the impact and interaction patterns Cindy De Smet: Evaluation of the impact of learning management systems in secondary education Qiaoyan He: Performance evaluation as a catalyst for an innovative Chinese teacher education program. Maria Lucero Vasquez: Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers Abid Hussain Shahzad: Towards an innovation of teacher education in Pakistan. Lin Wu: Self-‐assessment to promote reading comprehension and reading motivation in secondary education poor readers Johan van Braak •
•
•
•
Anneline Devolder, Effects of scaffolding on selfregulated learning and domain specific knowledge construction in a digital learning environment. Koen Aesaert, Identification and measurement of digital competences in primary education. Evelien Van Laere, A digital learning environment to support multilingual education in primary school. Lisa Dewulf (with Mieke Van Houtte), Effects of educational innovations in social-‐ethnic segregated schools. Hilde Van Keer •
•
•
Fien De Smedt: Explicit strategy instruction, collaborative writing and ICT in writing instruction. A quasi-‐experimental study of the effects on writing skills and self-‐regulation in elementary education Emmelien Merchie: A quasi-‐experimental study of the impact of author-‐provided and student-‐
generated Mind Maps on processing and learning text information in elementary education Sabrina Vandevelde: The effects of student tutoring on fifth and sixth graders’ self-‐regulated learning 190
D.3 Supervision of PhD’s defended at Ghent University Antonia Aelterman •
•
•
•
Annemie Schepens, A study of the effect of dual learning routes and partnerships on student’s preparation for the teaching profession. Doctor in Educational Sciences. Ph.D. degree awarded on: 06/10/05. Karen Van Petegem, Relationship between student, teacher and classroom characteristics and students' wellbeing. Doctor in Educational Sciences. Ph.D. degree awarded on: 18/03/08. Isabel Rots, Teacher education and the choice for the teaching profession. Doctor in Educational Sciences. Ph.D. degree awarded on: 22/04/10. Ilse Ruys, Collaborative learning in pre-‐service teacher education: Primary school teachers’ competence and educational practice. Doctor in Educational Sciences. Ph.D. degree awarded on: 5/06/2012 Geert Devos •
•
Hester Hulpia, Distributed leadership and organizational outcomes in secondary schools. Doctor in Educational Sciences. Ph.D. degree awarded on: 02/06/09. Melissa Tuytens, Providing feedback to teachers: A study into the antecedents and consequences of teacher evaluation in secondary schools. Doctor in Educational Sciences. Ph.D. degree awarded on: 15/06/2012. André Mottart •
Jordi Casteleyn, New media and the rhetoric of presentations -‐ explorations in education. Doctor in Educational Sciences. Ph.D. degree awarded on: 06/06/2013 Marc Spoelders •
Nancy Vansieleghem, Dialogue as limit experience. An analysis of Philosophy with Children as educational project. Doctor in Educational Sciences. Ph.D. degree awarded on: 26/06/06. Martin Valcke •
•
•
•
•
Ling Li, Peer Tutoring and Strategy Instruction. The Effects on Chinese Pupils' Reading Skills and Attitudes. Doctor in Educational Sciences. Ph.D. degree awarded on: 05/07/06. Gudula Naiga Basaza, Distance education and a Realistic Teacher Education Pedagogy in Uganda: impact of a ICT-‐supported learning environment. Doctor in Educational Sciences. Ph.D. degree awarded on: 24/10/06. Isabel Raemdonck, Self-‐directedness in learning and career processes. A study in lower-‐qualifed employees in Flanders. Doctor in Educational Sciences. Ph.D. degree awarded on: 06/11/06. Bram De Wever, The impact of structuring tools on knowledge construction in asynchronous discussion groups. Doctor in Educational Sciences. Ph.D. degree awarded on: 09/11/06. Jo Tondeur, Development and validation of a model of ICT integration in primary education. Doctor in Educational Sciences. Ph.D. degree awarded on: 03/12/07. 191
•
•
•
•
•
•
•
•
•
•
•
•
•
Marijke De Smet, Online peer tutoring behaviour in a higher education context. Doctor in Educational Sciences. Ph.D. degree awarded on: 20/03/08. Johan Ferla, The effect of student cognitions about learning on self-‐regulated learning: A study with freshmen in higher education. Doctor in Educational Sciences. Ph.D. degree awarded on: 06/05/08. Jos Vanderveken, In depth analysis of the impact on learning patterns and knowledge acquisition of a curriculum innovation in medical education. Doctor in Health Sciences. Ph.D. degree awarded on: 22/10/08. Luc De Grez, Optimizing the instructional environment to learn presentation skills. Doctor in Educational Sciences. Ph.D. degree awarded on: 30/03/09. Chang Zhu, E-‐learning in higher education: student and teacher variables in the Chinese and Flemish cultural context. Doctor in Educational Sciences. Ph.D. degree awarded on: 21/04/09. Sofie Timmers: Implementation of an innovative pharmaceutical curriculum: analysis of the impact on readiness for pharmacy profession. Doctor in Pharmaceutical Sciences. Ph.D. degree awarded on: 0/06/09. Katrien De Westelinck, Generalizability of the design principles for learning materials derived from the "Cognitive Theory of Multimedia Learning. Doctor in Educational Sciences. Ph.D. degree awarded on: 02/06/09. Guoyuan Sang, Teacher characteristics and ICT integration: A study in pre-‐service and in-‐service primary education teachers in China. Doctor in Educational Sciences. Ph.D. degree awarded on: 3/11/10. Goedele Verhaeghe, School performance feedback systems: Design and implementation issues. Doctor in Educational Sciences. Ph.D. degree awarded on: 11/03/11. Elena Kourdioukova: Evaluation of the radiology teaching system in the medical school curriculum and in international context. Doctor in Health Sciences. Ph.D. degree awarded on: 05/07/11. Ningning Zhao, Mathematics Learning Performance and Mathematics Learning Difficulties in China.. Doctor in Educational Sciences. Ph.D. degree awarded on: 7/11/11. Elise Burny, Time-‐related competences in primary education. Doctor in Educational Sciences. Ph.D. degree awarded on: 8/11/12. Hendrik Van Steenbrugge, Teaching fractions in elementary school. Doctor in Educational Sciences. Ph.D. degree awarded on: 26/11/12. Ronald Soetaert •
•
•
•
Mottart, A. (2002), Onderwijs en kennis als postmoderne constructie. Onderzoek naar handelingsoriëntaties voor leraren. Doctor in Educational Sciences. Ph.D. degree awarded on: 3/10/02. Verdoodt, I. (2004). Pygmalion in beeld: de mythe van geletterdheid. Doctor in Educational Sciences. Ph.D. degree awarded on: 22/12/04. An De bisschop, Community arts as discursive construction. Doctor in Educational Sciences. Ph.D. degree awarded on: 22/06/09. Kris Rutten, The rhetorical and narrative turn. Explorations in education. Doctor in Educational Sciences. Ph.D. degree awarded on: 22/03/10. Johan van Braak •
Ruben Hermans, The influence of educational beliefs on the use of ICT as an educational innovation in primary education. Doctor in Educational Sciences. Ph.D. degree awarded on: 14/12/09. 192
•
•
Ruben Vanderlinde, School-‐based ICT policy planning in a context of curriculum reform. Doctor in Educational Sciences. Ph.D. degree awarded on: 16/05/11. Bram Pynoo, IT-‐acceptance by autonomous professionals: factors that contribute to success or failure. Doctor in Psychology. Ph.D. degree awarded on: 18/06/12. Hilde Van Keer •
Jessie De Naeghel, Students’ autonomous reading motivation: A study into its correlates and promotion strategies in late elementary classrooms. Doctor in Educational Sciences. Ph.D. degree awarded on: 17/01/13. D.4 Supervision of PhD’s defended at other universities: Johan van Braak •
•
Katie Goeman, May 2008, The Implementation of E-‐Learning in Flemish Universities: An analysis of determinants of success from multiple perspectives, promoter Eric Devos, co-‐promotor Johan van Braak. (Free University Brussels) Koen Lombaerts, July 2007, Teaching environments and self-‐regulated learning in primary school, promoter Nadine Engels, co-‐promoter Johan van Braak. (Free University Brussels) D.5 Membership of PhD Examination Committees at other universities or in other research teams of Ghent University: Antonia Aelterman •
•
•
•
•
•
•
Jacobiene Meirinck (promotor Prof. Nico verloop) “Lerne van docenten”. PhD awarded 15 november 2007 (Universiteit Leiden) Rosanne Zwart (promotor Th. Bergen & Prof. Theo Wubbels) “Teacher learning in a context of reciprocal peer coaching” PdD awarded 05 12 2007 (Radboud Universiteit Nijmegen) Tom Decoster (promotor prof. Frank Simon, vakgroep pedagogiek): “Wat is er in Vlaanderen met het pedagogiesch progressief erfgoed gebeurd?” PhD awarded 04 12 2008 Jan Peeters (promotor Prof. M. De Bie, vakgroep sociale agogiek “Een internaytionaal perspectief op professionaliteit in de kinderopvang in Vlaanderen. een analyse van visies en betekenisverleningen van ouders, medewerkers en beleidsmaker. PdD awarded 08 05 2008 Franciscus Crasborn en Paul Hennissen (promotor Prof. Theo Bergen & prof. F. Korthagen) “The skilled mentor”. Phd awarded 07 06 2010 Kathleen Mortier (promotor Prof. Geert Van Hove) “Creating supports for children with disabilities in general education classrooms: from an expert model tot a partnerschip model” PdD awarded 08 10 2010 Esther Canrinus (promotor prof. Hofman & Prof. Douwe Beijaard). “Teachers’ sense of their professional identity. Rijksunivesiteit Groningen, PhD awarded 27 10 2011 193
•
•
•
Dimitri Van Maele (promotor Prof. Mieke van Houte, vakgroep Sociologie) “Individual and collective trust in other school members” Phd awarded 16 12 2011 Anja Swennen (promotor Prof. Monique Volman & Prof. M. Van Essen, VU Amsterdam “Van oppermeesters tot docenten hoger onderwijs. De ontwikkeling van het beroep en de identiteit van lerarenopleiders” Phd awarded 25 05 2012 Jean Claude Callens (promotor Prof. Jan Elen, KULeuven) “Impact van reflectie-‐aanpak en learner control op kritisch reflecteren”. PhD awarded 14 12 2012 Geert Devos •
•
•
•
•
