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Author: Valerie Van Vooren
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SECONDARY SCHOOL TEACHERS' BELIEFS FOR TEACHING WRITING ACROSS THE CURRICULUM
V. Van Vooren, M. Valcke, A. Mottart - INTED2019 Proceedings - pages 9860-9866.
EXPLICIT REVISION INSTRUCTION IN HIGHER EDUCATION WRITING
V. Van Vooren, A. Mottart, J. Vlieghe - INTED2019 Proceedings - pages 762-765.
WRITING ACROSS CONTENT AREAS IN DUTCH AND FLEMISH SECONDARY EDUCATION
A. Mottart, F. Devos, V. Van Vooren, P.H. van de Ven - EDULEARN18 Proceedings - pages 3487-3494.
SEVENTH GRADERS’ GRAMMATICAL KNOWLEDGE: A COMPARATIVE STUDY
F. Devos, V. Van Vooren, A. Mottart - EDULEARN17 Proceedings - pages 7367-7371.
SECONDARY-SCHOOL PUPILS’ METACOGNITION FOR SPELLING: MUCH ADO ABOUT NOTHING?
F. Devos, V. Van Vooren, A. Mottart - EDULEARN16 Proceedings - pages 6319-6324.
STUDENTS' SELF-EFFICACY BELIEFS FOR WRITING
V. Van Vooren, F. Devos, A. Mottart - INTED2015 Proceedings - pages 2804-2810.
A CORRELATIVE STUDY ON LANGUAGE AND NON-LANGUAGE STUDENTS’ METACOGNITIVE ASPECTS OF SPELLING
F. Devos, V. Van Vooren - INTED2015 Proceedings - pages 2798-2803.
TEACHERS’ ATTITUDES TOWARDS (THE ALIGNMENT BETWEEN) GRAMMAR IN THE L1 LANGUAGE CURRICULA OF PRIMARY AND SECONDARY EDUCATION
F. Devos, V. Van Vooren - ICERI2014 Proceedings - pages 5642-5651.