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Bellens, Kim; Van den Noortgate, Wim; Van Damme, Jan – School Effectiveness and School Improvement, 2020
In many educational systems, textbooks are a leading factor for daily instructional practices, and consequently may affect educational outcomes. Whereas in many countries textbook assessment is a common practice in light of evaluating and improving educational effectiveness, in other countries these practices are absent, mainly under the realm of…
Descriptors: Mathematics Instruction, Textbook Evaluation, Academic Freedom, Instructional Effectiveness
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Vanwynsberghe, Griet; Vanlaar, Gudrun; Van Damme, Jan; De Fraine, Bieke – School Effectiveness and School Improvement, 2019
The purpose of this study was to conduct a direct replication of the study of Bressoux and Bianco of 2004 regarding long-term effects of teachers in primary education on language and mathematics achievement of students. They found a short-term effect of the teacher in the same grade, but they did not find a long-term effect of the teacher of the…
Descriptors: Elementary School Teachers, Teacher Influence, Mathematics Achievement, Academic Achievement
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Wolff, Fabian; Sticca, Fabio; Niepel, Christoph; Götz, Thomas; Van Damme, Jan; Möller, Jens – Journal of Educational Psychology, 2021
Two longitudinal extensions of the classic internal/external frame of reference model (I/EM) have attracted researchers' attention in recent years: The reciprocal I/EM (RI/EM) describes the reciprocal effects between students' math and verbal achievements and self-concepts. The 2I/EM describes the effects of students' math and verbal achievement…
Descriptors: Mathematics Achievement, Verbal Ability, Self Concept, Models
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Vanwynsberghe, Griet; Vanlaar, Gudrun; Van Damme, Jan; De Fraine, Bieke – British Educational Research Journal, 2017
In the field of educational effectiveness research, school effects are generally studied in the short term (i.e. during the same phase of schooling). The aim of this study is to investigate long-term primary school effects on students' achievement in mathematics at the end of secondary education. We also investigate which primary school…
Descriptors: Elementary School Mathematics, Mathematics Achievement, Secondary School Mathematics, Longitudinal Studies
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Vanwynsberghe, Griet; Vanlaar, Gudrun; Van Damme, Jan; De Fraine, Bieke – School Effectiveness and School Improvement, 2017
Although the importance of primary schools in the long term is of interest in educational effectiveness research, few studies have examined the long-term effects of schools over the past decades. In the present study, long-term effects of primary schools on the educational positions of students 2 and 4 years after starting secondary education are…
Descriptors: Secondary Education, School Effectiveness, Elementary Secondary Education, Followup Studies
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Bellens, Kim; Van Damme, Jan; Van Den Noortgate, Wim; Wendt, Heike; Nilsen, Trude – Large-scale Assessments in Education, 2019
In the Trends in Mathematics and Science Study (TIMSS) 2015, the educational systems from the Dutch speaking part of Belgium (Flanders), Germany, and Norway included scales capturing three dimensions of instructional quality (INQUA): classroom management, supportive climate, and cognitive activation. With the inclusion of these extra scales, a…
Descriptors: Foreign Countries, Elementary Secondary Education, Achievement Tests, International Assessment
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Boonen, Tinneke; Van Damme, Jan; Onghena, Patrick – School Effectiveness and School Improvement, 2014
The present study investigates the effects of teachers (background qualifications, attitudes and beliefs, and instructional practices) on student achievement in mathematics, reading, and spelling in 1st grade. Its theoretical framework and methodology are based on recent work by Palardy and Rumberger (2008). Data from the SiBO Project, a…
Descriptors: Teacher Background, Teacher Qualifications, Teacher Attitudes, Teaching Methods
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Wouters, Sofie; Colpin, Hilde; Van Damme, Jan; Verschueren, Karine – Educational Psychology, 2015
The big-fish-little-pond effect (BFLPE) model predicts students' academic self-concept to be negatively predicted by the achievement level of their reference group, controlling for individual achievement. Despite an abundance of empirical evidence supporting the BFLPE, there have been relatively few studies searching for possible moderators.…
Descriptors: Foreign Countries, Elementary School Students, Males, Grade 6
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Dumay, Xavier; Boonen, Tinneke; Van Damme, Jan – Elementary School Journal, 2013
In both the school effectiveness and the educational administration literature, growing attention has been paid to the extent of principal leadership effects and the means by which they affect school performance. The main goal of this study is to estimate the effects of principal leadership on students' achievement growth in mathematics over a…
Descriptors: Foreign Countries, Teacher Collaboration, Principals, Models
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Vandecandelaere, Machteld; Schmitt, Eric; Vanlaar, Gudrun; De Fraine, Bieke; Van Damme, Jan – Educational Psychology, 2016
Kindergarten retention is a popular practice for children who are considered unready for primary school. However, past research has not yet succeeded to find consistent, strong empirical evidence supporting the practice. In the current study, kindergarten repeaters' development in nine psychosocial domains is compared with that of equally at risk…
Descriptors: Kindergarten, Grade Repetition, Child Development, At Risk Students
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Boonen, Tinneke; Pinxten, Maarten; Van Damme, Jan; Onghena, Patrick – Educational Research and Evaluation, 2014
Academic emphasis, collective efficacy, and faculty trust in students and parents (3 school characteristics positively associated with student achievement) are assumed to form a higher order latent construct, "academic optimism" (Hoy, Tarter, & Woolfolk Hoy, 2006a, 2006b). The aim of the present study is to corroborate the latent…
Descriptors: Academic Achievement, Factor Analysis, Grade 5, Foreign Countries
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Liu, Hongqiang; Van Damme, Jan; Gielen, Sarah; Van Den Noortgate, Wim – British Educational Research Journal, 2015
School composition effects have been consistently verified, but few studies ever attempted to study how school composition affects school achievement. Based on prior research findings, we employed multilevel mediation modeling to examine whether school processes mediate the effect of school composition upon school outcomes based on the data of 28…
Descriptors: School Demography, Hierarchical Linear Modeling, Educational Resources, Educational Opportunities
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Ning, Bo; Van Damme, Jan; Gielen, Sarah; Vanlaar, Gudrun; Van den Noortgate, Wim – Scandinavian Journal of Educational Research, 2016
Finland and Shanghai are strong performers in the Program for International Student Assessment (PISA). The current study explored the similarities and differences in educational effectiveness between these 2 strong performers. To this end, 14 predictors representing student background and school process characteristics were selected from the PISA…
Descriptors: Foreign Countries, Reading Achievement, Comparative Education, Instructional Effectiveness
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Vandecandelaere, Machteld; Schmitt, Eric; Vanlaar, Gudrun; De Fraine, Bieke; Van Damme, Jan – Research Papers in Education, 2015
When a child does not seem to be ready for primary school, a popular practice is to grant the child more time by letting it repeat kindergarten. However, previous quasi-experimental research demonstrated negative, though diminishing, effects of kindergarten retention on academic learning during the first years of primary school. The present study…
Descriptors: At Risk Students, Kindergarten, Grade Repetition, Mathematics Skills
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Lamote, Carl; Pinxten, Maarten; Van Den Noortgate, Wim; Van Damme, Jan – Educational Studies, 2014
Holding students back when they do not meet a specific attainment level is common practice in a lot of countries. However, this practice is not without controversy and recent studies point at the negative effects of grade retention, especially in the long-term. The majority of these studies focused on grade retention in primary education. In our…
Descriptors: Longitudinal Studies, Grade Repetition, Secondary Education, Academic Achievement
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