Dave Bouckenooghe, What is crucial in developing a positive attitude toward change? The role of content, context, process and individual variables to understanding readiness for change, universiteit Gent (Vakgroep Management en bestuurskunde), PhD awarded on 07 01 2009 Nicky Dries, Different ladder, different story? Dissecting the talent management paradox within the framework of the postmodern career, Vrije Universiteit Brussel, PhD awarded in 2009 Eva Cools, The influence of cognitive styles onmanagerial behaviour and attitudes, Universiteit Gent (Vakgroep Management en bestuurskunde), PhD awarded in 2007 Jan Vanhoof, Zelfevaluatie binnenste buiten: een onderzoek naar het verloop en de kwaliteit van zelfevaluaties in Vlaamse scholen, Universiteit Antwerpen, PhD awarded in 2007 Leen Dom, Ouders en scholen: partnerschap of (ongelijke) strijd? een kwalitatief onderzoek naar de relatie tussen ouders en scholen in het lager onderwijs, Katholieke Universiteit Leuven, PhD awarded on 30 05 2006 Bram De Wever nihil André Mottart •
Luc Nijs: The Music Paint Machine. An embodied constructivist approach to technology-‐enhanced instrumental music instruction. PhD Doctor in Art Sciences. Faculty Arts and Philosophy, Ghent University. Awarded 2012 Tammy Schellens nihil Paul Smeyers nihil Ronald Soetaert 194
•
•
•
•
•
•
•
•
•
•
•
•
•
Jos van Loon, Emancipation and self-‐determination of people with Intellectual Disabilities. Downsizng Institutional Care. Doctor in Educational Sciences, Ugent (Vakgroep Orthopedagogiek). Ph.D. awarded in 2005. Guido Everts , Een onderzoek naar de geschiedenis van het pedagogische verhaal in het onderwijs. Doctor in Pedagogy, Universiteit Groningen (historische pedagogiek). Ph.D. awarded in 2005. Sofie Van Bauwel, Genderbending als discursief performatieve articulatie van verzet in de hedendaagse populaire beeldcultuur. Doctor in Communication Sciences, Ugent (Vakgroep Communicatiewetenschappen). Ph.D. awarded in 2005. Marie Van Looveren, Als Janus tussen armoede en cultuur. Multi-‐method onderzoek naar de pijlers van sociaal-‐artistieke projecten vanuit een armoedebestrijdingsperspectief. Doctor in Pedagogy, VUB (Vakgroep Culturele Agogiek). Ph.D. awarded in 2005. Peter Rober, Explorations in dialogical family therapy: The concepts of the therapist’s inner conversation. Doctor in Psychology, Ugent (Vakgroep Experimenteel-‐Klinische en Gezondheidspsychologie). PH.D. awarded in 2006. Nancy Van Sieleghem, Gesprek als grenservaring. Doctor in Pedagogy, Ugent (Vakgroep Pedagogiek). PH.D. awarded in 2006. Wim De Pauw, De nieuwe kleren van de keizer. Discursief en historisch onderzoek van het Vlaamse Cultuurbeleid : theoretische omkadering van de evoluties inzake het cultuurbegrip, de doelstelingen, de legitimering en de taak van de overheid inzake het cultuurbeleid. Doctor in Pedagogy, VUB (culturele agogiek). PH.D. awarded in 2006. Molly Nkazana Goto, Rural Education for development in developing countries : Case of Manicaland -‐ Province : Zimbabwe. Doctor in Educational Sciences, VUB (Vakgroep Onderwijskunde). PH.D. awarded in 2006. Bart van der Leeuw, Schrijftaken in de Lerarenopleiding. Een etnografie van onderwijsvernieuwing. Doctor in Linguistics, Universiteit Utrecht (Linguistiek). PH.D. awarded in 2006. Ann Piessens, De grammatica van het welzijnswerk. Onderzoek naar het welzijnswerk als dagelijkse praktijk. Doctor in Social Work, Ugent (sociaal werk). PH.D. awarded in 2007. Ietje Pauw, De kunst van het navelstaren. De didactische implicaties van de retorisering van reflectieverslagen op de pabo. Doctor in Linguistics, Universiteit Utrecht (Linguistiek). PH.D. awarded in 2007. Kesenne, Joannes, Onderzoek naar de psychologie van de melancholie in de psychoanalytische literatuur in relatie tot de melancholie in de Pittura Metafisica van Giorgio de Chrico. Doctor in Psychology, Ugent (Vakgroep Psychologie). PH.D. awarded in 2012. Rondas, Ruth, De één-‐op-‐een relatie in het instrumenteel onderricht in het conservatorium. Een etnografisch onderzoek. Doctor in Pedagogy, Ugent (Vakgroep Pedagogiek). PH.D. awarded in 2012. Martin Valcke •
•
Wim Tops, Dyslexia in Higher Education – Research in Assessment, Writing Skills and Metacognition, Doctor in Psychology, Universiteit Gent (onderzoeksgroep experimentele psychologie), PhD awarded 19/06/2012 Stefanie Pieters, The relationship between motor and mathematical problems in elementary school children, Doctor in Psychology, Universiteit Gent (onderzoeksgroep experimentele psychologie), PhD awarded 12/06/2012 195
•
•
•
•
•
•
•
•
•
•
Yvonne Mulder, Learning science by creating models, Doctor in Educational Sciences, Universiteit Twente, PhD Awarded on 19/04/2012. Carmel Maio Taddeo, Engaging with change: Technology related initiatives in school contexts, Doctor in Educational Sciences, University of South Australia, PhD awarded 03/2012. Alayyar, Ghaida Mamah, Developing pre-‐service teacher competencies for ICT integration through design teams, Doctor in Educational Sciences, Universiteit Twente, PhD awarded 14/09/2011. Ellen Rusman, The Mind’s Eye on Personal Profiles – How to inform trustworthiness assessments in virtual project teams, Doctor in Educational Sciences, Open University of the Netherlands, PhD awarded 17/06/2011. Gijs De Bakker, Allocated online reciprocal peer support via instant messaging as a candidate for decreasing the tutoring load of teachers, Doctor in Educational Sciences, Eindhoven Technische Universiteit, PhD awarded 8/09/2010. Femke Kirschner, A Cognitive-‐Load Approach to Collaborative Learning: Task and Learner Characteristics, Doctor in Educational Sciences, Open Universiteit Nederland, PhD awarded 11/12/2009. Bas de Leng, How computers can support interaction in small group learning in higher education, Doctor in Medical and Health Sciences, Maastricht University, Phd awarded 8/12/2009. Floor Bos, On pre-‐test sensitation and peer assessment to enhance learning gain in science education,: Using ICT to relieve teachers’ tasks. Doctor in Educational Sciences, Universiteit Twente, PhD awarded 2/12/2009. Kosala N. Marambe, Patterns of Student Learning in Medical Education – A Sri Lankan Study in a Traditional Curriculum, Doctor in Educational Sciences, Maastricht University, Phd awarded 20/06/2007. Sandy Van Wonterghem, Computeralgebra in het Wiskundeonderwijs: een ’stelling’ voor hogerop!, Doctor in Mathematics, Ghent University (Vakgroep Wiskunde), Phd awarded 06/2007. Johan van Braak •
•
•
•
•
Marieke Thurlings, Peer to peer feedback, Doctor in Educational Sciences, Open University Heerlen (15/06/2012) Kassimu Nihuka, Collaborative course design to support implementation of e-‐learning by instructors, Doctor in Educational Sciences, University Twente, 18/11/2011). Philippe Duyck, Digitizing a radiology department: User acceptance of a picture archiving and communication system, Doctor in Economics, Ghent University (11/2009) Isabel Tallir. learning and instruction in physical education. Doctor in Health Sciences, Ghent University (05/2008). Kwang Chit Hwa. An investigation into the factor that influence students’ acceptance and usage of Web-‐based learning environment (WHLE): A quantitative and qualitative. Doctor in Educational Sciences, University of Exeter, (01/2007) Hilde Van Keer •
•
Evelyne Lagrou, Auditory word recognition by bilinguals, Doctor in Psychology, Universiteit Gent (Vakgroep Experimentele Psychologie), PhD awarded 21 12 2012. Frauke De Weerdt, Working memory, inhibition and naming speed in children with learning disabilities, Doctor in Psychology, Universiteit Gent (Vakgroep Experimenteel-‐Klinische en Gezondheidspsychologie), PhD awarded 27 11 2012. 196
•
•
•
•
•
•
Tinneke Hellinckx, Fine motor skills and handwriting in children with autism spectrum disorder, Doctor in Psychology, Universiteit Gent (Vakgroep Experimenteel-‐Klinische en Gezondheidspsychologie), PhD awarded 27 09 2012. Inneke Berghmans, Peer Assisted Learning. Unravelling peer tutors' approaches to tutoring and their effects on students' learning, experiences and the dynamics of this learning environment, Doctor in Educational Sciences, KULeuven, PhD awarded 21 09 2012. Limin Chen, The relationship between posing and solving (realistic) mathematical problems in elementary schools in China, Doctor in Educational Sciences, KULeuven , PhD awarded 6 12 2011. Kathleen Mortier, Creating supports for children with disabilities in general education classrooms: From an expert model to a partnership model, Doctor in Educational Sciences, Universiteit Gent (Vakgroep Orthopedagogiek), PhD awarded 07 10 2010. Bart Rienties, Understanding social interaction in Computer-‐Supported Collaborative Learning, Doctor in Educational Sciences, Maastricht University, PhD awarded 26 05 2010. Pieter Stock, Prenumeric markers for arithmetic difficulties, Doctor in Psychology, Universiteit Gent (Vakgroep Experimenteel-‐Klinische en Gezondheidspsychologie), PhD awarded 04 12 2008. D.6 Doctoral training organised within the research groups or in collaboration with other institutes or Doctoral Schools From July 11-‐15 2011, the Cultural Studies SUmmer Institute -‐ with the thema “Critical Literacies” (http://www.acssi2011.ugent.be/index.php) -‐ was recognized as a Specialist Course by both the doctoral school Social and Behavioural Sciences and the doctoral school of Arts, Humanities and Law. Next to five keynote speakers, a team of international academic staff developed research seminars: •
Keynote speakers: Joke Hermes (University of Amsterdam), Carol Stable (University of Oregon, USA), Ted Striphas (Indiana University, USA), Keyan Tomaselli (University of Kwazulu-‐Natal), John Willinsky (Stanford University, USA). •
International academic staff: Adulhamied Alromaithy (United Arab Emirates), Ursula GanzBlaetter (University of St. Gallen), Jan Hein Hoogstad (University of Amsterdam), Gaston Franssen (University of Amsterdam), Bart Keunen (Ghent University), Mikko Lehtonen (University of Tampere), Gilbert Rodman (University of Minnesota, USA), Griet Roets (Ghent University), Thomas Vaessens (University of Amsterdam), An van Dienderen (Royal Academy of Art), Handel Kashope Wright (Universty of British Columbia). In 2012-‐2013, the core theme of the Specialist Course implied “The relationship between research and the research subject” , and the following guest speakers were invited by the Department of Social Welfare Studies in a joint venture with the Department of Educational Studies (Ghent University). More information: http://www.ugent.be/doctoralschools/en/doctoraltraining/courses/specialistcourses/sbs/2012-‐2013-‐
relatie-‐onderzoeker-‐onderzochte.htm: • Susan McKenney, “Collaboration set up between researchers and practitioners in design-‐based research: values, expectations, roles and gains”, Center for Learning Sciences and Technologies, Open University in the Netherlands, the Netherlands; • Cécile Rousseau, “The relationship between the researcher and research participants: from orthodoxies towards fantasy and encounters in research”, Division of Social and Transcultural Psychiatry, McGill University, Canada; 197
