Christophe
Dierendonck

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Institute for Lifelong Learning and Guidance

Christophe Dierendonck is a researcher in Education since September 2001. His research profile includes broad thematic, methodological and statistical interests.

Thematic interests are educational and psychological measurement and assessment, teaching methods, school development, regulation of education systems, support of schools, development of school quality, international large-scale assessments (such as PIRLS and PISA), national external assessments of systems, school segregation, grade repetition, failure and dropping out of school, self-esteem, school climate, family educational practices and school-family-community relationships. 

Methodological interests are in line with measurement and evaluation methodologies in education, research methods in the educational sciences and scientific edition. 

Statistical interests are mainly focused on applied longitudinal data analysis, multivariate modeling applied to social sciences, multilevel analysis of hierarchical data in education and person-centered analyses. 

From 2014 to 2018, Christophe has been European Editor of the journal "Mesure et évaluation en éducation". From 2015 to 2017, he was the coordinator of the internal UL study “Students motivation and effort in low-stakes testing”. In 2017, he was the principal investigator of the MENFP study “Supporting schools in their development”. In 2018, he was the principal investigator and coordinator of an internal UL study about the perception by the users of the Epreuves standardisées. From the end of 2020 until the beginning of 2023, Christophe is the principal investigator and coordinator of a large-scale study about teachers’ current main difficulties and implementation of the 2009 Law in the kindergarten and primary classrooms. 

 

Research interests
Teaching Methods
Assessment of Student learning
Relationship Between Schools and Families
Family Involvement
School Development
Regulation of Education Systems
Statistics and Measurement Models
Student Self-Concept, Motivation and Engagement

Latest content Christophe Dierendonck took part in

Education & Social Work
Improving early numeracy competencies through compensatory and differentiated interventions at school and at home (MATHPLAY -> MATHBRIDGE)
A quasi-experimental study to support the Early Numeracy Competencies through a Play-based approach both in schools and at home.
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Education & Social Work
Families and schools. Involvement of foreign families in schools (FAMILYSCHOOL)
Action research to support the integration of (newly arrived) foreign families in schools.

The Erasmus+ Project KA2 – Cooperation for innovation and exchange of good practices, (specifically, KA201 – Strategic partnerships for schooling), from 2019 to 2021 (monitoring carried out until 2026), analysed, designed and evaluated innovations regarding the integration, communication and involvement of foreign-origin families in schools in Spain, Italy and Luxembourg.
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Education & Social Work
CEEF project: an elementary school teachers large-scale mixed-methods study about their work and difficulties they face
On behalf of the Observatoire national de la qualité scolaire (ONQS), the Institute of Lifelong Learning and Guidance (LLLG) will conduct a mixed-methods study (large-scale survey and workshops) that aims to describe current main difficulties of the teaching profession in elementary schools and to examine the extent to which principles of the 2009 Law have been implemented in schools. The study will closely involve educational actors in the analysis and discussion of the data.
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