Els Consuegra
Biographic Data
| ID | 1233117 |
|---|---|
| NAME | Els Consuegra |
| GIVEN NAMES | Els |
| FAMILY NAME | Consuegra |
| SIGNATURE | CONSUEGRA E |
| AFFILIATIONS | Vrije Universiteit Brussel |
| ORCID | 0000-0002-5019-8444 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
From Mocks to Realities? A Case Study on the Social Impact of Mock Exams in University
This case study analyses the impact of intermediate mock exams in a first-year statistics course on the social inequalities observed in tertiary education. Through descriptive analysis and regression models of a sample of 478 students, we examine how these exams influence subsequent educational decisions. Our hypothesis states that students without a university-educated parent are more likely to attribute failure to innate ability, impacting thei…
Measuring Reflective Inquiry in Professional Learning Networks
This study introduces a conceptual framework to measure reflective inquiry in professional learning networks (PLNs). The framework represents a continuum of three components: critical dialog, the use of multiple data sources, and depth of reflection. It is validated through 8 h of PLN conversations (2195 contributions). The results show that the majority of dialog within PLNs consisted of free-flowing discussions (64.37%), using personal experien…
Unlocking Tomorrow’s Classrooms
In today’s increasingly data-driven educational landscape, teachers are expected to use data to inform instructional decisions. However, effective data use depends not only on statistical competence but also on motivation, attitudes, and academic self-concept. This study examines how these factors influence student teachers’ readiness to engage with standardized assessment data. A survey of 164 Flemish primary education student teachers assessed …
How Professional Learning Networks Can Support Teachers’ Data Literacy
In the last decade data-based decision making has been promoted to stimulate school improvement and student learning. However, many teachers struggle with one or more elements of data-based decision making, as they are often not data literate. In this exploratory study, professional learning networks are presented as a way to provide access to data literacy that is not available in schools. Through interviews with scientific experts (n = 14), pro…
Bridging perspectives
First-Generation College Students’ Motives to Start University Education
In this article, we engage with the emerging literature that studies the increased enrolment of first-generation college students (FGCS), that is, students from households where neither parent has obtained a bachelor’s /master’s degree. Our article answers two research questions. First, data from 2,338 first-year students are used to investigate the extent to which FGCS differ from continuing-generation college students (CGCS) concerning the reas…
Teacher beliefs, self-efficacy and professional vision
Educating student teachers to teach highly diverse groups of pupils has become one of the central tasks of teacher education programmes. Research on inclusive education has pointed to the need for more studies around student teachers’ inclusive teaching competence. This study explores the extent to which student teachers’ beliefs and self-efficacy related to inclusive teaching practices predict their professional vision of two inclusive classroom…
Good Things Come to Those Who Wait
Differentiated Instruction (DI) is proposed as an approach to create inclusive classrooms. Research shows that professional development is necessary for teachers to implement DI efficiently. This study investigates the effectiveness of a professional development programme (PDP) aimed at strengthening the DI competences of teachers. A quasi-experimental design consisting of a pre-test, post-test and control group was used to study the impact of th…
Predicting adolescent gender role attitudes
Research into the construction of individuals' gender role attitudes (GRA) has primarily focused on the effects of socio-demographic characteristics and primary socialisation. Despite the school environment being recognised as a critical context of socialisation for adolescents' GRA, quantitative research focusing on the dynamics of gender attitudes during adolescence remains conspicuously understudied. This study investigates the interplay betwe…
The Power of Peers? Early Adolescent Gender Typicality, Peer Relations, and Gender Role Attitudes in Belgium
Creating inclusive classrooms in primary and secondary schools
Exploring student teachers’ professional vision of inclusive classrooms in primary education
The growing diversity in pupil populations poses challenges to the professional development of student teachers. Therefore, teacher preparation has placed sufficient emphasis on the development of student teachers’ professional vision in the context of inclusive education. In this study, professional vision refers to student teachers ability to notice and reason about classroom events that are crucial for effective inclusive teaching. This study …
