Hilde Van Keer
Biographic Data
| ID | 276464 |
|---|---|
| NAME | Hilde Van Keer |
| GIVEN NAMES | Hilde |
| FAMILY NAME | Van Keer |
| SIGNATURE | VAN KEER H |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0002-9819-4864 |
| VERIFIED | Yes |
| TOTAL WORKS | 37 |
| TOTAL CITATIONS | 79 |
| AUTHOR COUNT | 37 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Reading strategy use of upper primary school students in a task-oriented context
This study explores the reading strategy use of low- and high-achieving upper primary school readers (N = 24) through the analysis of think-aloud protocols. Given the situational dependency of reading strategy use, one specific context was explored, namely a task-oriented reading context involving text-related questions. By employing direct observations, this study avoids the limitations associated with self-reports, which are most common in the …
Professionalizing schools on self-regulated learning: Roles, responsibilities and challenges of process coaches
The implementation of self-regulated learning (SRL) in primary and secondary schools is complex and requires a sustainable long-term development of the complete school. To support school leaders and their school team to implement SRL, a two-year school-wide professionalization trajectory was designed in collaboration with an in-service teacher professionalization organization. School leaders participated in a professional learning community (PLC)…
Unlocking the Magic: Professional Development on Reading for Teachers in Prevocational Education—Insights from Four Case Studies
This study explores a six-month professional development program implemented in four schools offering prevocational education, a group often overlooked in literacy research. Over six months, teachers participated in structured training aimed at improving their competence in teaching reading and promoting students’ reading motivation. The program responded to international concerns about declining literacy and reading motivation among adolescents …
Time tells: Longitudinal changes in teachers’ beliefs and behaviour when implementing reading innovations
To explore how teachers’ beliefs and behaviour change throughout implementation processes, N = 47 teachers participated in a 6-month professional development (PD) programme, and then implemented a differentiated reading innovation over one school year (totalling 15 months). Teachers’ beliefs (acceptability, feasibility, self-efficacy) and behaviour (fidelity, innovation use, adaptivity) were assessed after PD (T2), after 3 (T3), 6 (T4), and 9 mon…
L2 vocabulary learning through interactive book reading and factors that affect learning in emergent bilingual elementary school children
Interactive book reading (IBR) fosters children's vocabulary growth through story-based interaction before, during, and after reading aloud. However, emergent bilinguals often begin with lower L2 vocabulary knowledge and gain less from IBR than L1 children. This study examines three IBR approaches, differing in L1 use, and explores how learner-related (prior L1/L2 vocabulary) and word-related factors (age of acquisition, story-relevant general ve…
Teachers' Autonomy Support in Reading: A Multilevel Latent Profile Analysis Approach
Reading and reading comprehension are crucial skills, yet many primary school students struggle. To address this, fostering both the skill and will for reading is a central aim in literacy education. Reading motivation is considered a multidimensional construct, including autonomous reading motivation (ARM), driven by personal value and pleasure; controlled reading motivation (CRM), driven by internal or external pressures; and self‐efficacy, ref…
The development of the reading comprehension—Progress monitoring (RC-PM) tool for late elementary students
Notwithstanding reading comprehension is a key competence in today’s society, many late elementary students struggle with it. In this respect, effective instructional incentives are required to foster students’ reading comprehension. However, appropriate assessment instruments to monitor students’ reading comprehension on a regular basis and to make substantiated instructional decisions are lacking. Therefore, a Reading Comprehension – Progress M…
Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing
University students are frequently required to collaborate, often in the form of collaborative writing tasks. The process as well as the outcomes of the collaboration depend on choices made during the group formation phase. Studies on why students select partners for collaborative writing tasks are, however, lacking. Therefore, the present study aims to gain insights into (1) university students’ preferences with regard to teacher-assigned and se…
Building Vocabulary Bridges: Exploring Pre-Service Primary School Teachers’ Dispositions on L2 Vocabulary Instruction for Emergent Bilinguals through Interactive Book Reading
A strong vocabulary is crucial for language acquisition and can profoundly influence academic and societal success. Interactive book reading (IBR) offers an effective approach for vocabulary instruction as it provides a dynamic and engaging word-learning context. However, as children progress from preschool to primary grades, the emphasis on IBR declines, despite the persistent need for comprehensive literacy education, particularly for emergent …
Assessing the Quality of Argumentative Texts: Examining the General Agreement Between Different Rating Procedures and Exploring Inferences of (Dis)agreement Cases
Assessing argumentative writing skills is not a straightforward task, as multiple elements need to be considered. In function of providing feedback to students and keeping track of their progress, evaluating argumentative texts in a suitable, valid and efficient way is important. In this state-of-the-art exploratory study, 130 argumentative texts written by eleventh graders were assessed by means of three different rating procedures (i.e., absolu…
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
Pre‐service teachers' reader profiles: Stability and change throughout teacher education
Background Considering (1) that reading proficiency is fundamental for educational success, (2) the reciprocal relationship between affective aspects of reading (e.g., reading attitude and motivation) and reading behaviour and ability, (3) the alarming decline in students' reading attitude throughout primary and secondary education and (4) the rather large group of pre‐service teachers starting teacher education with a negative reading attitude, …
Do cognitive processes and motives for argumentative writing converge in writer profiles
The aim of this study is twofold: (1) to distinguish writer profiles on the basis of students’ cognitive processes and motives for argumentative writing and (2) to study differences in the distribution of students’ background characteristics and in students’ writing outcomes across writer profiles. Participants were students who are enrolled in the academic track of upper-secondary education (aged 16–18). The current study uses questionnaire data…
The long road from teacher professional development to student improvement: A school-wide professionalization on self-regulated learning in primary education
