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Eddie Denessen
Researcher at Radboud University Nijmegen
Publications - 87
Citations - 3551
Eddie Denessen is an academic researcher from Radboud University Nijmegen. The author has contributed to research in topics: Academic achievement & Teacher education. The author has an hindex of 22, co-authored 82 publications receiving 3012 citations. Previous affiliations of Eddie Denessen include Leiden University & Korean Council for University Education.
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Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case
TL;DR: This paper examined the effects of transformational and transactional leadership on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in the context of schools in a specific developing country context, that of Tanzania.
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The Implicit Prejudiced Attitudes of Teachers Relations to Teacher Expectations and the Ethnic Achievement Gap
TL;DR: In this paper, the authors examined whether the prejudiced attitudes of teachers relate to their expectations and the academic achievement of their students and found that the implicit measure of teacher prejudiced attitude, however, was found to explain differing ethnic achievement gap sizes across classrooms via teacher expectations.
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Effects of constructing versus playing an educational game on student motivation and deep learning strategy use
TL;DR: The results suggest that constructing a game might be a better way to enhance student motivation and deep learning than playing an existing game.
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Socio‐economic background, parental involvement and teacher perceptions of these in relation to pupil achievement
TL;DR: In this article, a questionnaire was administered to 218 parents and 60 teachers and the results suggest that teacher perceptions of parents may be stereotyped and that such stereotypes can clearly affect academic results.
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Teacher Attitudes Toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students With Dyslexia
TL;DR: Results show implicit attitude measures to be a more valuable predictor of the achievement of students with dyslexia than explicit, self-report attitude measures.