•
•
•
Jeroen Dekker, “Actors in historical spotlights: research on the historical development of the system of child protection and children’s coercive out-‐of-‐home placements (1945-‐2010)”, Rijksuniversiteit Groningen, The Netherlands; Madeleine Leonard, “Growing up in social conflict and social lines of fracture in the city: using photography to understand teenagers’ spatial attitudes and experiences”, Department of Sociology, Social Policy and Social Work, Queens University Belfast, Ireland. Ian Grosvenor, "Back to school from a holiday in the slums!: Images, words and inequalities", School of Education, University of Birmingham. VFO workshops (organized with other universities, see http://www.vfo.be/workshops.html): • June 3-‐4 2013, Item Response Theory for measurement and explanation, Prof. Dr. Paul De Boeck, Ohio State University, Columbus (OH) & Research Group of Quantitative Psychology and Individual Differences, KU Leuven. • Februay 22, 2013, Mutilevel analyses with SPSS II, Prof. Dr. Sven De Maeyer, Opleidings-‐ en Onderwijswetenschappen, Universiteit Antwerpen. • Februay 8, 2013, Mutilevel analyses with SPSS I, Prof. Dr. Sven De Maeyer, Opleidings-‐ en Onderwijswetenschappen, Universiteit Antwerpen. • March 14, 2012, Introduction ethnographic research, Lore Van Praag, vakgroep sociologie UGent. • March 2, 2012, Introduction qualitative research, Dr. Kris Rutten, vakgroep onderwijskunde FPPW UGent. • September 16, 2011, Introduction structural equation modeling with lavaan II, Prof. dr. Yves Rosseel, vakgroep Data-‐Analyse FPPW UGent • June 17, 2011, Introduction structural equation modeling with lavaan I,Prof. dr. Yves Rosseel, vakgroep Data-‐Analyse FPPW UGent In the academic year 2009-‐2010, 2 courses in the field of interpretative research methodologies were accepted as specialist courses: • In collaboration with Stijn Vanheule (UGent): “‘Interpretative and qualitative research: Overview and advanced topics “ (http://studiegids.ugent.be/2011/EN/studiefiches/X000174.pdf) • In collaboration with Stijn Vanheule (UGent) Richard Smith (Durham University):”Social Science Research Methodology: The Place of Philosophy and Interpretation (PPI)” (http://www.ugent.be/doctoralschools/en/doctoraltraining/courses/archive/2009-‐
2010/socialscienceresearch.pdf) In the academic year 2010-‐2011, 1 course in the field of interpretative research methodologies was accepted as a specialist course (5 study points): In collaboration with Stijn Vanheule (UGent) and Ann Buysse (UGent): ‘Interpretative and qualitative research: Overview and advanced topics” (http://www.ugent.be/doctoralschools/en/doctoraltraining/courses/archive/2009-‐
2010/interpretative.pdf) 198
E. Other scientific activities
Antonia Aelterman
1. Established spin-‐off companies and other types of outreach and valorisation
• The research and educational expertise in pedagogy of teacher education, is presented in inservice training for teachers in secondary education (on regular times), keynotes in professional development programs for pedagogical advisers (2008-‐2010). • Presentation of research results in the VLOR (Flemish Educational Council). • Member of visitation-‐panels for the VLHUR. • Member of the acrredition panel for the NVAO (Nederlands Vlaamse accreditatieorganisatie) for the academical PABO (teacher training colleges) in the Netherlands: 2008 Utrecht, 2009 Leiden, 2010 Amsterdam. 2. Invited lectures delivered to academic peers
Per lecture (keynote) titel, datum, titel, organiserende instantie (bv. Universiteit, organisatie, congress) • Keynote master class for teacher education (May 18, 2013, School of Education, Leuven: “De lerarenopleider in beeld”) • Invited speaker during a study-‐visit in Chengdu Sishuan University China “Teacher Edcuation in Flanders” (20-‐ 27 November 2010) 3. Academic awards, distinctions and fellowships • Promotor of one of the three dissertations nominated in 2011 by the Dutch and Flemish educational research association (Vereniging voor Onderwijsresearch in Nederland en het Vlaams Forum voor Onderwijsonderzoek) and the ISATT award, 2013 : Isabel Rots, “Teacher education and the choice for the teaching profession” (April 22, 2010). 4. Membership of scientific committees and selection panels (maximum 10 per persoon; selecteer de meest belangrijke) • member of the executive and scientific committee ISATT • member of PROO (the Netherlands) 2009-‐2012 • member of the selection committee OBPWO (2009-‐2012) 5. Membership of editorial boards of academic journals • associate editor Teachers and teaching. Theory and Practice (since December 2007) • member of the editorial board “Tijdschrift voor Lerarenopleiders” (VELON-‐VELOV) 2002-‐2011 6. Leadership positions in scientific organizations /
7. National and international collaboration • Peter Van Petegem, Professor at the Institute for Education and Information Sciences (IOIW), University of Antwerp • Geert Kelchtermans, Professor of Educational Policy & Innovation and Teacher training, KU Leuven • Nadine Engels, professor at the department of educational sciences Brussels University • Elke Struyf, Professor at the Institute for Education and Information Sciences (IOIW), University of Antwerp 199
•
•
•
Douwe Beijaard, Professor Eindhoven School of Education, The Netherlands Mieke Lunenberg, Associate Professor, Faculteit Psychologie en Pedagogische wetenschappen, VU Amsterdam, The Netherlands Paulien Meijer, associate professor at the Department of Education of the Faculty of Social and Behavioural Sciences, Utrecht University in The Netherlands 8. Research visits abroad /
9. Expert positions in non-‐academic organizations • Member of the curriculum advisory committee in Artevelde Hogeschool (University college) for teacher education • Member of the executive committee of the “Expertisenetwerk Lerarenopleiding Associatie Universiteit Gent” • Co-‐founder and member of the executive committee VELOV (Association for teacher educators in Flanders) 2005-‐2012 10. Academic conferences and workshops organized • chair of the international ISATT conference 1-‐5 July, Ghent University • chair of the Flemisch-‐Dutch “VELOV-‐VELON congres voor lerarenopleiders”, Ghent 4-‐6 February 2009 Geert Devos
• The research and educational expertise is presented in school leadership in service training. • 2009-‐2010 & 2010-‐2011 Training School Management for school leaders of public schools: 8 days of training on school leadership, communication skills, feedback and evaluation of teachers, financial management, self-‐management (60 participants in 2009-‐2010 and 74 participants in 2010-‐2011). • Involvement in acrredition exercises for the NVAO (Nederlands Vlaamse accreditatieorganisatie): master in educational leadership and master in begeleidingskunde. • Research projects have resulted in books for school leaders and policy makers in Flemish education: o Devos, G., Van Petegem, P., Delvaux, E., Feys, E. & Franquet, A. (2010) De evaluatie van scholengemeenschappen in het basis-‐ en secundair onderwijs. Mechelen: Plantyn. 2. Invited lectures delivered to academic peers
/
3. Academic awards, distinctions and fellowships • Best paper award of the Academy of Management for the paper: Bouckenooghe, D. & Devos, G. (2007) Process, context and individual correlates of readiness to change: a multilevel analysis. Paper presented at the Annual Meeting of the Academy of Management, Philadelphia, August, 3-‐8, 2007. • Promoter of the award winning PhD for best dissertation of 2009 (Hester Hulpia ‘Distributed leadership and organizational outcomes in secondary education’) by the Dutch and Flemish educational research association (Vereniging voor Onderwijsresearch in Nederland en het Vlaams Forum voor Onderwijsonderzoek) 200
4. Membership of scientific committees and selection panels /
5. Membership of editorial boards of academic journals /
6. Leadership positions in scientific organizations Member of the board of Steunpunt Studie-‐ en Schoolloopbanen (3e generatie 2012-‐2015. Head of the research domain ‘teacher careers’
7. National and international collaboration • Karen Seashore Louis, Regents Professor of Organizational Leadership, Policy and development, University of Minnesota (US) • Daniel Muijs, Professor and head of Leadership, School Improvement & Effectiveness Research Centre at the University of Southampton • Peter Sleegers, professor of Educational Organization and Management at the University of Twente (The Netherlands) • Leif Moos, Professor at the Department of Education, Aarhus, University (Denmark) • Michael Schratz, Professor and Dean of the School of Education, University of Innsbruck (Austria) • Femke Geijsel, senior researcher at the Department of Child Development and Education of the University of Amsterdam (The netherlands) • Peter Van Petegem, Professor at the Institute for Education and Information Sciences (IOIW), University of Antwerp • Geert Kelchtermans, Professor of Educational Policy & Innovation and Teacher training, KU Leuven 8. Research visits abroad /
9. Expert positions in non-‐academic organizations •
Member of the NGVO board (Nederlandstalig genootschap voor Vergelijkende Studie van Opvoeding en Onderwijs in Nederland en Vlaanderen -‐ comparative education association for The Netherlands and Flanders)
10. Academic conferences and workshops organized Member of the organizing scientific committee of the following conferences:
•
European Conference on Edcational research (ECER), September 19-‐22 2007
•
Onderwijs Research Dagen (ORD), May 30-‐June1 2005
Bram De Wever
Bram De Wever is regularly involved in organizing and teaching workshops on how to implement technology enhanced learning (cf. 2-‐day workshops on Integration of eLearning in the medical
undergraduate curriculum at the Medizinische Universität Wien, 2010, 2012, 2013) and research 201
methodologies (cf. recent workshops in Ecuador, related to the VLIR-‐IUC Network project Ecuador, 2012 – 2013).
2. Invited lectures delivered to academic peers National
• De Wever, B. (2009). Studenten (samen) aan het werk. Keynote presented at the Onderwijsdag of Associatie Universiteit & Hogescholen Antwerpen, Antwerp, May 8, 2009.
International
