Christophe Dierendonck has been 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 editions.
Statistical interests mainly focus 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 was the European Editor of the journal “Mesure et évaluation en éducation”. From 2015 to 2017, he coordinated the internal Uni.lu 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 Uni.lu study about the perception by the users of the Epreuves standardisées.
From the end of 2020 to the beginning of 2023, Christophe was 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 (Consultation nationale des acteurs de l’école fondamentale).
Between 2024 and 2028, Christophe will coordinate a Horizon-Europe project (€ 3’800’000), bringing together six research teams from Germany, Switzerland, Italy, France, Belgium and Luxembourg. The MTSS-K project (www.mtss-k.eu) aims to develop, implement and evaluate the impact of the MTSS approach from kindergarten onwards.
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