A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies
Pre-service teachers as members of a collaborative teacher research team
Measuring pre-service teachers' professional vision of inclusive classrooms
Teachers and pre-service teachers as partners in collaborative teacher research
A Critical Examination of the Reliability and Validity of a Gender Role Attitude Scale in Flanders (Belgium)
Effects of professional development on teachers' gendered feedback patterns, students' misbehaviour and students' sense of equity
There have been numerous studies investigating the extent to which teacher–student classroom interactions differ between boys and girls and the results of these studies suggest that teacher negative feedback is higher for boys, which in turn leads to lower levels of on‐task behaviour. The article describes the results of a quasi‐experimental study, involving 30 teachers and a selection of 129 of their students, aimed at improving teacher feedback…
The Relationship Between Youngsters' Gender Role Attitudes and Individual, Home, and School Characteristics
Because of the importance of gender role attitudes (GRA) for both academic and social outcomes, it is crucial to understand how GRA is constructed and changes over time. A systematic literature review was conducted to look into the relationship between youngsters' GRA and individual, home, and school characteristics. Thirty-five international studies were identified through searches in different databases. The review reveals that the studies most…
Beginning teachers' experience of the workplace learning environment in alternative teacher certification programs
A Critical Examination of the Reliability and Validity of a Gender Role Attitude Scale in Flanders (Belgium)
The Power of Peers? Early Adolescent Gender Typicality, Peer Relations, and Gender Role Attitudes in Belgium
Measuring pre-service teachers' professional vision of inclusive classrooms
Beginning teachers' experience of the workplace learning environment in alternative teacher certification programs
Creating inclusive classrooms in primary and secondary schools
Teachers and pre-service teachers as partners in collaborative teacher research
The Relationship Between Youngsters' Gender Role Attitudes and Individual, Home, and School Characteristics
Because of the importance of gender role attitudes (GRA) for both academic and social outcomes, it is crucial to understand how GRA is constructed and changes over time. A systematic literature review was conducted to look into the relationship between youngsters' GRA and individual, home, and school characteristics. Thirty-five international studies were identified through searches in different databases. The review reveals that the studies most…
Exploring student teachers’ professional vision of inclusive classrooms in primary education
The growing diversity in pupil populations poses challenges to the professional development of student teachers. Therefore, teacher preparation has placed sufficient emphasis on the development of student teachers’ professional vision in the context of inclusive education. In this study, professional vision refers to student teachers ability to notice and reason about classroom events that are crucial for effective inclusive teaching. This study …
Pre-service teachers as members of a collaborative teacher research team
Beginning teachers' experience of the workplace learning environment in alternative teacher certification programs
Effects of professional development on teachers' gendered feedback patterns, students' misbehaviour and students' sense of equity
There have been numerous studies investigating the extent to which teacher–student classroom interactions differ between boys and girls and the results of these studies suggest that teacher negative feedback is higher for boys, which in turn leads to lower levels of on‐task behaviour. The article describes the results of a quasi‐experimental study, involving 30 teachers and a selection of 129 of their students, aimed at improving teacher feedback…
The Relationship Between Youngsters' Gender Role Attitudes and Individual, Home, and School Characteristics
Because of the importance of gender role attitudes (GRA) for both academic and social outcomes, it is crucial to understand how GRA is constructed and changes over time. A systematic literature review was conducted to look into the relationship between youngsters' GRA and individual, home, and school characteristics. Thirty-five international studies were identified through searches in different databases. The review reveals that the studies most…
Teachers and pre-service teachers as partners in collaborative teacher research
A Critical Examination of the Reliability and Validity of a Gender Role Attitude Scale in Flanders (Belgium)
A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies
Pre-service teachers as members of a collaborative teacher research team
Measuring pre-service teachers' professional vision of inclusive classrooms
Exploring student teachers’ professional vision of inclusive classrooms in primary education