• De Wever, B. (2012). Stimulating Collaborative Learning in Asynchronous Online Environments. Invited lecture at Kolloquium der Lehr-‐Lernforschung und Pädagogischen Psychologie, May 15, 2012 – Bochum
3. Academic awards, distinctions and fellowships • Top Cited Article 2007-‐2011 Award Learning and Instruction for article: De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2007). Applying multilevel modelling on content analysis data: Methodological issues in the study of the impact of role assignment in asynchronous discussion groups. Learning and Instruction, 17, 436-‐447. DOI: 10.1016/j.learninstruc.2007.04.001 [Impact Factor (SSCI2007): 1.029; 5-‐Year IF(SSCI2007): 2.181; Rank(SSCI2007): 19/105; Q1; Times Cited(ISI): 41; Times Cited (google scholar): 74] 4. Membership of scientific committees and selection panels Selection panels:
• Selection committee for project funding blended education (projectfinanciering gecombineerd onderwijs) in Adult Education (Centra voor volwassenenonderwijs) for the Flemish Government (Afdeling Volwassenenonderwijs, Agentschap voor Hoger Onderwijs, Volwassenenonderwijs en Studietoelagen, Vlaams Ministerie van Onderwijs en Vorming) • Selection PWO (projectmatig wetenschappelijk onderzoek) research for Howest (de Hogeschool West-‐Vlaanderen) on research projects “ICT in Education” (Evaluatie onderzoeksprojecten 'ICT in onderwijs') Board Member of the following scientific organizations: • VFO (Vlaams Forum voor Onderwijsonderzoek) Member of the following scientific organizations: • EARLI (European Association for Research in Learning and Instruction) • EARLI SIG 1 Assessment and Evaluation • EARLI SIG 7 Learning and Instruction with Computers • EARLI SIG 20 Computer Supported Inquiry Learning • ISLS (International Society of the Learning Sciences) • ICO (Interuniversity Center for Educational Research) Member of the following scientific committees for conferences: • ORD (2012) 5. Membership of editorial boards of academic journals • Editorial board member of International Journal of Computer Supported Collaborative Learning • Editorial board member of Learning and Instruction 202
6. Leadership positions in scientific organizations • ICO (Interuniversity Center for Educational Research) Theme Coordinator “ICT and Education” 7. National and international collaboration • Raija Hämäläinen, Senior Researcher, Adjunct Professor (Finnish Institute for Educational Research, University of Jyväskylä) • Teresa Guasch, Professor (Open University of Catalonia) • Ingo Kollar, Assistant Professor (Ludwig-‐Maximilians-‐Universität München) • James Slotta, Associate Professor (Ontario Institute for Studies in Education, University of Toronto) • Frank Fischer, Full Professor (Ludwig-‐Maximilians-‐Universität München) • Jim Hewitt, Associate Professor (Ontario Institute for Studies in Education, University of Toronto) • Vanessa L. Peters, Postdoctoral Fellow (University of Michigan School of Education ) • Keith Topping, Professor (University of Dundee) • Wilfried Admiraal, Full Professor (Universiteit Leiden) • Jan-‐Willem Strijbos, Associate Professor (Ludwig-‐Maximilians-‐Universität München)
8. Research visits abroad • Visiting Scholar in the Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education of the University of Toronto, Canada; prof. dr. James Slotta; 5 weeks (sep-‐oct 09). 9. Expert positions in non-‐academic organizations /
10. Academic conferences and workshops organized • Organizer VFO studiedag 2011 (VFO conference 2011): De Wever, B., Vanderlinde, R., van Braak, J., & Van Houtte, M. (2011). Aandacht voor ICT in onderwijs: onderzoek, beleid en praktijk in balans? Proceedings VFO-‐studiedag. Gent: Vakgroep Onderwijskunde. Organizer of several symposia at international conferences:
• AERA 2010: Comparing Approaches to Content Analysis in Computer-‐Supported Collaborative Learning Environments. Symposium at the annual meeting of the American Educational Research Association (AERA), Denver, CO, USA, April 30 -‐ May 4, 2010. • ICLS 2010: De Wever, B., Van Keer, H., Peters, V., Slotta, J., Charles, E., Lasry, N., Whittaker, C., Damsa, C. Sins, P., & Reijnen, B. (2010). Content analysis of collaboratively constructed knowledge artifacts: Issues and opportunities for research. In Gomez K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) -‐ Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 117-‐124). Chicago: International Society of the Learning Sciences. • Symposium at the 9th International Conference of the Learning Sciences (ICLS), Chicago, USA, June 29 -‐ July 2, 2010 • EARLI 2011: Orchestrating learning in TEL – more than just a metaphor? Symposium organized at the 14th Biennial Conference for Research on Learning and Instruction (EARLI), Exeter, UK, 30 August – 3 September 2011. • ICLS 2012: Raes, A., Schellens, T., De Wever, B., Kollar, I., Wecker, C., Fischer, F., Tissenbaum, M., Slotta, J., Peters, V.L., & Songer, N. (2012). Scripting science inquiry learning in CSCL classrooms. In 10th International Conference of the Learning Sciences. The future of learning. Proceedings, Volume 203
2 (pp. 118-‐125).
André Mottart
1. Established spin-‐off companies and other types of outreach and valorisation • The reseach expertise is presented through workshops and lectures for national educational authorities, educational organisations and schools, e.g. CanonCultuurcel (Mimisterie van Onderwijs en Vorming), Gemeenschapsonderwijs, diverse scholen..... 2. Invited lectures delivered to academic peers • Mottart, A. (2007) ‘Aktionsforschung in Belgien’. Lecture given on invitation on the ‘Werkstattgespräch Teacher Research. Konzepte und Entwicklungen’. Laborschule, Universität Bielefeld, 15 september 2007. • Mottart, A. (2008). ‘De cultuur van het lezen en leesonderwijs’ Uitgenodigd : keynote-‐lezing op landelijke studiedag voor LIO’s vakdidactiek Nederlands van de Nederlandse lerarenopleidingen. Universiteit Leiden, ICLON, 31 maart 2008 3. Academic awards, distinctions / 4. Membership of scientific committees and selection panels • Member “Expert Commission Taal-‐ en diversiteitsbeleid”, Association University Ghent (since 2011)
• Member ‘Expert Commission Kennis-‐ en Vormingscentrum Vakdidactiek, Association University Ghent (since 2012)
• VFO (Vlaams Forum voor Onderwijsonderzoek)
• IAIMTE (International Association for the Improvement of Mother Tongue Education)
6. Leadership positions in scientific organizations 7.
•
•
•
•
•
•
8.
/
National and international collaboration Pieter-‐Hein van de Ven (Radboud Universiteit Nijmegen)
Peter-‐Arno Coppen (Radboud Universiteit Nijmegen) Lies Sercu (KULeuven)
Frans Daems (emiritus Univesiteit Antwerpen)
Rick van de Graaff (Universiteit Utrecht)
Bas Andeweg (Technische Universiteit Delft)
Research visits abroad 9. Expert positions in non-‐academic organizations • Chair of the Platform Onderwijs Nederlands (Nederlandse Taalunie)
• Chair of HSN-‐Conferenties Onderwijs Nederlands
• Member of the Board: Netwerk Didactici Nederlands
204
10. Academic conferences and workshops organized • ORD, OnderwijsResearchDagen (2004, Hogeschool van Arnhem en Nijmegen)
• HSN (Vlaams/Nederandse conferentie over taalonderwijs Nederlands over alle onderwijsniveas)
(2004, Antwerpen; 2005, Utrecht; 2006, Gent, 2007, Utrecht; 2008, Brussel; 2009, Den Haag; 2010, Gent; 2011, Den Haag; 2012, Brugge)
Tammy Schellens
1. Established spin-‐off companies and other types of outreach and valorisation • The research expertise is presented through workshops and lectures for national educational authorities, educational organisations, or schools, for example in the context of their professional development days. e.g.: o in collaboration with de pedagogische begeleidingsdienst of the city of Bruges for biology teachers: “webbased science inquiry” (WISE) , 2011 o workshop apestaartjaren: "het gebruik van sociale netwerksites bij jongeren", 2011 o studiedag van het ENW: workshop: “Professionaliseringspakket voor ELO’s in het secundair onderwijs/professional developmenbt in the use of learning management systems”, 2012 ) o workshop computerwetenschappen en toegepaste informatica, “Minerva als leermiddel/Minerva as a learning tool”, 2010 o workshop “Wise & Leerpad/Wise @ learning paths”, for teachers secondary education o keynote “De implicatie van Digitale didactiek op het beleid van de school/implications of digital pedaggics for school policies”. Bruges, April 2010 o o ... • Tammy Schellens is regularly involved in organizing and teaching workshops in international contexts on how to implement technology enhanced learning , science inquiry, innovative forms of assessment, ….(cf. several 2-‐day workshops in Mozambique, South Africa and Palestine, …) • The educational expertise in general has been valorized by the involvement in Higher Education quality monitoring actions (visitaties) and accreditation exercises, for the VLHORA (now VLUHR, together with the VLIR). Examples of programmes reviewed: Academische bachelor-‐ en masteropleiding bouwkunde en landmeten (6 opleidingen); Professionele bachelor musical (1 opleiding); academische bachelor-‐ en masteropleiding muziek (5 opleidingen) , professionele bachelor journalistiek (3 opleidingen) , Master interieurarchitectuur (3 opleidingen), Bachelor landschaps-‐ en tuinarchitectuur (3 opleidingen), professionele bachelor podologie. 2. Invited lectures delivered to academic peers • Keynote: " Activerende werkvormen. Een must?" Breng Inform@ica @tractief, Ghent, 15 September 2009
• Invited lecture: "Integrating ICT in blended learning environments", Al Quds, Jeruzalem, Palestina, November 2009
• Invited lecture: "Vormen van samenwerkend leren", KHLim, campus Diepenbeek, 23 March 2010
205
•
Invited panel: “How safe do teens really behave on Facebook and what is the role of education?” For your eyes only, international conference, EMSOC, 2012
3. Academic awards, distinctions and fellowships • Co author: Top Cited Article 2007-‐2011 Award Learning and Instruction for article: De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2007). Applying multilevel modelling on content analysis data: Methodological issues in the study of the impact of role assignment in asynchronous discussion groups. Learning and Instruction, 17, 436-‐447. DOI: 10.1016/j.learninstruc.2007.04.001 [Impact Factor (SSCI2007): 1.029; 5-‐Year IF(SSCI2007): 2.181; Rank(SSCI2007): 19/105; Q1; Times Cited(ISI): 41; Times Cited (google scholar): 74] • Nominated for European CSCL Award 2007 for Excellence in the Field of CSCL Research and/or Development: Schellens, T., Van Keer, H., & Valcke, M. (2005). The impact of role assignment on knowledge construction in asynchronous discussion groups: A multilevel analysis. Small Group Research, 36, 704-‐745.
