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Oxford Review of Education Volume 36, 2010 - Issue 3
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Articles

Streaming in Flemish secondary schools: exploring teachers’ perceptions of and adaptations to students in different streams

Peter A. J. Stevens Ghent University, BelgiumCorrespondence[email protected]
&
Hans Vermeersch Ghent University, Belgium
Pages 267-284 | Published online: 19 Mar 2010

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Gladys Ayaya, Tsediso Michael Makoelle & Martyn Van Der Merwe. (2023) Developing a framework for inclusion: a case of a full-service school in South Africa. International Journal of Qualitative Studies in Education 36:10, pages 1996-2014.
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Laura Van den Broeck, Isis Vandelannote, Jannick Demanet & Mieke Van Houtte. (2023) High school never ends. Normative and comparative peer group effects on higher education outcomes through the school-level students’ expectation culture. Educational Review 75:2, pages 217-242.
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Lorenz Dekeyser, Mieke Van Houtte, Charlotte Maene & Peter Stevens. (2022) Track prejudice in Belgian secondary schools: examining the influence of social-psychological and structural school features. Oxford Review of Education 0:0, pages 1-18.
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Margo Vandenbroeck, Jonas Dockx, Ellen Claes & Rianne Janssen. (2022) Citizenship and educational track membership of Grade 12 students in Flanders: a variable- and person-centered approach. Educational Studies 0:0, pages 1-29.
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Noel Clycq, Ariadne Driezen & Gert Verschraegen. (2021) (Sub)national and supranational identity among majority and minority youth in superdiverse urban schools. Journal of Youth Studies 24:5, pages 563-579.
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Elisabeth Hovdhaugen, Isis Vandelannote, Rafael Merino Pareja & Jannick Demanet. (2021) Moving on, Switching Gear or Staying Put: Tracking Social Inequality in Secondary School Pathways in Three European Cities. European Education 53:2, pages 90-107.
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Laura Emery, Bram Spruyt, Simon Boone & Piet Van Avermaet. (2020) The educational trajectory of Newly Arrived Migrant Students: Insights from a structural analysis of cultural capital. Educational Research 62:1, pages 18-34.
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Mary Anne Heng & Matthew Atencio. (2017) ‘I assume they don't think!’: teachers’ perceptions of Normal Technical students in Singapore. The Curriculum Journal 28:2, pages 212-230.
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Anna-Kaisa Berisha & Piia Seppänen. (2017) Pupil selection segments urban comprehensive schooling in Finland: composition of school classes in pupils’ school performance, gender, and ethnicity. Scandinavian Journal of Educational Research 61:2, pages 240-254.
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Dan Halvorson. (2016) Engaging students and maintaining quality in the era of massification: strategies and approaches for teaching large first-year courses. Australian Journal of Political Science 51:3, pages 568-582.
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Bram Spruyt, Filip Van Droogenbroeck & Dimokritos Kavadias. (2015) Educational tracking and sense of futility: a matter of stigma consciousness?. Oxford Review of Education 41:6, pages 747-765.
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Articles from other publishers (35)

