Wendelien Vantieghem

Wendelien Vantieghem
Ghent University | UGhent

About

32
Publications
5,841
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286
Citations
Introduction
Wendelien is assistant professor at the Centre for Diversity & Learning (Department of Linguistics, Faculty of Arts & Philosophy - Ghent University). Her work focuses on inequity in education based on gender, sexual orientation, multilingualism, socio-economic background, ethnicity, and disability, as well as teachers' attitudes and competences with regards to diversity.

Publications

Publications (32)
Article
To ensure inclusion and equity in education, both teacher beliefs and practice are cited as influential. However, the connection between beliefs on student diversity and inclusive practice is often more complex than straightforward. Professional vision is theorised to be important in aligning beliefs with practice. Hence, this study investigates wh...
Article
Full-text available
Onderzoek naar hoe lerarenopleiders omgaan met diversiteit is eerder schaars. Het gebrek aan een gemeenschappelijke taal bemoeilijkt het uitbouwen van een consistente onderzoeksbasis rond dit topic, evenals de gerichte professionalisering van lerarenopleiders. Om hieraan tegemoet te komen werd een systematische literatuurstudie opgezet die antwoord...
Article
Assessment is a powerful tool for both teachers and students to get more insight into students’ competences. However, multilingual learners may be underper- forming on tests because linguistic barriers hinder them in demonstrating their content knowledge. In this study, we investigate whether multilingual assess- ment holds the potential to adjust...
Conference Paper
Teacher educators are tasked with preparing student teachers to deal with diversity (Han et al., 2014). While extensive literature focuses on teacher education programmes and curricula to fulfill this task (Cochran-Smith et al., 2016), little research exists on how higher education-based teacher educators carry out this task or deal with diversity...
Conference Paper
Despite their crucial role, Flemish teacher educators remain an under-researched professional group with particularly limited fundamental knowledge on how they deal with diversity (Vanderlinde et al., 2021). This is rather surprising since Flemish policy documents increasingly stress the need for teacher education to prepare teachers to teach in di...
Article
The interrelationship between UDL and DI has long been a topic of debate. This empirical study of pre-service teachers has been carried out to explore underlying beliefs and practices about these two inclusive frameworks and to tap into their potential interrelationship. The results show that UDL and DI practices are different but highly interrelat...
Preprint
Full-text available
Background: Diversity sensitive task perception and diversity sensitive behavioural intentions are strong predictors of diversity sensitive care. Nevertheless, it has been less clear which psychosocial determinants are affecting these concepts in health care providers. This article also explores whether there are differences in relationships betwee...
Article
Early childhood professionals can act as catalysts in encouraging home language maintenance in multilingual families. However, there is a dearth of research on whether these professionals advise parents to speak their home language(s) to their offspring, and furthermore, little is known about what prompts professionals to proffer language advice. T...
Article
This study investigates Spolsky's conception of language policy as the amalgam of language beliefs, language practices and language management. To the best of our knowledge, no quantitative evidence has ever been produced for his theoretical model. The current paper addressed this void, albeit specifically in the domain of Early Childhood Care and...
Article
The ability of identifying decisive classroom situations such as inclusive instructions, named ‘noticing’, has been identified as a crucial skill in the context of creating inclusive classrooms. To our knowledge, the associations between differentiated teacher beliefs (i.e. growth mindset and ethical compass), noticing abilities, and implementation...
Article
Because of the evolution towards inclusive education, professional vision becomes a central skill, which is teachers’ ability to notice and reason about classroom situations. Two aspects are quintessential for maximal learning outcomes among diverse learners: positive teacher-student interactions (PTSI) and differentiated instruction (DI). Conseque...
Article
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers’ philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a “whole” among preservice teach...
Article
A lot of confusion between UDL and DI exists, especially on how they exactly relate to each other. Consequently, a systematic review was conducted to identify all specific types of interrelationships between both pedagogical models in the literature. In total, 27 peer-reviewed articles were included. Three conceptual interpretations of the UDL and...
Article
This study examines whether the gender difference in sense of academic futility is related to the proportion of girls attending a school. We argue that the more progressive gender role culture in schools with a higher proportion of girls might influence especially boys’ sense of futility. Multilevel analyses of data gathered in 2014 from 5,162 seco...
Article
Schools are often heteronormative environments, negatively influencing the wellbeing of LGB students. Less is known about the impact on gender-variant adolescents. Hence, this study investigates the wellbeing of gender-variant students—as evidenced by their gender (a)typicality and pressure for gender conformity— in different school cultures—as evi...
Article
Standardised measurement of teachers' professional vision (i.e., noticing and reasoning) is commonly done through analytic assessment methods. These are effective to measure teachers' reasoning but are inadequate to measure noticing in an uninfluenced way. Video-based comparative judgement (CJ) is presented as a holistic alternative to measure teac...
Article
Insight in the way teachers' beliefs filter their interpretation of inclusive classrooms is vital to support teachers’ competences to teach diverse learners. This study explores how three types of teacher beliefs about teaching diverse learners (i.e., professional beliefs about diversity, beliefs about differentiating the curriculum, and growth min...
Article
This article reports on the development and validation of a standardised video-based assessment instrument to measure professional vision of inclusive classrooms in general secondary education through comparative judgement. An expert study (n=30) was set up to (1) investigate whether the selected videoclips elicit experts’ professional vision of tw...
Chapter
Education is an essential link and probably the single most important condition for promoting integration, combating exclusion and exercising civil rights. Nevertheless, there are significant inequalities in the Belgian education system. That is certainly the case when the social background, gender, disability or sexual orientation of the pupils ar...
Article
Full-text available
Er is steeds meer aandacht voor de diversiteit van leerlingen in het onderwijs. Maar hoe staat het eigenlijk met de diversiteit van leerkrachten? Wat zijn de gevolgen voor leerlingen? Hoe kan je op school diversiteit van zowel leerlingen als leerkrachten waarderen en benutten?
Article
Despite boys’ educational underachievement, gender differences in study motivation have received little research attention. Guided by self-determination theory and the identity-based motivation model, this study investigates differences in study motivation between boys and girls, as well as within each gender. To adequately consider these within-ge...
Article
Since the 1990s, it has become clear that Belgian girls tend to outperform boys on educational parameters. Similar educational gender gaps are encountered in other western industrialized countries and are often attributed to cultural conventions concerning typical masculinity and femininity, which would inform gendered study cultures. This paper in...
Chapter
Full-text available
Deze studie kadert binnen het Procrustes-project en baseert zich op gegevens van meer dan 5000 leerlingen uit 55 Vlaamse secundaire scholen. Er wordt onderzocht of jongens vaker dan meisjes een B- of C-attest krijgen na hun eerste jaar secundair onderwijs. De genderkloof in het onderwijs wordt ruimer bekeken dan enkel in termen van verschillen tus...
Article
Full-text available
Educational gender gap research tries to explain the differential achievement of boys and girls at secondary school,which manifests inmanywestern countries. Several explanatory frameworks are used for this purpose, such as masculinities theory. In this review article, the history of educational gender gap research in Anglo-Saxon literature and prob...

