Eva Kyndt
Eva Kyndt
Swinburne University of Technology Melbourne
E-mail megerősítve itt: uantwerpen.be
Hivatkozott rá
Hivatkozott rá
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness
M Baeten, E Kyndt, K Struyven, F Dochy
Educational research review 5 (3), 243-260, 2010
Teacher collaboration: A systematic review
K Vangrieken, F Dochy, E Raes, E Kyndt
Educational research review 15, 17-40, 2015
Teacher communities as a context for professional development: A systematic review
K Vangrieken, C Meredith, T Packer, E Kyndt
Teaching and teacher education 61, 47-59, 2017
A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings?
E Kyndt, E Raes, B Lismont, F Timmers, E Cascallar, F Dochy
Educational research review 10, 133-149, 2013
Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes
E Kyndt, D Gijbels, I Grosemans, V Donche
Review of educational research 86 (4), 1111-1150, 2016
Employee retention: Organisational and personal perspectives
E Kyndt, F Dochy, M Michielsen, B Moeyaert
Vocations and learning 2, 195-215, 2009
Influence of learning and working climate on the retention of talented employees
N Govaerts, E Kyndt, F Dochy, H Baert
Journal of workplace learning 23 (1), 35-55, 2011
Learning conditions for non‐formal and informal workplace learning
E Kyndt, F Dochy, H Nijs
Journal of Workplace Learning 21 (5), 369-383, 2009
Antecedents of employees’ involvement in work-related learning: A systematic review
E Kyndt, H Baert
Review of Educational research 83 (2), 273-313, 2013
Entrepreneurial competencies: Assessment and predictive value for entrepreneurship
E Kyndt, H Baert
Journal of Vocational Behavior 90, 13-25, 2015
Approaches to measuring creativity: A systematic literature review
S Said-Metwaly, W Van den Noortgate, E Kyndt
Creativity. Theories–Research-Applications 4 (2), 238-275, 2017
Teacher autonomy and collaboration: A paradox? Conceptualising and measuring teachers' autonomy and collaborative attitude
K Vangrieken, I Grosemans, F Dochy, E Kyndt
Teaching and Teacher Education 67, 302-315, 2017
Informal learning of primary school teachers: Considering the role of teaching experience and school culture
I Grosemans, A Boon, C Verclairen, F Dochy, E Kyndt
Teaching and Teacher Education 47, 151-161, 2015
The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity
E Kyndt, F Dochy, K Struyven, E Cascallar
Higher Education Research & Development 30 (2), 135-150, 2011
Socio-economic status and academic performance in higher education: A systematic review
CF Rodríguez-Hernández, E Cascallar, E Kyndt
Educational Research Review 29, 100305, 2020
Facilitating team learning through transformational leadership
E Raes, S Decuyper, B Lismont, P Van den Bossche, E Kyndt, ...
Instructional Science 41, 287-305, 2013
The perception of workload and task complexity and its influence on students’ approaches to learning: A study in higher education
E Kyndt, F Dochy, K Struyven, E Cascallar
European journal of psychology of education 26, 393-415, 2011
An exploratory study of group development and team learning
E Raes, E Kyndt, S Decuyper, P Van den Bossche, F Dochy
Human Resource Development Quarterly 26 (1), 5-30, 2015
‘Time is not enough.’Workload in higher education: a student perspective
E Kyndt, I Berghmans, F Dochy, L Bulckens
Higher Education Research & Development 33 (4), 684-698, 2014
‘Burnout contagion’among teachers: A social network approach
C Meredith, W Schaufeli, C Struyve, M Vandecandelaere, S Gielen, ...
Journal of Occupational and Organizational Psychology 93 (2), 328-352, 2020
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