4. Membership of scientific committees and selection panels • Member programme committee ECTEL 2008-‐2011 (European conference on Technology Enhanced learning) • Member of advisory board ENW project ‘onderzoekscompetenties’
• Member of advisory board PWO project: Integratie Content, Oplossingvaardigheden en Samenwerken
• Member of the FWO-‐scientific Network on Developing critical and flexible thinking (2007-‐2011)
• Member of the EARLI SIG20 Computer Supported Inquiry Learning. Member of the following scientific organizations:
• EARLI (European Association for Research in Learning and Instruction) • ISLS (International Society of the Learning Sciences) 5. Membership of editorial boards of academic journals /
6. Leadership positions in scientific organizations / 7. National and international collaboration • Pierre Dillenbourg (école Politechnique Fédérale de Lausane, EPFL Center for Digital Education and head of the CHILI Lab, Lausanne) • Tamer Essawi, Dean (Faculty Of Nursing, Pharmacy And Health Professions, Birzeit university) • Frank Fischer, Full Professor (Ludwig-‐Maximilians-‐Universität München) • Jim Hewitt, Associate Professor (Ontario Institute for Studies in Education, University of Toronto) • Ingo Kollar, Assistant Professor (Ludwig-‐Maximilians-‐Universität München) • James Slotta, Associate Professor (Ontario Institute for Studies in Education, University of Toronto) • Jan-‐Willem Strijbos, Associate Professor (Ludwig-‐Maximilians-‐Universität München) • Katrien Strubbe, Associate professor (vakgroep Anorganische en Fysische Chemie, faculteit Wetenschappen) 206
•
Rik Verhaaren, Full Professor Emeritus D(epartment of Pediatrics and medical genetics, Faculty of Medicine and Health Sciences) 8. Research visits abroad In the context of the different international collaborations,several short study visits have been set up. These research visits focused on research needs identification, specialized workshops, the start and design of phd projects. Examples are annual visits to Mozambique, South Africa and Palestine (university of Al Quds and Birzeit). 9. Expert positions in non-‐academic organizations • Member of curriculum committe “gedragswetenschappen / Behavioral sciences”
• Member of the expert group ICT-‐project ENW
10. Academic conferences and workshops organized
• Co-‐organizer of the European Conference on Educational research (ECER), September 2007 • Co-‐organizor symposium: AERA 2010: Comparing Approaches to Content Analysis in Computer-‐
Supported Collaborative Learning Environments. Symposium at the annual meeting of the American Educational Research Association (AERA), Denver, CO, USA, April 30 -‐ May 4, 2010.
• Co-‐organizer BAPS 2011 (in collaboration with Alain Van Hiel and Barbara De Clercq), conference of the Belgian Association of Psychological Science, May 2011. • Co-‐organizer and chair symposium : ICLS 2012: Raes, A., Schellens, T., De Wever, B., Kollar, I., Wecker, C., Fischer, F., Tissenbaum, M., Slotta, J., Peters, V.L., & Songer, N. (2012). Scripting science inquiry learning in CSCL classrooms. In 10th International Conference of the Learning Sciences. The future of learning. Proceedings, Volume 2 (pp. 118-‐125). Paul Smeyers
1. Established spin-‐off companies and other types of outreach and valorisation / 2. Invited lectures delivered to academic peers
• Philosophy of Education Society of Great Britain (2009, 2010); • John Dewey Society (USA, 2009)); • Invited key-‐note responses at meetings of the International Network of Philosophers of Education, the Philosophy of Education Society of the USA, the European Educational Research Association (2009, 2010, 2011, 2012, 2013); • University of Stellenbosch (2010, 2011); • Basel (2009); • Invited seminars, various places including Bath, Glasgow, Amsterdam, Utrecht. 3. Academic awards, distinctions and fellowships / 4. Membership of scientific committees and selection panels / 207
5. Membership of editorial boards of academic journals • Book Series “Educational Research” (published by Springer). • Journal of Philosophy of Education, Studies in Philosophy and Education, Educational Philosophy and Theory, Educational Theory (Associate Editor), Ethics and Education; Book Series “Contemporary Philosophies and Theories” (published by Springer). 6. Leadership positions in scientific organizations • President of the International Network of Philosophers of Education (INPE); • Member of the Programme Committee of the Philosophy of Education Society of Great Britain (PESGB); Link-‐Convenor (Programme Chair) European Conference of Educational Research (EERA/ECER, Network 13, Philosophy of Education); • Chair membership committee Philosophy of Education Society of the USA. 7. National and international collaboration /
8. Research visits abroad • Stellenbosch University (one month in 2007, 2010, and 2011). 9. Expert positions in non-‐academic organizations / 10. Academic conferences and workshops organized • Research Community (see 7, annually), • ECER/EERA (see 6, annually). Ronald Soetaert
1. Established spin-‐off companies and other types of outreach and valorisation • Valorisation of research for EMSOC: User Empowerment in a social media culture (2010-‐2014). • Stichting Lezen (Reading Foundation). Themes: criticism, media and functions of reading literature. • VVAB (Vlaamse Vereniging voor Bibliotheek, Archief en Documentatie). New Media
• Nederlandse Taalunie (Dutch Language Union). State of the art report on the culture of reading. 2. Invited lectures delivered to academic peers
• Crossroads (Paris, July 2-‐6, 2012)). Invited panel discussion on the relation between ‘Cultural Studies & Rhetoric’. • RSA Rhetorical Society of America Conference (Philadelphia, February 25-‐28, 2012). Invited panel discussion on ‘New Perspectives on Kenneth Burke’. 3. Academic awards, distinctions and fellowships / 4. Membership of scientific committees and selection panels 208
/
6. Leadership positions in scientific organizations /
7. National and international collaboration • Association Cultural Studies • RSA. Rhetorical Society of America • Kenneth Burke Society 8. Research visits abroad /
9. Expert positions in non-‐academic organizations • Nederlandse Taalunie (Dutch Language Union). Member of the Board. • Stichting Lezen (Reading Foundation). Member of the Board. • Member of the jury of literary prizes. 10. Academic conferences and workshops organized • ACS (Association Cultural Studies): ‘Summer Institute 2011 on Critical Literacies in Ghent’ (July 11-‐15, 2011). http://www.acssi2011.ugent.be/ • ‘Literacy and Society, Culture, Media & Education’ (February, 9-‐11, 2012). http://www.literacyconference2012.ugent.be/ Martin Valcke
The majority of the research valorisation is in the non-‐profit or social-‐profit sector, and through workshops with educational partners. This often results in structural collaborations that is beneficial for future research projects/activities:
• The research expertise –in relation to evidence-‐based teaching and learning is presented through workshops and lectures for educational organisations, national educational authorities, inspection authorities. This is reflected in interactive workshops with up to 300 staff members; e.g., October 17, 2012, Middle Management Catholic Education; March 14, 2012, CLB Flanders; Educatie 3.0, Klascement; March 1-‐2, 2012, OVSG; … • Regular workshops are organized for School Associations (schoolgemeenschappen); e.g., October 15, 2012, Edith Stein; … • General public lectures; e.g. Onderwijscafé, December 12, 2012; ICT Kenniscafé, June 13, 2012, Hogeschool InHolland, … • Many workshops and lectures are given for higher education partners in the context of their education days, professional development days; e.g., Top Institute for Evidence Based Education 209
•
•
•
Research (TIER) Maastricht University Faculty of Humanities & Sciences; January 9, 2013, HOWEST; February 2, 2011, Educational Seminars, Ghent University College; … M. Valcke is often invited as a guest lecturer/master class in Masters programs; e.g., December 12, 2012, Masterclass Betekenisvol leren van de Master Leren & Innoveren, InHolland; December 7, 2012, MEBIT, University of Maastricht; September 8, 2011, Studium Generale STAS Hogeschool, … The expertise in the field of ICT in education has been valorized by running from 1999 till 2010 the RENOVL (Regionaal ExpertiseNetwerk Oost-‐Vlaanderen), a network organisation that set up ICT related activities (courses, workshops, …) for primary and secondary school teachers and ICT coordinators. The RENOVL project was part of a network organisation with 5 partners in the Flemish educational context (REN). The educational expertise in general and the specific expertise in the area of higher education has been valorized by the involvement in numerous Higher Education quality monitoring actions (visitaties) and accreditation exercises, both for the Flemish VLIR and VLHOR (now VLUHR) and the Dutch QUANU. Examples of programmes reviewed: Master Industrial Engineering (Electromechanical engineering), Master Educational Sciences, Bachelor Health Education, BanaBa Intensive Care and Emergency Medicine, Bachelor Teacher education (primary school), Master Product Development, Master after Master Operastudio, BanaBa Applied Fiscal Accounting, … 2. Invited lectures delivered to academic peers (selection international)
