Jan Vanhoof
Biographic Data
| ID | 4103249 |
|---|---|
| NAME | Jan Vanhoof |
| GIVEN NAMES | Jan |
| FAMILY NAME | Vanhoof |
| SIGNATURE | VANHOOF J |
| AFFILIATIONS | University of Antwerp |
| ORCID | 0000-0001-8736-4509 |
| VERIFIED | Yes |
| TOTAL WORKS | 41 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 41 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Teacher Academic Optimism: A Path Model to the Impact of School Leadership and School Culture
Research indicates that teachers’ academic optimism significantly enhances student performance, independent of students’ socioeconomic status and migration background. This study extends the knowledge base on academic optimism by empirically examining the impact of school-related antecedents on individual teachers’ academic optimism, with a particular focus on leadership and school culture as perceived by secondary school teachers in Antwerp, Bel…
The role of conflict and emotions when addressing controversial issues: Teachers’ perspectives and (affective) practices
This study investigates how secondary school teachers in Flanders navigate the emotional and political complexities of addressing controversial issues in citizenship education. Drawing on 24 semi-structured interviews with teachers from four different secondary education schools in Flanders, the analysis reveals that teachers predominantly rely on deliberative pedagogies, emphasising rational dialogue, civility and classroom control. While these …
Students’ willingness to engage with feedback from central tests: The influence of cognitive and non-cognitive student characteristics
School leaders’ and teachers’ attributions in making sense of norm-referenced school performance data. Do benchmarks matter
Challenges of teaching affective citizenship education: Spatial, relational, and affective dimensions of citizenship education and their connections with discomfort
School inspections as a lever for educational quality: Case studies on processes and effects
Belonging across contexts: Constructions of Belonging for Minoritized Children in Two Educational Spaces
Variation in teachers’ academic optimism: Examining the impact of classroom composition and school academic optimism
Explaining academic optimism in schools: The impact of performance leadership and alignment between teachers, students, and parents
Building an explanatory framework for co-workers’ responses to teacher underperformance
Hitting the mark? A user perspective on the relevance and irrelevance of school performance indicators
Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools
This paper investigates the student-teacher relationship among minoritized primary school pupils in Flanders, Belgium, who attend both mainstream and supplementary schools, educational initiatives organized by their communities in the weekend. Despite the recognized significance of this relationship, research often overlooks the experiences of students with migration backgrounds, and especially those of primary school pupils. This study aims to c…
School effectiveness for education for sustainable development (ESD): What characterizes an ESD-effective school organization
While research on education for sustainable development (ESD) is expanding, empirical evidence on its impact and outcomes remains very limited. Moreover, the facilitating role of the school organization, while extensively documented in literature on school management and school effectiveness, is lacking. In this study we present and qualitatively validate a framework for an ESD-effective school, previously developed via a critical review of ESD a…
How and why minoritised communities self-organise education: A review study
Minoritised communities have a long history of self-organising learning to meet their youth’s varied educational needs. Community education is a widespread societal phenomenon, yet a conceptual framework mapping the diversity of educational initiatives remained lacking. We bring together the body of academic work on community education in a systematic literature review and extract an array of cases. By regarding these cases through a conceptual f…
Retroalimentación de los indicadores de desempeño como instrumento estratégico para el mejoramiento escolar
En la última década, el desarrollo de indicadores educativos (internacionales) se ha extendido de muchas maneras: el número de países involucrados, los aspectos cubiertos, el impacto en la política educativa, su atención en los medios de comunicación. Más reciente es la atención que se presta a la retroalimentación de los indicadores a las escuelas individuales. Cada vez más partes interesadas se convencen del hecho de que un mejor uso de los ind…
The what and why of supplementary schooling in Flanders: Purposes and underlying motives as perceived by initiators
Supplementary schooling can play an important role in the educational trajectory of minoritised youth. Yet, our knowledge of the communities’ motives for organising education and the purposes the schools pursue remains limited. Existing literature tends to understand supplementary schools either as resisting ongoing inequity in mainstream society or as transmitting the heritage language. We argue that it is valuable to transcend this fragmented v…
Enabling effective education for sustainable development: Investigating the connection between the school organization and students’ action competence
In this study, we investigate the relation between the school organization and outcomes of education for sustainable development, namely students’ action competence in sustainable development. Data were collected among 629 students. At the organizational level, we collected data among 207 school staff concerning organizational characteristics including school resources, sustainable leadership, pluralistic communication, supportive relations, coll…
Exploring parent and student engagement in school self-evaluation in four European countries
The purpose of this paper, which is part of a three-year EU Erasmus+-funded study titled ‘Distributed Evaluation and Planning in Schools’ (DEAPS), is to provide an analysis of policies, structures, processes, supports and barriers that exist to enable or inhibit the involvement of students and parents in school evaluation in four European countries (Belgium, Ireland, Portugal and Turkey). Document analysis was used for this study and some 348 pee…
