Meer weten

Hoge verwachtingen

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. Holt, Rinehart & Winston. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.

Rubie-Davies, C. M. (2018). High expectations teaching: How we raise achievement for all learners. Routledge.

Reactief klasmanagement

Van der Wolf, K., & Van Beukering, T. (2009). Gedragsproblemen in scholen: Theorie en praktijk van het omgaan met probleemgedrag. Groningen: Wolters-Noordhoff.

Leary, T. (1957). Interpersonal diagnosis of personality. New York: Ronald Press.

Glasl, F. (2011). Konfliktmanagement: Ein Handbuch für Führung, Beratung und Mediation (10e ed.). Bern: Haupt Verlag.

Positieve leerkracht-leerling relatie.

Omer, H. (2013). Nieuwe autoriteit: Ouders, leraren en therapeuten als gemeenschap. Antwerpen: Garant.

Hardop denken

Hamel, C., & Viau-Guay, A. (2019). Using video to support teachers’ reflective practice: A literature review. Cogent Education, 6(1), 1673689. https://doi.org/10.1080/2331186X.2019.1673689

McIntyre, N. A., Draycott, B., & Wolff, C. E. (2022). Keeping track of expert teachers: Comparing the affordances of think-aloud elicited by two different video perspectives. Learning and Instruction, 80, 101563. https://doi.org/10.1016/j.learninstruc.2021.101563

Nagro, S. A., Regan, K., Coogle, C., O’Brien, K. M., Raines, A. R., & Wade, C. B. (2021). Promoting reflective ability through a comprehensive field experience that combined video analysis and bug-in-ear coaching. Journal of Special Education Technology, 36(4), 1–14.

Groeigericht coachen

Whitmore, J. (2002). Coaching for performance: GROWing human potential and purpose – The principles and practice of coaching and leadership (3rd ed.). Nicholas Brealey Publishing.

Rogers, J. (2016). Coaching skills: The definitive guide to being a coach (4th ed.). Open University Press.

Clement, J. (2015). Inspirerend coachen. De kunst van dynamisch en uitdagend communiceren. Lannoo. 

Multiperspectivisme

Leerpunt. Model voor evidenceinformed onderwijs.

Conner, J., Mitra, D. L., Holquist, S. E., & Boat, A. (2025). How teachers’ student voice practices affect student engagement and achievement: Exploring choice, receptivity, and responsiveness to student voice as moderators. Journal of Educational Change.

Vraagarticulatie

Nationaal Regieorgaan Onderwijsonderzoek [NRO] & Kennisrotonde. (2019). Van praktijkvraag naar onderzoeksvraag.

Veilig videoklimaat

Ik beslis. Foto's en filmpjes op school. Geraadpleegd op 19 mei 2026, van https://ikbeslis.be/ouders-leerkrachten/privacy-op-school/fotos-en-filmpjes-op-school

NSPCC. (z.d.). Photographing and filming children. Geraadpleegd op 19 mei 2026, van https://learning.nspcc.org.uk/online-safety/photographing-filming-children

Park, S., & Kim, H. (2023). Teachers’ reflective experience through classroom video observation. European Journal of Educational Research. https://www.eu-jer.com/teachers-reflective-experience-through-classroom-video-observation

Sage Journals. (2023). Student voice and classroom practice. https://journals.sagepub.com/doi/10.1177/21582440231196746

Sage Journals. (2021). Review of educational research on video-based reflection. https://journals.sagepub.com/doi/10.3102/00346543211046984

University of Hawaiʻi at Mānoa. Video reflection in teacher education. Geraadpleegd op 19 mei 2026, van https://scholarspace.manoa.hawaii.edu/items/1eb3f529-47fd-4961-91dc-92024822cd67

ASCD. Spreading the practice of video reflection. Geraadpleegd op 19 mei 2026, van https://www.ascd.org/el/articles/spreading-the-practice-of-video-reflection