• Evidence-‐based Teaching, Evidence-‐based Teacher Education, October 28-‐31, 2011, Global Teacher Education Summit, Teacher Education Research Center of Beijing Normal University, Beijing, P.R.C. • Policies and Practices in Educational Research, June 15, 2011, Quito, Ecuador. • A redesign of courses based on Research Based Learning, July 6-‐7, 2012, European Assocation of Health Institution Libraries, EAHIL, UCL, Brussels. • Why laptop schools still use printed learning materials: a theoretical and empirical discussion, September 28-‐30, 2011, International Association of Researchers on Textbooks and Educational Media (IARTEM) Vytautas Magnus University, Kaunas, Litouwen. • Developing eLearning in university staff: lessons learned and good practices, May 26-‐28, 2010, eLearning Africa, Lusaka, Zambia. • Lessons learned about "learning": what can we derive from this in view of designing learning environments, IADIS Mobile Learning 2010 conference, Porto, Portugal. • Computer-‐Supported Collaborative Learning in Higher education, September 17-‐18, 2009, The National Center for E-‐Learning and Distance Learning, Riyadh -‐ Kingdom of Saudi-‐Arabia. • Challenges in establishing international academic partnerships, June 8-‐9, 2009, EAHEP workshop on 'International Partnerships in Higher Education: Policies, Practices and Lessons Learned', Nuffic, Jakarta, Indonesia. • New Media and Informal learning, November 16-‐18, 2009, New Media Technologies: an International FORUM among Museums, Universities and Companies, Autonoma de Madrid University, Spain. 3. Academic awards, distinctions and fellowships
• M. Valcke was-‐ from 2005 to 2011 – entitled guest professor at Beijing Normal University. • He is Distinguished Fellow of the University of Western Australia (Perth). 4. Membership of scientific committees and selection panels
• M. Valcke was member of the Ghent University research Board from 2004 till 2012 (http://www.ugent.be/nl/univgent/bestuur/centraal/onderzoeksraad). 210
He was – from 2004 to 2011 – member of the SURF Scientific Advisory Board (http://www.surfsites.nl/wtr/programma/oud-‐leden/). • He is member and chair of the FWO subcommittee that focuses on the annual competitive grants about Policy Oriented Educational Research (OBPWO http://www.fwo.be/Panel-‐onderwijskundig-‐
beleids-‐en-‐praktijkgericht-‐onderzoek.aspx). • He is member of the International Committee of the FWO (http://www.fwo.be/Commissie-‐
Internationale-‐Samenwerking.aspx). • He is chair of the PROO committee of the NWO that focuses on educational research (Programma Onderwijskundig Onderzoek) since 2006. • He is invited annually -‐ since 2008 -‐ as a member of research selection panels of the Social Sciences and Humanities Research Council of Canada (SSHRC http://www.sshrc-‐crsh.gc.ca/Default.aspx). • He is – since 2007 -‐ chair of the Expert Panel that monitors the research in relation to Studiekeuze123 of SURF (http://www.studiekeuze123.nl). 5. Membership of editorial boards of academic journals
• Member of the editorial board of Distance Education (ODLA), Computers in Human Behavior, the Open Education Journal (TOEDUJ), and the Open Medical Education Journal.
•
6. Leadership positions in scientific organizations
/ 7. International collaboration
• M. Valcke started up international bilateral research collaborations with a number of Chinese universities in view of fostering PhD student exchange and staff exchange. Agreements were established with Beijing Normal University, South China Normal University, Sichuan Normal university and Qinghai Normal University. This collaboration resulted in Chinese PhD students working and graduating in the research unit. • M. Valcke is and was coordinator of two large inter-‐university collaboration projects with developing countries: Vietnam (Can Tho University) and Mozambique (Universidade Eduardo Mondlane). These projects have a 12 to 15 year life cycle. • He coordinates the VLIR-‐project Optimizing Educational Research in Higher Education (OERHE) with 2 Ecuadorian universities and the 3-‐year VLIR Own Initiative with two Medical Universities in the Palestine Occupied Territories. • He is project leader in many long-‐term inter-‐university collaboration (IUC) projects with developing countries: Ecuador (network project research masters), Peru (La Molina University, Lima about research Based Masters development), South Africa (University of Limpopo about literacy research and science education), and Vietnam (VLIR Network Project with CTU and IUC with Hué Universty). In all these projects, research capacity building is a central topic and PhD related and Master related research is being set up. 8. Research visits abroad
In the context of the different international collaborations, described above, numerous short study visits have been set up. These research visits focused on research needs identification, specialized workshops (Innovation of Assessment and Evaluation, Innovation Management, ICT in Education, Research-‐Based Learning, Online learning, Collaborative learning, Peer tutoring, …). 9. Expert positions in non-‐academic organizations
211
•
•
Expert for the Vlaamse Onderwijsraad (VLOR) in view of developing Advice Reports for the Minister of Education: 2010, Second Chance Education. Invited expert in the EU-‐Lifelong Learning programme 2010-‐2012 in view of the EMUTOM project about Occupational Health and basic medical education. 10. Academic conferences and workshops organized (international)
Organizer and chair of the following International conferences
• International Conference on Assessment and Development of Learning Ability of Middle and Primary School Disciplines, September 20-‐22, 2012, South China Normal University, Guangzhou, P.R.C. • The European Conference on Educational Research (ECER), September 19-‐22, Ghent University. • OnderwijsResearchDagen (ORD), May 30-‐June 1 2005, Ghent University. In the context of the long-‐term VLIR collaboration projects, numerous workshops have been set up. We give some examples:
• VLIR-‐IUC UEM Mozambique (2009 – 2010 -‐ 2011): workshops about Collaborative learning, Qualitative Research Methodologies, Problem Based Learning, Online Learning. • VLIR-‐IUC ULimpopo, South-‐Africa (2009 – 2010 -‐ 2011-‐ 2012): workshops about Reading Comprehension, Qualitative Research Methodologies, Science Education. • VLIR-‐IUC Network project Ecuador (2012 – 2013): workshops about Research Based Learning, Innovation of Assessment and Evaluation. • … Johan van Braak
1. Established spin-‐off companies and other types of outreach and valorisation • HTNO-‐project: Het taalonderwijs Nederlands onderzocht. Actualisering database basisonderwijs 2004-‐2012). http://taalunieversum.org/inhoud/onderzoek/ • Coordination of the development of pICTos (Planning of ICT in Schools): an online tool for school for developing ict-‐policy plans. http://www.ictbeleidstool.be/ • Promoter of the Development of an online assessment tool for digital competences of pupils in primary education (peiling Informatieverwerving en -‐verwerking met inbegrip van ICT -‐ basisonderwijs, promoter-‐coordinator R. Janssen, KU Leuven, (http://ppw.kuleuven.be/home/onderzoek/peilingsonderzoek/team#section-‐5) • Coördinating of the development of www.watweetjeoverevolutie.be, a digital learning environment on evolution theory. • Coördination of the development of www.e-‐validiv.be, a digital learning environment for multilingual education. 2. Invited lectures delivered to academic peers • van Braak, J. (2011). Onderwijsonderzoek en onderwijspraktijk: samen apart. Keynote presented on the annual Day of the Expertise Network School of Education, Brugge, 21/10/2010. • van Braak, J. (2012). ICT-‐integratie in het Vlaamse onderwijs. Keynote presented on the Meeting of the Working Group Digital Material, Kleur Bekennen. Brussels, 7/5/2012. • van Braak, J. & Clarebout, G. (2012). Monitor for ICT integration in Flemish Education (MICTIVO). Keynote presented on the Third meeting of the Expert Group on indicators on ICT in education. Brussels, 3/2/2012. • van Braak, J. (2012). Monitor voor ICT-‐integratie voor het Vlaams Onderwijs. Keynote presented on the O5-‐conference. Vilvoorde, 4/5/2010. 212
3. Academic awards, distinctions and fellowships /
4. Membership of scientific committees and selection panels • Member of the Portugese Foundation of Science and Technology (FCT) Evaluation Panel “The Human Mind and its Complexity” -‐ 2012. • Member of the PROO committee of the NWO (Programma Onderwijskundig Onderzoek) 2008-‐2011. • Member Examination Board Entrance Exam Medical and Dental Education, since 2010. • Member ‘Expert commission Teacher Education’, Association University Ghent, since 2008. • VLOR steering committee "Praktijkgericht onderwijsonderzoek’ 5. Membership of editorial boards of academic journals • Member editorial board "Journal of e-‐planning research" (from 2012) 6. Leadership positions in scientific organizations • Co-‐convenor European Conference of Educational Research (EERA/ECER, Network 16, ICT in Education and Training) • Secretary of the Vlaams Forum voor Onderwijsonderzoek (VFO) 7. National and international collaboration • Sara Dexter (University of Virginia) • Jan Elen (KU Leuven) • Peg Ertmer (Purdue University) • Rianne Janssen (KU Leuven) • Dimokritos Kavadias (VUB) • Koen Lombaert (VUB) • Susan McKenney (UTwente/Open University Heerlen) • Alfons ten Brummelhuis (Kennisnet -‐Netherlands) • Mieke Van Houtte (UGent -‐ Department of Sociology) • Joke Voogt (UTwente) 8. Research visits abroad /
9. Expert positions in non-‐academic organizations • Member VLOR steering committee "Praktijkgericht onderwijsonderzoek’ • Chairman Board Nascholing Brussel VZW. • Member Examination Board Entrance Exam Medical and Dental Education. 10. Academic conferences and workshops organized • VFO studiedag ICT: De balans tussen onderzoek, praktijk en beleid?’ 17-‐11-‐2011. • 10th European Conference on Psychological Assessment, 16/19-‐9-‐2009. • European Conference on Educational research (ECER), September 19-‐22 2007. • Onderwijs Research Dagen (ORD), 30/5 -‐ 1/6 2005. Hilde Van Keer
213
1. Established spin-‐off companies and other types of outreach and valorisation • The research expertise is presented through workshops and lectures for national educational authorities, educational organisations, or schools, for example in the context of their professional development days. E.g., VLOR 22 04 2010; Steunpunt Diversiteit en Leren, 20 10 2010; LOP Turnhout, 16 11 2010; KULeuven, 19 11 2010; De Katrol, 25 11 2011; SIG 23 03 2012; PDCL-‐KHleuven lerarenopleiding, 07 02 2013; ... • The educational expertise in general has been valorized by the involvement in Higher Education quality monitoring actions (visitaties) and accreditation exercises, for the VLHORA (now VLUHR, together with the VLIR). Examples of programmes reviewed: Academische bachelor-‐ en masteropleiding in het Industrieel ontwerp; Professionele bachelor Netwerkeconomie; Bachelor na bachelor Intercultureel management; Bachelor na bachelor Toegepaste fiscaliteit. 2. Invited lectures delivered to academic peers
/
3. Academic awards, distinctions and fellowships /
4. Membership of scientific committees and selection panels
