Piet Van Avermaet

Emery, Laura, et al. “Teaching to the Track : Grouping in Reception Education for Newly Arrived Migrant Students.” INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, 2024, pp. 1–17, doi:10.1080/13603116.2021.1942568.

Van Oss, Victoria, et al. “What Prompts Early Childhood Professionals to Proffer Advice to Multilingual Families? Investigating the Association between Language Policy and Perceived Self-Efficacy.” JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT, 2024, pp. 1–17, doi:10.1080/01434632.2021.1960358.

Roose, Iris, et al. “Professional Vision as a Mediator for Inclusive Education? Unravelling the Interplay between Teachers’ Beliefs, Professional Vision and Reported Practice of Differentiated Instruction.” EDUCATIONAL REVIEW, 2024, pp. 1–23, doi:10.1080/00131911.2022.2054957.

Van Raemdonck, Maxime, et al. “School Actors Navigating between Implementor & Arbiter : A Qualitative Study on the Dynamics in Multilingual Schools’ Language Policy.” CURRENT ISSUES IN LANGUAGE PLANNING, 2024, pp. 1–21, doi:10.1080/14664208.2023.2283654.

Hagenaars, Marloes, et al. “Exploring Teacher–Parent Relationships in Times of Covid-19 : Teachers’ Expectations and Parental Home-Schooling Strategies in a Flemish Context.” TEACHERS AND TEACHING, 2024, pp. 1–15, doi:10.1080/13540602.2022.2062731.