Notwithstanding the value of self-regulation, different studies evidence that self-regulated learning (SRL) is still insufficiently ingrained in schools and that teachers only rarely promote it among their students. Therefore, the current study reports on a one-year school-wide professional development programme (PDP). A quasi-experimental pre-test-post-test design was used with 10 schools randomly assigned to the experimental group (EG) and 10 s…
Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics
Collaborative learning groups’ adoption of shared metacognitive regulation: Examining the impact of structuring versus reflection-provoking support and its relation with group performance
Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension
Background A significant number of secondary school students struggle with comprehending texts proficiently. Enhancing their reading comprehension requires knowledge about how this ability is related to various motivational and behavioural characteristics. The central aim of this study was therefore to investigate the (in)direct relationships between ninth‐grade students' motivational (i.e., reading motivation and reading self‐concept) and behavi…
Mind maps as primers when reading-for-learning in elementary grades? An eye tracking study
Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study
BACKGROUND: Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance. AIMS: We aimed to: (1) examine structural relations among two motivational variables (i.e., self-efficacy and attitudes), a beh…
The profile of the skilled reader: An investigation into the role of reading enjoyment and student characteristics
Learner profile stability and change over time: The impact of the explicit strategy instruction program “learning light”
This study examined the stability and change in secondary school students’ learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition – receiving an eight-lesson-teacher delivered instructional treatment – and one control condition. Four learner profiles (i.e., integrated strategy users, info…
Mine the process: Investigating the cyclical nature of upper primary school students’ self-regulated learning
In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program
School and teacher determinants underlying teachers’ implementation of self-regulated learning in primary education
Teaching students how to regulate their own learning has become a popular innovative practice in primary education. However, not much is known about how teacher as well as school characteristics enhance students’ self-regulated learning (SRL). This study explores whether schools differ in the way they implement SRL and what factors at the school and teacher level are related to successful classroom implementation of SRL. Survey data was gathered …
How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning
The influence of student characteristics and interpersonal teacher behaviour in the classroom on student's wellbeing
Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension
Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings
Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions
How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning
Tackling social inequality and exclusion in education: From human capital to capabilities
Both in the international context and in Flanders (the Dutch-speaking part of Belgium), research shows that many young people experience social exclusion in relation to education. However, research evidence concerning structural social inequality in education is predominantly underpinned by an outcome-based approach, since educational policies and practices are largely informed by a human capital model. Inspired by the theoretical insights of the…
Comparing two teacher development programs for innovating reading comprehension instruction with regard to teachers’ experiences and student outcomes
Student teachers’ skills in the implementation of collaborative learning: A multilevel approach
Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring
Background: Research reveals that explicit reading strategies instruction and engaging students in interaction about texts promote students' reading comprehension ability. The present intervention study combines both aspects.Aims: The study examines the educational benefits of explicit reading strategies instruction, followed by practice in (a) teacher-led whole-class activities (STRAT), (b) reciprocal same-age (STRAT + SA), or (c) cross-age peer…
School and teacher determinants underlying teachers’ implementation of self-regulated learning in primary education
Teaching students how to regulate their own learning has become a popular innovative practice in primary education. However, not much is known about how teacher as well as school characteristics enhance students’ self-regulated learning (SRL). This study explores whether schools differ in the way they implement SRL and what factors at the school and teacher level are related to successful classroom implementation of SRL. Survey data was gathered …
The long road from teacher professional development to student improvement: A school-wide professionalization on self-regulated learning in primary education
Notwithstanding the value of self-regulation, different studies evidence that self-regulated learning (SRL) is still insufficiently ingrained in schools and that teachers only rarely promote it among their students. Therefore, the current study reports on a one-year school-wide professional development programme (PDP). A quasi-experimental pre-test-post-test design was used with 10 schools randomly assigned to the experimental group (EG) and 10 s…
In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program
Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level
In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing performance. Additionally, previous research has revealed gender and achievement‐level differences in el…
Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring
Background: Research reveals that explicit reading strategies instruction and engaging students in interaction about texts promote students' reading comprehension ability. The present intervention study combines both aspects.Aims: The study examines the educational benefits of explicit reading strategies instruction, followed by practice in (a) teacher-led whole-class activities (STRAT), (b) reciprocal same-age (STRAT + SA), or (c) cross-age peer…
Comparing two teacher development programs for innovating reading comprehension instruction with regard to teachers’ experiences and student outcomes
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
ICT integration in the classroom: Challenging the potential of a school policy
Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension
Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions
The influence of student characteristics and interpersonal teacher behaviour in the classroom on student's wellbeing
Student teachers’ skills in the implementation of collaborative learning: A multilevel approach
The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective.