• Substituting member of the Ghent University research Board from 2013 http://www.ugent.be/nl/univgent/bestuur/centraal/onderzoeksraad • Member of the ICO scientific committee. ICO (Interuniversity Center for Educational Research) is formally recognized as a research school by the Royal Netherlands Academy of Arts and Sciences (KNAW). http://www.ico-‐education.nl/ Member of the following scientific organizations:
• VFO (Vlaams Forum voor Onderwijsonderzoek) • EARLI (European Association for Research in Learning and Instruction) • ISLS (International Society of the Learning Sciences) • AERA (American Educational Research Association) 5. Membership of editorial boards of academic journals • Member of the editorial board of Pedagogische Studiën. Tijdschrift voor onderwijskunde en opvoedkunde 6. Leadership positions in scientific organizations • Member of the ICO governing board. http://www.ico-‐education.nl/ 7. National and international collaboration • Keith J. Topping, Professor of Educational and Social Research at the University of Dundee (Scotland, UK) • Sharon Vaughn, is Professor at The University of Texas at Austin (US) and the H.E. Hartfelder/Southland Corp Regents Chair of Human Development and executive director of the Meadows Center for Preventing Educational Risk at The University of Texas at Austin. • Stephen Graham, is Professor in the Division of Leadership and Innovation in the Mary Lou Fulton Teachers College, Arizona State University (US) • Gert Rijlaarsdam, Professor at the Faculteit der Maatschappij-‐ en Gedragswetenschappen, Afdeling Pedagogiek, Onderwijskunde & Lerarenopleiding, Universiteit van Amsterdam 214
•
•
•
•
Bernadette van Hout-‐Wolters, Emeritus Professor at the Faculteit der Maatschappij-‐ en Gedragswetenschappen, Afdeling Pedagogiek, Onderwijskunde & Lerarenopleiding, Universiteit van Amsterdam Maarten Vansteenkiste, Professor at the Vakgroep Ontwikkelings-‐, Persoonlijkheids-‐ en Sociale Psychologie, Ghent University Annemie Desoete, Professor at the Vakgroep Experimenteel-‐Klinische en Gezondheidspsychologie, Ghent University Leen Haerens, Professor at the Vakgroep Bewegings-‐ en Sportwetenschappen, Ghent University 8. Research visits abroad /
9. Expert positions in non-‐academic organizations • Lidmaatschap adviescommissie Baobab-‐schoolprojectwerking (Stad Antwerpen) • Lidmaatschap stuurgroep De Katrol (Gent) • Lid Stuurgroep Playing for Succes (Gent) • Lid Resonansgroep Uitgeverij Zwijsen-‐België 10. Academic conferences and workshops organized
/
215
F. Research funding PPW 1.3 F.1 Research funding expenditure (DOZA, SAP details) TOTAL funding Research funding expenditure 2005 2006 2007 2008 2009 2010 2011 2012 University Research Fund (BOF) 201.279 221.727 251.702 234.438 306.289 325.410 313.109 311.917 2.165.872 -‐ -‐ 43.432 105.876 156.077 171.962 378.087 268.696 1.124.130 Research Foundation Flanders (FWO) Other Flemish/Belgian Government funding (IWT, IUAP, Steunprojecten, other projects, ...) 476.444 430.192 376.402 585.914 675.484 792.411 579.214 1.669.307 5.585.367 International funding 1.429 -‐ -‐ -‐ -‐ -‐ 2.189 -‐ 3.618 Private funding 95.520 141.308 240.840 93.850 133.730 125.743 500.417 77.940 1.409.348 TOTAL funding 774.672 793.227 912.376 1.020.078 1.271.580 1.415.526 1.773.016 2.327.860 10.288.335 F.2 Project details 1.1 University Research Fund (BOF)
(a) Pre-‐doctoral fellowships
• "The role of the gender aspect in professional acting and the professional identity of teachers in Flanders".1/10/2001 -‐ 30/09/2003 promotor: Antonia Aelterman
• Social implications of ICT-‐use in Flemish schools. (researchers on this project had to be paid as pre-‐doctoral follows, despite the fact that the two year project was not aimed at developing a PhD research). 1/10/2003 – 30/09/2005
Promotor: Martin Valcke
• Generalizibility of the design principles for learning materials derived from the "Cognitive theory of Multimedia Learning". 1/10/2003 – 3/01/2008
• Generalizability of the design principles for learning materials derived from the "Cognitive Multimedia Theory". 1/10/2003 – 30/09/2005
• Community arts as discursive construction. 1/10/2004 – 30/09/2008
Promotors: Ronald Soetaert and Jan Blommaert
• The impact of cultural Differences in Learning and Studying on e-‐Learning in Higher Education.
1/11/2005 – 31/10/2009
Promotor: Martin Valcke and Tammy Schellens
• Developing teachers' professional knowledge in view of the integrated use of information and communication technologies in Chinese primary schools. 1/10/2006 – 7/01/2011
Promotors: Johan van Braak and Martin Valcke
• Parental involvement as a predictor of learning achievement and well-‐being of pupils in primary education. 1/10/2006 – 30/09/2008
Promotor: Johan van Braak 216
•
•
•
•
•
•
•
•
•
•
Reconstruction in educational sciences. The nature of the researcher’s impact 1.10.2008-‐
30.9.2012
Promotor: Paulus Smeyers
Mathematics difficulties: the impact of process variables in the context of an alternative theoretical explanatory model. 1/10/2006 – 30/09/2008
Promotors: Martin Valcke and Ann Desoete
Mathematics learning performance and mathematics learning difficulties in China. 10/12/2007 – 9/12/2011
E-‐maturity: Evaluation of a model for ICT-‐implementation in Ecuadorian primary schools. 1/10/2008 – 31/01/2013 Promotors: Martin Valcke and Tammy Schellens
Evaluation of a model for studying the curriculum impact of commercial videogames in the 3rd grade secondary education. Interaction between beliefs, actual behaviour and learning effects. 1/10/2008 – 30/09/2011
Promotors: Martin Valcke Ronald Soetaert
Performance evaluation as a catalyst for an innovative Chinese teacher education program. 1/10/2008 – 28/02/2013
The effects of scaffolding on self-‐ regulation and gaining domain-‐ specific knowledge in a closed digital learning environment. 1/10/2009 – 30/09/2011 Promotor: Johan Van Braak
Student Self-‐assessment for Reading Improvement in Junior High School: an Initiative in the Context of Chinese Curriculum Reform. 1/03/2010 – 28/02/2012
Fostering parent involvement in Tibetan schools. 1/10/2010 – 30/09/2012 Promotor: Martin Valcke
Towards an innovation of teacher education in Pakistan. 1/10/2012 – 30/09/2016 Promotor: Martin Valcke
(b) Post-‐doctoral fellowships
• Longitudinal study of student teachers' and novice teachers' motivations for teaching and commitment to teaching: expanding the FIT-‐Choice framework. 1/10/2011 – 30/09/2014
Promotor: Antonia Aelterman
(c) Research projects (min 15.000 EUR)
• Validating social-‐cognitive models in explanation of the impact of peer tutoring on (meta)cognitive functioning. 1/01/2004 – 21/03/2009, 153.000 EUR
Promotors: Martin Valcke and Hilde Van Keer
• Educational beliefs and the adoption of independent and self-‐regulated learning through ICT in primary education. 1/01/2005 – 31/12/2009, 159.000 EUR
Promotor: Johan van Braak
• Relevance of alternative representations of time, time intervals and temporal relations for instructional approaches to foster the development of time-‐related competencies of primary school children. 1/01/2008 – 31/03/2012, 175.341 EUR
217
•
•
•
•
•
•
•
•
•
•
Application for a Visiting Postdoctoral Fellowship (Andrew Stables). 1/07/2008 – 30/04/2009, 18.991 EUR
Promotor: Ronald Soetaert
Performance indicator studies in the Chinese setting. 1/08/2008 – 31/05/2009, 15.957 EUR
Reading motivation as the key to reading success? Studying the relations between reading comprehension, reading frequency and reading motivation and the impact of a reading promotion. 1/01/2009 – 31/10/2013, 172.000 EUR
Promotor: Hilde Van Keer
Towards an advanced level of performance indicator based item design and analysis for mathematics and reading comprehension. 1/01/2009 – 31/10/2012, 74.985 EUR
Analysis of an epistemology of listening in educational and social science research. 1/09/2009 – 30/06/2010, 19.328 EUR
Promotor: Paulus Smeyers
From Technological Pedagogical Content Knowledge to ICT-‐integration in primary education. 01/10/2010 – 1/10/2012, 23.150 EUR
Promotors: Johan van Braak and Jo Tondeur
The impact of self and peer assessment in wiki-‐based CSCL-‐environments on students' self regulated learning and learning outcomes. 1/01/2011 – 31/10/2015, 193.000 EUR
Promotor: Bram De Wever
Challenges to the Chinese educational system: the critical status of school autonomy. 8/08/2011 – 7/08/2013, 48.570 EUR
The interface between memory and language in multilingualism. 1/01/2013 – 31/10/2018, 251.734 EUR
Promotor: Martin Valcke Implementing peer assessment in secondary education: increasing anonymity by using Classroom Response Technology. 1/03/2013 – 31/12/2007, 200.000 EUR
Promotor: Tammy Schellens
As co-‐promotor
• Career and psychological well-‐being of graduates of the teacher training institutes.
1/01/2003 – 31/10/2006, 173.693 EUR
Promotors: Peter Vlerick, Antonia Aelterman
• Entrance in the profession and psychological well-‐being of graduates of the teacher training institutes. 1/01/2005 – 31/05/2011, 159.000 EUR
Promotors: Peter Vlerick, Antonia Aelterman
• Self-‐regulated learning skills and academic achievement of medical students. 1/09/2010 – 30/06/2011, 19.328 EUR
Promotors: Anselme Derese and Martin Valcke
Acquired in 2012 and to start from 2013 on:
As co-‐promotor:
• GOA project: The interface between memory and language in multilingualism
218
01/10/2013 – 30/09/2018: 250.000 EUR (subpart for this research group) Promotors: Valcke Martin (next to promotors of the research group experimental psychology)
1.2 Research Foundation Flanders (FWO)
(a) Pre-‐doctoral fellowships
• Parental involvement in the child's education: a multilevel perspective on an integrated model. 1/10/2008 – 30/09/2012
Promotor: Johan van Braak • Model-‐based evaluation of 'digital game-‐based learning' in the 3rd grade of secondary education. Interaction between beliefs, player behavior, meta-‐cognitive strategies, and learning effects. 1/10/2010 – 30/09/2012
Promotors: Martin Valcke and Ronald Soetaert
• Evaluating the effectiveness of networks of schools in Flanders: a multiple level approach. 1/10/2010 – 30/09/2012
Promotor: Geert Devos
• A quasi-‐experimental study of the impact of author-‐provided and student-‐generated Mind Maps on processing and learning text information in primary education. 1/10/2010 – 30/09/2012
(b) Post-‐doctoral fellowships
• Scripting CSCL: Evaluating the impact of scripts in asynchronous discussions and wikis. 1/10/2007 – 30/09/2010
