Wendelien Vantieghem

Ghent University

Belgium

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Articles (11)

Developing and Validating a Video-Based Measurement Instrument for Assessing Teachers’ Professional Vision of Language-Stimulation Interactions in the ECE Classroom

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Year:

2025

School actors navigating between implementor & arbiter – a qualitative study on the dynamics in multilingual schools’ language policy

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Year:

2023

An empirical validation study of Spolsky's language policy model

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Year:

2022

Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction

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Year:

2021

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

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Year:

2021

What prompts early childhood professionals to proffer advice to multilingual families? Investigating the association between language policy and perceived self-efficacy

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Year:

2021

Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers

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Year:

2020

Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

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Year:

2020

Do Girls Make Boys Study? Gender Composition, Gender Role Culture, and Sense of Futility in Flemish Secondary Schools

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Year:

2020

Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review

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Year:

2020

The Impact of Gender Variance on Adolescents’ Wellbeing: Does the School Context Matter?

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Year:

2020

Collaborators (3)

Katrien Struyven

Professor

Universiteit Hasselt

BELGIUM

Esli Struys

Vrije Universiteit Brussel

BELGIUM

Júlia Griful-Freixenet

Vrije Universiteit Brussel

BELGIUM

Wendelien Vantieghem

Research Interests

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Articles (11)

Developing and Validating a Video-Based Measurement Instrument for Assessing Teachers’ Professional Vision of Language-Stimulation Interactions in the ECE Classroom

School actors navigating between implementor & arbiter – a qualitative study on the dynamics in multilingual schools’ language policy

An empirical validation study of Spolsky's language policy model

Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

What prompts early childhood professionals to proffer advice to multilingual families? Investigating the association between language policy and perceived self-efficacy

Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers

Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

Do Girls Make Boys Study? Gender Composition, Gender Role Culture, and Sense of Futility in Flemish Secondary Schools

Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review

The Impact of Gender Variance on Adolescents’ Wellbeing: Does the School Context Matter?

Collaborators (3)

Katrien Struyven

Esli Struys

Júlia Griful-Freixenet

How do I reach out?

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Wendelien Vantieghem

Research Interests

Explore related searches

Contact this professor

Articles (11)

Developing and Validating a Video-Based Measurement Instrument for Assessing Teachers’ Professional Vision of Language-Stimulation Interactions in the ECE Classroom

School actors navigating between implementor &amp; arbiter – a qualitative study on the dynamics in multilingual schools’ language policy

An empirical validation study of Spolsky's language policy model

Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

What prompts early childhood professionals to proffer advice to multilingual families? Investigating the association between language policy and perceived self-efficacy

Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers

Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

Do Girls Make Boys Study? Gender Composition, Gender Role Culture, and Sense of Futility in Flemish Secondary Schools

Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review

The Impact of Gender Variance on Adolescents’ Wellbeing: Does the School Context Matter?

Collaborators (3)

Katrien Struyven

Esli Struys

Júlia Griful-Freixenet

How do I reach out?

Meet Kite AI

School actors navigating between implementor & arbiter – a qualitative study on the dynamics in multilingual schools’ language policy