In a judgment of 14 December 2010, in the case of Madam Ternovszky v. Hungary, the European Court of Human Rights has considered that a State should provide an adequate regulatory scheme concerning the right to choose in matters of child delivery (at home or in a hospital). In the context of homebirth, regarded as a matter of personal choice of the mother, this implies that the mother is entitled to a legal and institutional environment that enab…
Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings
Tackling social inequality and exclusion in education: From human capital to capabilities
Both in the international context and in Flanders (the Dutch-speaking part of Belgium), research shows that many young people experience social exclusion in relation to education. However, research evidence concerning structural social inequality in education is predominantly underpinned by an outcome-based approach, since educational policies and practices are largely informed by a human capital model. Inspired by the theoretical insights of the…
How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning
Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level
In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing performance. Additionally, previous research has revealed gender and achievement‐level differences in el…
School and teacher determinants underlying teachers’ implementation of self-regulated learning in primary education
Teaching students how to regulate their own learning has become a popular innovative practice in primary education. However, not much is known about how teacher as well as school characteristics enhance students’ self-regulated learning (SRL). This study explores whether schools differ in the way they implement SRL and what factors at the school and teacher level are related to successful classroom implementation of SRL. Survey data was gathered …
The profile of the skilled reader: An investigation into the role of reading enjoyment and student characteristics
Learner profile stability and change over time: The impact of the explicit strategy instruction program “learning light”
This study examined the stability and change in secondary school students’ learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition – receiving an eight-lesson-teacher delivered instructional treatment – and one control condition. Four learner profiles (i.e., integrated strategy users, info…
Mine the process: Investigating the cyclical nature of upper primary school students’ self-regulated learning
In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program
Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics
Collaborative learning groups’ adoption of shared metacognitive regulation: Examining the impact of structuring versus reflection-provoking support and its relation with group performance
Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension
Background A significant number of secondary school students struggle with comprehending texts proficiently. Enhancing their reading comprehension requires knowledge about how this ability is related to various motivational and behavioural characteristics. The central aim of this study was therefore to investigate the (in)direct relationships between ninth‐grade students' motivational (i.e., reading motivation and reading self‐concept) and behavi…
Mind maps as primers when reading-for-learning in elementary grades? An eye tracking study
Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study
BACKGROUND: Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance. AIMS: We aimed to: (1) examine structural relations among two motivational variables (i.e., self-efficacy and attitudes), a beh…
Assessing the Quality of Argumentative Texts: Examining the General Agreement Between Different Rating Procedures and Exploring Inferences of (Dis)agreement Cases
Assessing argumentative writing skills is not a straightforward task, as multiple elements need to be considered. In function of providing feedback to students and keeping track of their progress, evaluating argumentative texts in a suitable, valid and efficient way is important. In this state-of-the-art exploratory study, 130 argumentative texts written by eleventh graders were assessed by means of three different rating procedures (i.e., absolu…
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
Psychology (33 works) · Mathematics education (32 works) · Computer Science (23 works) · Pedagogy (19 works) · Innovative Teaching and Learning Methods (16 works) · Reading and Literacy Development (14 works) · Linguistics (13 works) · Social Psychology (13 works) · Comprehension (9 works) · Reading comprehension (9 works)