The growing diversity in pupil populations poses challenges to the professional development of student teachers. Therefore, teacher preparation has placed sufficient emphasis on the development of student teachers’ professional vision in the context of inclusive education. In this study, professional vision refers to student teachers ability to notice and reason about classroom events that are crucial for effective inclusive teaching. This study …
Good Things Come to Those Who Wait
Differentiated Instruction (DI) is proposed as an approach to create inclusive classrooms. Research shows that professional development is necessary for teachers to implement DI efficiently. This study investigates the effectiveness of a professional development programme (PDP) aimed at strengthening the DI competences of teachers. A quasi-experimental design consisting of a pre-test, post-test and control group was used to study the impact of th…
Predicting adolescent gender role attitudes
Research into the construction of individuals' gender role attitudes (GRA) has primarily focused on the effects of socio-demographic characteristics and primary socialisation. Despite the school environment being recognised as a critical context of socialisation for adolescents' GRA, quantitative research focusing on the dynamics of gender attitudes during adolescence remains conspicuously understudied. This study investigates the interplay betwe…
The Power of Peers? Early Adolescent Gender Typicality, Peer Relations, and Gender Role Attitudes in Belgium
Creating inclusive classrooms in primary and secondary schools
Teacher beliefs, self-efficacy and professional vision
Educating student teachers to teach highly diverse groups of pupils has become one of the central tasks of teacher education programmes. Research on inclusive education has pointed to the need for more studies around student teachers’ inclusive teaching competence. This study explores the extent to which student teachers’ beliefs and self-efficacy related to inclusive teaching practices predict their professional vision of two inclusive classroom…
First-Generation College Students’ Motives to Start University Education
In this article, we engage with the emerging literature that studies the increased enrolment of first-generation college students (FGCS), that is, students from households where neither parent has obtained a bachelor’s /master’s degree. Our article answers two research questions. First, data from 2,338 first-year students are used to investigate the extent to which FGCS differ from continuing-generation college students (CGCS) concerning the reas…
How Professional Learning Networks Can Support Teachers’ Data Literacy
In the last decade data-based decision making has been promoted to stimulate school improvement and student learning. However, many teachers struggle with one or more elements of data-based decision making, as they are often not data literate. In this exploratory study, professional learning networks are presented as a way to provide access to data literacy that is not available in schools. Through interviews with scientific experts (n = 14), pro…
Bridging perspectives
Measuring Reflective Inquiry in Professional Learning Networks
This study introduces a conceptual framework to measure reflective inquiry in professional learning networks (PLNs). The framework represents a continuum of three components: critical dialog, the use of multiple data sources, and depth of reflection. It is validated through 8 h of PLN conversations (2195 contributions). The results show that the majority of dialog within PLNs consisted of free-flowing discussions (64.37%), using personal experien…
Unlocking Tomorrow’s Classrooms
In today’s increasingly data-driven educational landscape, teachers are expected to use data to inform instructional decisions. However, effective data use depends not only on statistical competence but also on motivation, attitudes, and academic self-concept. This study examines how these factors influence student teachers’ readiness to engage with standardized assessment data. A survey of 164 Flemish primary education student teachers assessed …
From Mocks to Realities? A Case Study on the Social Impact of Mock Exams in University
This case study analyses the impact of intermediate mock exams in a first-year statistics course on the social inequalities observed in tertiary education. Through descriptive analysis and regression models of a sample of 478 students, we examine how these exams influence subsequent educational decisions. Our hypothesis states that students without a university-educated parent are more likely to attribute failure to innate ability, impacting thei…
Psychology (19 works) · Pedagogy (14 works) · Mathematics education (13 works) · Teacher Education and Leadership Studies (9 works) · Computer Science (8 works) · Professional development (8 works) · Social Psychology (7 works) · Teacher education (7 works) · Collaborative Teaching and Inclusion (6 works) · Medicine (6 works)