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Projects

Projects (4)
Project
Advancing fundamental knowledge regarding teacher educators' dealing with diversity. Creating conceptual clarity (RO 1), studying empirically how teacher educators deal with diversity (RO 2), and measuring the impact of a design-based professional development initiative (RO 3).
Project
EdisTools aims to investigate the interplay of conscious and unconscious attitudes, intentions, personality traits, contextual factors and expressions of ethnic discriminatory behaviour in the fields of labour, housing, health care and education. Additionally, the validation goal of this project is to develop low-threshold, interactive and flexible training tools to increase awareness and empower individual service providers to deal with the causes of (potentially) discriminatory behaviour. EdisTools is funded by Research Foundation-Flanders (Strategic Basic Research).
Project
This is a research and development project funded by FWO (SBO) Although language diversity poses short-term challenges, early multilingualism and multi-literacy come with great benefits, at least, when it is correctly supported. Currently, many language minority (LM) families are distressed about language issues and many early childhood (EC) professionals (such as parenting advisors and childcare staff) feel insecure in their approach toward LM families. This project aims to transform this societal problem by promoting early multilingualism and multi-literacy in childhood and childcare in Flanders. In the first phase of the project, large-scale data (survey with 1000 parents and 500 professionals) and small-scale data (in-depth observations with both) will be collected. This will generate critical insights about the needs of LM families and competencies of EC professionals. In the second phase, this knowledge will be integrated into five valorisation applications that will address the broad field of EC professionals. These are: 1- Pro-M-Platfom: a virtual platform for knowledge transfer that will feed the other four applications during the project and will be released to the general public with the large-scale data. 2- Pro-M-Dev: a professional development trajectory program, co-created by parenting advisors. 3- Pro-M-MOOC: an open online course for educators of EC professionals. 4- Pro-M-Bib: a hybrid library to promote early multiliteracy in public libraries, co-created by librarians. 5- Pro-M-MemoQ: a quality-assurance and self-assessment tool for childcare institutions. To ensure that the project results have real societal impact, the applications will be implemented during the project and disseminated by the central societal organisations who were co-initiators of this research proposal. The implementation processes of the valorisation applications will be closely monitored using mixed method approaches. Based on these results, the five valorisation applications will be modified and sustainable implemented.