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.