Lennart Van Eycken, Jannick Demanet & Mieke Van Houtte. (2023) Teachers’ efficacy, trust, and students’ features: Internal and external forces affecting teachers’ teachability perceptions. Social Psychology of Education.
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Hester I Mennes, Herman G van de Werfhorst, Anne Bert Dijkstra & Anke Munniksma. (2022) Are schools’ qualification and civic outcomes related? The role of schools’ student composition and tracking. Education, Citizenship and Social Justice 18:3, pages 263-279.
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Lorenz Dekeyser, Mieke Van Houtte, Charlotte Maene & Peter A. J. Stevens. (2023) Me, My Track and Society: How Track Identification Affects the Relationship between General Self‐Esteem and Perceived Public Track Status. Sociological Inquiry.
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Lorenz Dekeyser, Mieke Van Houtte, Charlotte Maene & Peter A.J. Stevens. (2023) Students’ chauvinistic track attitudes: The role of public track regard and teachers’ chauvinistic communication in Belgian secondary schools. Research in Social Stratification and Mobility 86, pages 100828.
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Katja Pomianowicz. (2021) Educational achievement disparities between second-generation and non-immigrant students: Do school characteristics account for tracking effects?. European Educational Research Journal 22:3, pages 297-324.
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David Byrne, Colm McGuinness & Aiden Carthy. (2022) Do educators value the promotion of students’ wellbeing? Quantifying educators’ attitudes toward wellbeing promotion. PLOS ONE 17:8, pages e0273522.
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Emma Degroote & Mieke Van Houtte. (2020) Sense of Futility as Subject of Disciplinary Action: Do Students With Negative Attitudes Toward the Educational System Get Disciplined More Often?. Behavioral Disorders 47:3, pages 155-165.
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Lorenz Dekeyser, Mieke Van Houtte, Charlotte Maene & Peter A.J. Stevens. (2021) One does not simply track students: the relationship between teachers’ perceived public track regard and their job satisfaction in a context of rigid tracking. Social Psychology of Education 24:6, pages 1433-1459.
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Imane Kostet, Noel Clycq & Gert Verschraegen. (2020) ‘Maybe Life Can Become Easier Because of My Good Grades’: Children’s Conflicting Repertoires on Aspirations and Life Chances. Sociological Research Online 26:3, pages 581-600.
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Niki De Bondt, Vincent Donche & Peter Van Petegem. (2020) Are contextual rather than personal factors at the basis of an anti-school culture? A Bayesian analysis of differences in intelligence, overexcitability, and learning patterns between (former) lower and higher-track students. Social Psychology of Education 23:6, pages 1627-1657.
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Sema Bölükbaş & Bekir S. Gür. (2020) Tracking and inequality: The results from Turkey. International Journal of Educational Development 78, pages 102262.
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Rut Van Caudenberg, Noel Clycq & Christiane Timmerman. (2020) Feeling at home in school: Migrant youths’ narratives on school belonging in Flemish secondary education. European Educational Research Journal 19:5, pages 428-444.
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Jonas Dockx, Naomi Van den Branden & Bieke De Fraine. (2019) Effortless or less effort? Effects of tracks on students’ engagement. British Journal of Educational Psychology 90:2, pages 487-516.
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Helen Jossberger, Saskia Brand-Gruwel, Margje W. J. van de Wiel & Henny P. A. Boshuizen. (2019) Exploring Students’ Self-Regulated Learning in Vocational Education and Training. Vocations and Learning 13:1, pages 131-158.
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Ward Nouwen & Noel Clycq. (2016) The Role of Teacher–Pupil Relations in Stereotype Threat Effects in Flemish Secondary Education. Urban Education 54:10, pages 1551-1580.
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Laora Mastari, Bram Spruyt & Jessy Siongers. (2019) Benevolent and Hostile Sexism in Social Spheres: The Impact of Parents, School and Romance on Belgian Adolescents' Sexist Attitudes. Frontiers in Sociology 4.
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J. Dockx, B. De Fraine & M. Vandecandelaere. (2019) Tracks as frames of reference for academic self-concept. Journal of School Psychology 72, pages 67-90.
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Lore Van Praag, Marie Verhoeven, Peter A. J. Stevens & Mieke Van Houtte. 2019. The Palgrave Handbook of Race and Ethnic Inequalities in Education. The Palgrave Handbook of Race and Ethnic Inequalities in Education 159 213 .
Dorottya RédaiDorottya Rédai. 2019. Exploring Sexuality in Schools. Exploring Sexuality in Schools 97 142 .
Dorottya RédaiDorottya Rédai. 2019. Exploring Sexuality in Schools. Exploring Sexuality in Schools 19 45 .
Simon Boone, Sarah Thys, Piet Van Avermaet & Mieke Van Houtte. (2018) Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations. British Educational Research Journal 44:2, pages 274-293.
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Mieke Van Houtte. (2017) Gender Differences in Context: The Impact of Track Position on Study Involvement in Flemish Secondary Education. Sociology of Education 90:4, pages 275-295.
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Noel Clycq. (2016) ‘We value your food but not your language’: Education systems and nation-building processes in Flanders. European Educational Research Journal 16:4, pages 407-424.
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Mieke Van Houtte. (2016) Lower-track students’ sense of academic futility: Selection or effect?. Journal of Sociology 52:4, pages 874-889.
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Raymond Lynch & Oliver McGarr. (2014) Negotiating Subject Hierarchies. Educational Policy 30:5, pages 721-739.
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Mieke Van Houtte & Jannick Demanet. (2016) Teachers' beliefs about students, and the intention of students to drop out of secondary education in Flanders. Teaching and Teacher Education 54, pages 117-127.
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Ahmad Zamri Khairani & Hasni Shamsuddin. 2016. Assessment for Learning Within and Beyond the Classroom. Assessment for Learning Within and Beyond the Classroom 417 426 .
Cheng Yong Tan. (2015) The contribution of cultural capital to students’ mathematics achievement in medium and high socioeconomic gradient economies. British Educational Research Journal 41:6, pages 1050-1067.
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Lore Van Praag, Simon Boone, Peter A. J. Stevens & Mieke Van Houtte. (2014) How tracking structures attitudes towards ethnic out-groups and interethnic interactions in the classroom: an ethnographic study in Belgium. Social Psychology of Education 18:1, pages 165-184.
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Lore Van Praag, Peter A. J. Stevens & Mieke Van Houtte. 2014. The Palgrave Handbook of Race and Ethnic Inequalities in Education. The Palgrave Handbook of Race and Ethnic Inequalities in Education 106 137 .
Mieke Van Houtte, Jannick Demanet & Peter A. J. Stevens. (2013) Curriculum tracking and teacher evaluations of individual students: selection, adjustment or labeling?. Social Psychology of Education 16:3, pages 329-352.
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Simon Boone & Mieke Van Houtte. (2013) In Search of the Mechanisms Conducive to Class Differentials in Educational Choice: A Mixed Method Research. The Sociological Review 61:3, pages 549-572.
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Mieke Van Houtte & Dimitri Van Maele. (2012) Students’ Sense of Belonging in Technical/Vocational Schools versus Academic Schools: The Mediating Role of Faculty Trust in Students. Teachers College Record: The Voice of Scholarship in Education 114:7, pages 1-36.
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Mieke Van Houtte, Jannick Demanet & Peter AJ Stevens. (2012) Self-esteem of academic and vocational students: Does within-school tracking sharpen the difference?. Acta Sociologica 55:1, pages 73-89.
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Chin Sook Fui & Lim Hooi Lian. (2011) EFFECT OF TRACK POSITION ON STUDENTS’ ATTITUDE TOWARDS SCIENCE. Problems of Education in the 21st Century 35:1, pages 138-148.
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