Drivers for student and parent voice in school self-evaluation activities
Sorting pupils into their next educational track: How strongly do teachers rely on data-based or intuitive processes when they make the transition decision
For squad-members only! Why some teachers are more popular to interact with than others in data use
Development and validation of the education for sustainable development school organisation questionnaire
Empirically based tools to map education for sustainable development within school organisations are not readily available, which is both a cause and a consequence of the scarce empirical and quantitative research on school organisations and education for sustainable development. In present study, the Education for Sustainable Development School Organisation Questionnaire (ESD-SOQ) was developed and validated. This instrument measures the organis…
Flemish Teachers’ Age-related Stereotypes: Investigating Generational Differences
This quantitative study examines the existence of Flemish teachers’ age-related stereotypical beliefs and investigates differences between generational cohorts (N = 558). Results indicated that all generational cohorts studied attribute being interested in technological change, making use of ICT, having creative and innovative ideas, and considering another profession to younger teachers. At the same time, teachers in all cohorts perceive taking …
Building a conceptual framework for an ESD-effective school organization
This study aims to identify the characteristics of the school facilitating ESD-effectiveness. Via a literature study we synthesized different notions of educational management in relation to education for sustainable development. The ERIC and GreenFILE databases were searched in combination with strategies such as citation chasing, leading to a total of 46 sources. This resulted in a framework that identifies eight characteristics of an ESD-effec…
A full array of emotions: An exploratory mixed methods study of teachers’ emotions during a school inspection visit
Teachers' perceptions of intergenerational knowledge flows
Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: A path analysis
Teacher collaboration on the use of pupil learning outcome data: A rich environment for professional learning
How may teacher evaluation have an impact on professional development? A multilevel analysis
The what and why of supplementary schooling in Flanders: Purposes and underlying motives as perceived by initiators
Supplementary schooling can play an important role in the educational trajectory of minoritised youth. Yet, our knowledge of the communities’ motives for organising education and the purposes the schools pursue remains limited. Existing literature tends to understand supplementary schools either as resisting ongoing inequity in mainstream society or as transmitting the heritage language. We argue that it is valuable to transcend this fragmented v…
Teachers’ high-stakes decision making. How teaching approaches affect rational and intuitive data collection
Challenges of teaching affective citizenship education: Spatial, relational, and affective dimensions of citizenship education and their connections with discomfort
School inspections as a lever for educational quality: Case studies on processes and effects
Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools
This paper investigates the student-teacher relationship among minoritized primary school pupils in Flanders, Belgium, who attend both mainstream and supplementary schools, educational initiatives organized by their communities in the weekend. Despite the recognized significance of this relationship, research often overlooks the experiences of students with migration backgrounds, and especially those of primary school pupils. This study aims to c…
Development and validation of the education for sustainable development school organisation questionnaire
Empirically based tools to map education for sustainable development within school organisations are not readily available, which is both a cause and a consequence of the scarce empirical and quantitative research on school organisations and education for sustainable development. In present study, the Education for Sustainable Development School Organisation Questionnaire (ESD-SOQ) was developed and validated. This instrument measures the organis…
Unravelling data use in teacher teams: How network patterns and interactive learning activities change across different data use phases
Enquiry into the side effects of school inspection in a ‘low-stakes’ inspection context
This article describes a qualitative study into the occurrence of the side effects of school inspection through in-depth interviews in five case schools. The study investigates the extent to which strategic activities, disturbing effects and emotional side effects occur in the case schools. The study also aims to understand features that may explain these side effects. Most research to date has been conducted in England, which is considered a ‘hi…
The use of school self‐evaluation results in the Netherlands and Flanders
This article presents the results of two studies on the use of school self‐evaluation in the Netherlands and Flanders. It focuses on which forms of instrumental use of school self‐evaluation results can be found in schools, and how differences in self‐evaluation use between schools can be explained. Results show that the instrumental use of self‐evaluation results in both contexts was limited. Results further show that differences in the use of s…
Matching Internal and External Evaluation in an Era of Accountability and School Development: Lessons From a Flemish Perspective
Attitudes towards school self-evaluation
Evaluating the quality of self-evaluations: The (mis)match between internal and external meta-evaluation
The use of school self‐evaluation results in the Netherlands and Flanders