• Development and validation of a model of ICT integration in teacher education. 1/10/2009 – 30/09/2013 Promotor: Johan van Braak • ICT integration from a curriculum perspective: Model development, validation and implementation research. 1/10/2011 – 30/09/2014
Promotor: Johan van Braak (c) Research project (min. 15.000 EUR)
As co-‐promotor:
• Use of a GIS to analyze a two-‐dimensional conceptual temporal space. 1/01/2008 – 31/12/2011, 268.400 EUR Promotors: Nico Van der Weghe, Martin Valcke and Philippe De Maeyer
1.3 Other Flemish/Belgian Government funding (min 15.000 EUR)
• The well-‐being of teachers in secondary education: the development of a survey instrument. 2000 – 2002. Promotor: Aelterman Antonia, English Nadine (VUB) & Verhaeghe Jean Pierre.
• The professionalism and the social appreciation of teachers. 2000-‐2002. Promotor: Antonia Aelterman, Jef Verhoeven (KULeuven), Nadine Engels (VUB), Peter Van Petegem (UA) 219
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Towards a common basis for a portfolio methodology and learning within an EVC procedure. 2003
Promotor: Antonia Aelterman & Maria Debie
Het welbevinden en het functioneren van directies basisonderwijs (Min. Vl. Gem. Dep. Ond., 2004-‐2005). Promotoren: Geert Devos, Antonia Aelterman & Engels Nadine (VUB)
pICTos -‐ Planning of ICT in Schools. 1/01/2006 – 31/08/2009, 53.874 EUR Promotor: Johan van Braak ICT Infrastructure project under the 2007 IUC annual programme (Vietnam). 1/04/2006 – 31/03/2008, 158.000 EUR
Improving School Leadership -‐ Guideline for Country Participation. Design and Implementation Plan for the Activity. 1/06/2006 – 31/12/2006, 15.000 EUR
Argumentatie (structuren) in literaire kritiek van jongeren. (Argumentation structures in literary critique of adolescents. 1/08/2006 -‐ 31/7/2007, 34.000 EUR
De relatie tussen onderwijsonderzoek en onderwijspraktijk in Vlaanderen. 01/01/2007 – 31/12/2007, 27.145 EUR. viWTA-‐ Vlaams Instituut voor Wetenschappelijk en Technologisch Aspectenonderzoek
OBPWO project nr. 06.05 “Monitor voor ICT-‐integratie in het Vlaamse Onderwijs. Monitor for ICT-‐integration in Flemish Education (MICTIFE). 1/01/2007 – 31/12/2008, 146.600 EUR
Book versus Web: the literary blog. 1/08/2007 – 30/04/2008, 22.000 EUR
Student tutoring enhancing "learning how to learn" in primary education. 1/09/2007 – 15/05/2008, 20.000 EUR
TutorBabbel academiejaar 2009-‐2010. 15/09/2009 – 30/06/2010, 17.000 EUR
Evaluation of the personnel evaluation system. 1/04/2010 – 30/09/2011, 273.314 EUR
SBO/IWT project EMSOC: user improvement in a social media culture. 1/11/2010 – 31/10/2014, 614.468 EUR
Promotors: Ronald Soetaert and Lieven Demarez
ASCIT (Again at my School by fostering Communication through Interactive Technologies for long term sick children ) /OWK. IBBT funding. 1/09/2005 – 31/08/2008, 221.761 EUR
Promotor: Martin Valcke (next to promotors of other Flemish universities and industrial partners)
Een digitale leeromgeving ter ondersteuning van meertalig onderwijs in de basisschool (onderdeel van VALIDIV-‐project). SBO/IWT. 01/2011 – 09/2014
Promotor: Johan van Braak iPad naar de digitale wereld in de klas. 03/2012 – 03/2013. Provincie Oost-‐Vlaanderen. 18.000 EUR Promotors: Johan van Braak – Jo Tondeur
220
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Een nieuw literatuuronderwijs voor een nieuwe leescultuur. Onderzoek naar en ontwikkeling van handelingsoriëntaties ter verbetering van de lerarenopleiding en het literatuuronderwijs.1/9/11-‐31/5/13 : € 73 500 (Associatie Universiteit Gent)
Promotor: Andre Mottart
ACKNOWLEDGE Accessible and Open Knowledge Infrastructure for Flanders. IBBT funding. 1/09/2006 – 31/08/2008, 66.400 EUR Promotor: Martin Valcke (next to promotorsand copromotors of other Flemish universities and next to industrial partners) Beleidsevaluatie lerarenopleiding (Policy evaluation of Flemish Teacher Education). 1/12/2011 – 1 /11/2012, 220.000 EUR Promotors: Martin Valcke, Katrien Struyven (VUB) and Isabel Rots Steunpunt Schoolloopbanen 2011-‐2015 (Long term study careers Phase III). 1/1/2012 – 31/12/2015, 450.000 EUR Promotors: Martin Valcke and Geert Devos (next to promotors of VUB and KULeuven) Steunpunt Schoolloopbanen 2006-‐2011 (Long term study careers Phase II). 1/1/2006 – 31/12/2011, 100.000 EUR Promotors: Martin Valcke (next to promotors of VUB and KULeuven) Programme for the International Assessment of Adult Competences’ (PIAAC – Pilot Study). 1/1/2009 – 31/12/2011, 750.000 EUR Promotors: Valcke Martin Programme for the International Assessment of Adult Competences’ (PIAAC – Main Study). 1/1/2011 – 31/12/2013, 2.000.000 EUR Promotors: Valcke Martin ‘Programme for International Student Assessment” PISA 2012 (PISA). 1/1/2010 – 31/12/201, 900.000 EUR Promotors: Valcke Martin, Hilde Van Keer & Johan Van Braak ‘Programme for International Student Assessment” PISA 2009 (PISA). 1/03/2007 – 27/02/2011, 900.000 EUR Promotors: Valcke Martin ‘Programme for International Student Assessment” PISA 2006 (PISA). 1/03/2004 – 31/08/2008, 799.000 EUR Promotors: Valcke Martin SBO/IWT project SPION Security and Privacy for Online Social Networks,01./01/2011 – 31/12/2015: 150.611 EUR Promotors: Valcke Martin, Tammy Schellens (next to promotors of VUB and KULeuven) SBO/IWT Project Each School Its own Mirror. 1/05/2006-‐31/05/2011, 150.000 EUR Promotors: Valcke Martin (next to promotors of UA and KULeuven) Acquired in 2012 and to start in 2013: • Monitor Innovation and excellence in education (Innovatie en Excellentie monito Basisonderwijs). 1/01/2013 – 31/12/2017, 1.035.000 EUR Promotors: Valcke Martin, Johan Van Braak (naast Piet Van Aevermaet, Miek Van Hoiutte, Orhan Agirdag, Jan Van Hoof (UA), Dimokritos Kavadias (VUB)) • Programme for International Student Assessment” PISA 2015 (PISA) 01/04/2013 – 30/03/2016: 1.039.355 EUR 221
Promotors: Valcke Martin, Hilde Van Keer, Johan Van Braak, Bram De Wever 1.4 International Funding (min. 15.000 EUR)
• Onderwijsvernieuwing binnen praktijkgericht wetenschappelijk onderzoek: een onderzoek naar wetenschapsopvattingen als referentiekader. VO-‐raad / Ministerie van Onderwijs Cultuur en Wetenschappen (Nederland). 12/2008 – 10/2009
Promotors: Johan van Braak & Ruben Vanderlinde. 109.935 EUR • Het taalonderwijs Nederlands onderzocht. Actualisering basisonderwijs 2004-‐2008, 2009, 2010, 2011, 2012. Nederlandse Taalunie
Promotor: Johan van Braak. 90.000 EUR
• Onderwijsinnovatie binnen praktijkgericht wetenschappelijk onderzoek: Een kwalitatieve studie naar vernieuwingsprocessen en succesfactoren. 11/2009 – 12/2010. VO-‐raad / Ministerie van Onderwijs Cultuur en Wetenschappen (Nederland)
Promotors: Johan van Braak & Ruben Vanderlinde. 175.359 EUR
• Didactische ICT-‐bekwaamheid van docenten. Stichting Kennisnet Nederland. 10/2012 – 10/2013
Promotors: Johan van Braak. 39.922 EUR
1.5 Private funding (min. 15.000 EUR)
/
222
G. Teaching load of research team FPPW 1.3 Name of lecture Title of course ECTS Aelterman Antonia Internship 6 Teaching Methodology Educational Sciences Aelterman Antonia 6 Aelterman Antonia Pedagogy of Teaching 7 Aelterman Antonia Practice-‐Based Exercises 18 Aelterman Antonia Pedagogic Components of Teaching 4 Aelterman Antonia Research internship 20 De Wever Bram Adult Education 5 Comparative and international Education Devos Geert 6 Devos Geert Organisation and Policy of Education 4 Devos Geert Management in the social profit sector 6 School Management and School Development Devos Geert and Van Keer Hilde 5 Interaction and Communication in the Classroom Mottart André 4 Mottart André Practice-‐Based Excercises English 18 Mottart André Teaching Methodology: English 6 Mottart André Teaching Methodology: Dutch 6 Explorations of Teaching Methodology: English Mottart André 4 Explorations of Teaching Methodology: Dutch Mottart André 4 Mottart André Practice-‐Based Exercises 18 Mottart André Integration seminar 5 Engineering p
roject (
other f
ac) Mottart André 6 Mottart André Academic communication skills 3 Schellens Tammy Educational Technology 7 Schellens Tammy Teaching Methodology: Psychology 6 Schellens Tammy Practice-‐Based Exercises 18 Schellens Tammy Instructional strategies 6 Teaching Methodology: Psychology and Educational Sciences Schellens Tammy and Aelterman Antonia 6 Smeyers Paulus Educational Theory, Anglo-‐Saxon 5 Smeyers Paulus Philosophy of Educational Science 6 Philosophy of Science: Educational Theory and Educational Sciences Smeyers Paulus 7 Soetaert Ronald Culture studies 5 Soetaert Ronald General Language Methodology 6 Soetaert Ronald Culture, Media and Education 4 Soetaert Ronald Culture and education 5 Valcke Martin Globalisation and Education 5 223
Capita Selecta in Instructional Sciences Valcke Martin Didactical Strategies in Coping with Secondary Causes for Learning Difficulties Valcke Martin Valcke Martin Valcke Martin Valcke Martin Instructional sciences Instructional sciences (separate course) Learning and Instruction Instructional sciences: Practices, Research and Policy Valcke Martin 5 5 3 6 5 Research and developments in higher education Valcke Martin Valcke Martin Valcke Martin Valcke Martin Valcke Martin Valcke Martin and Van Keer Hilde Van Braak Johan Van Braak Johan Van Braak Johan Van Braak Johan Van Braak Johan Van Braak Johan Van Keer Hilde Van Keer Hilde Van Keer Hilde Van Keer Hilde Van Keer Hilde Instructional Sciences Numeracy and mathematics education Contemporary educational systems Research internship Pre-‐primary education Educational Effectiveness Educational Change and Innovation Instructional Design Clinical practices and research Curriculum development Instructional design Pedagogical Support and Special Needs Provision in Schools Coaching and Guidance Exploration of Teaching Methodologies Language education Special needs provision in education 224
3 5 6 5 20 6 5 7 6 5 6 6 5 7 7 6 4

1 Three research teams are active within the research discipline

Transcription

Similar documents

in Den Helder

PDF document - Health Holland

Open en online onderwijs

Voorlichting in ziekenhuizen - Centre d`Education du Patient

LESGEVEN MET DE LEERLING CENTRAAL

Opbrengstgericht werken

restaurantplan gent toerisme (versie AF!!!-18)

Rapport - CE Delft

Introduction to Adaptive Systems

Full Curriculum Vitae - Cees van der Vleuten

teacher roles and pupil outcomes in technology-rich early

Naar een cartografie van condities voor werkplekleren in

Richtlijn Acneïforme dermatosen

deze dan

VOLUME 3.indd - Support Services