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Wendelien received her master's degree in sociology in 2010 and obtained an additional master's degree in health education and the specific teacher training at the University of Ghent. Wendelien started working in 2012 as a doctoral researcher on the Procrustes Project (www.procrustes.com) at the Department of Sociology - Ghent University. Wendelien's focus was on the influence of gender identity and pressure for gender conformity on the well-being and educational functioning of early adolescents. Wendelien obtained her doctoral degree in 2016, with a dissertation titled "Gender goes to school: The influence of gender norms on early adolescents' school functioning".Wendelien worked as a post-doctoral researcher on the Diversity in Education-project at the Center for Diversity and Learning - Ghent University. Now, Wendelien is the research coordinator of the Potential - Power to teach all!-project (http://www.potentialproject.be), an interuniversity project on developing the competences of (pre-service) teachers in creating inclusive learning environments. Her research focuses on the social inequalities based on socio-economic background, ethnicity, disability and gender in the Flemish educational system.
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Coene, G., Celis, K., Withaeckx, S., Lechkar, I., Adam, I., Severs, E., Woodward, A., Lafaut, D., Schandevyl, E., De Proost, M., Dierickx, S., Erzeel, S., Leye, E. M., Akachar, S., Halimi, M., Bracke, S., Huysentruyt, H. K., Rahbari, L., D'Agostino, S., Akachar, S., Janssen, C., Lang, F., Bekers, E., Arteel, I., Consuegra, E., Vergaert, E., Landberg, J., Jung, M., Berdai Chaouni, S., Koelet, S., Spanouli, A., Dóci, E., Dumortier, E., Vantieghem, W., De Bus, S., Mullens, F., Westerveen, L., Saberi Zafarghandi, P., Tuley, M., Andre, G., Capurchande, R., Cuinhane, C. E., Chipenembe Ngale, M. J. M., Wouters, B., Ninsiima, A. B., Zhang, S., Shan, J., Zhang, B., Amara-Hammou, K. & De Backer, M. L.
4/10/13 → 30/09/19
Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice TeachersGriful Freixenet, J., Struyven, K. & Vantieghem, W., May 2021, In: Journal of Teacher Education (JTE). 72, 3, p. 381-395 15 p.
Research output: Contribution to journal › Article › peer-review8 Citations (Scopus)
Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachersGriful-Freixenet, J., Vantieghem, W., Gheyssens, E. & Struyven, K., 23 Dec 2020, In: International Journal of Inclusive Education.
Research output: Contribution to journal › Article › peer-review4 Citations (Scopus)
Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic reviewGriful Freixenet, J., Struyven, K., Vantieghem, W. & Gheyssens, E., 1 Feb 2020, In: Educational Research Review. 29, 100306.
Research output: Contribution to journal › Article › peer-review13 Citations (Scopus)
Professional vision of inclusive classrooms: A validation of teachers' reasoning on differentiated instruction and teacher-student interactionsVantieghem, W., Roose, I., Gheyssens, E., Griful-Freixenet, J., Keppens, K., Vanderlinde, R., Struyven, K. & Van Avermaet, P., Dec 2020, In: Studies in Educational Evaluation. 67, 100912.
Research output: Contribution to journal › Article › peer-review7 Citations (Scopus)
Differences in Study Motivation Within and Between Genders: An Examination by Gender Typicality Among Early AdolescentsVantieghem, W. & Van Houtte, M., 1 Apr 2018, In: Youth & Society. 50, 3, p. 377-404 28 p.
Research output: Contribution to journal › Article › peer-review18 Citations (Scopus)