This article presents the results of two studies on the use of school self‐evaluation in the Netherlands and Flanders. It focuses on which forms of instrumental use of school self‐evaluation results can be found in schools, and how differences in self‐evaluation use between schools can be explained. Results show that the instrumental use of self‐evaluation results in both contexts was limited. Results further show that differences in the use of s…
How may teacher evaluation have an impact on professional development? A multilevel analysis
From ‘professional development for data use’ to ‘data use for professional development’
Exploring data use practices around Europe: Identifying enablers and barriers
Teacher collaboration on the use of pupil learning outcome data: A rich environment for professional learning
Teachers' perceptions of intergenerational knowledge flows
Enquiry into the side effects of school inspection in a ‘low-stakes’ inspection context
This article describes a qualitative study into the occurrence of the side effects of school inspection through in-depth interviews in five case schools. The study investigates the extent to which strategic activities, disturbing effects and emotional side effects occur in the case schools. The study also aims to understand features that may explain these side effects. Most research to date has been conducted in England, which is considered a ‘hi…
Unravelling data use in teacher teams: How network patterns and interactive learning activities change across different data use phases
Individual, co‐operative and collaborative data use: A conceptual and empirical exploration
In recent decades, the belief has originated that data use contributes to more thought‐out decisions in schools. The literature has suggested that fruitful data use is often the result of interactions among team members. However, up until now, most of the available research on data use has used ‘collaboration’ as an umbrella concept to describe very different types of interaction, without specifying the nature of collaboration or the degree of in…
Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: A path analysis
Teachers’ high-stakes decision making. How teaching approaches affect rational and intuitive data collection
A full array of emotions: An exploratory mixed methods study of teachers’ emotions during a school inspection visit
Teacher interactions in taking action upon pupil learning outcome data: A matter of attitude and self-efficacy
The Impact of Primary School Teachers’ Expectations of Pupils, Parents and Teachers on Teacher Track Recommendations
To advance the understanding about primary school teachers’ allocation process of pupils during the transition to secondary education, this study aims to investigate the influencing teacher expectations of teacher track recommendations. Using a qualitative research design consisting of an inductive approach, interview data were gathered from 15 Flemish sixth-grade teachers. The results indicate that foremost teacher expectations of pupils, more s…
Building a conceptual framework for an ESD-effective school organization
This study aims to identify the characteristics of the school facilitating ESD-effectiveness. Via a literature study we synthesized different notions of educational management in relation to education for sustainable development. The ERIC and GreenFILE databases were searched in combination with strategies such as citation chasing, leading to a total of 46 sources. This resulted in a framework that identifies eight characteristics of an ESD-effec…
Exploring parent and student engagement in school self-evaluation in four European countries
The purpose of this paper, which is part of a three-year EU Erasmus+-funded study titled ‘Distributed Evaluation and Planning in Schools’ (DEAPS), is to provide an analysis of policies, structures, processes, supports and barriers that exist to enable or inhibit the involvement of students and parents in school evaluation in four European countries (Belgium, Ireland, Portugal and Turkey). Document analysis was used for this study and some 348 pee…
Drivers for student and parent voice in school self-evaluation activities
Sorting pupils into their next educational track: How strongly do teachers rely on data-based or intuitive processes when they make the transition decision
For squad-members only! Why some teachers are more popular to interact with than others in data use
Development and validation of the education for sustainable development school organisation questionnaire
Empirically based tools to map education for sustainable development within school organisations are not readily available, which is both a cause and a consequence of the scarce empirical and quantitative research on school organisations and education for sustainable development. In present study, the Education for Sustainable Development School Organisation Questionnaire (ESD-SOQ) was developed and validated. This instrument measures the organis…
Flemish Teachers’ Age-related Stereotypes: Investigating Generational Differences
This quantitative study examines the existence of Flemish teachers’ age-related stereotypical beliefs and investigates differences between generational cohorts (N = 558). Results indicated that all generational cohorts studied attribute being interested in technological change, making use of ICT, having creative and innovative ideas, and considering another profession to younger teachers. At the same time, teachers in all cohorts perceive taking …
Enabling effective education for sustainable development: Investigating the connection between the school organization and students’ action competence
In this study, we investigate the relation between the school organization and outcomes of education for sustainable development, namely students’ action competence in sustainable development. Data were collected among 629 students. At the organizational level, we collected data among 207 school staff concerning organizational characteristics including school resources, sustainable leadership, pluralistic communication, supportive relations, coll…
Psychology (30 works) · Pedagogy (21 works) · Sociology (21 works) · Educational Assessment and Improvement (19 works) · Mathematics education (18 works) · Computer Science (17 works) · Political science (15 works) · Social Psychology (12 works) · Evaluation and Performance Assessment (9 works) · Flemish (9 works)