Katrien Struyven
Biographic Data
| ID | 1233118 |
|---|---|
| NAME | Katrien Struyven |
| GIVEN NAMES | Katrien |
| FAMILY NAME | Struyven |
| SIGNATURE | STRUYVEN K |
| AFFILIATIONS | Vrije Universiteit Brussel |
| ORCID | 0000-0002-6562-2172 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 104 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Insights into School Well-Being
In contemporary education, schools are increasingly expected to foster students’ subjective well-being alongside academic achievement, as both are recognized as mutually reinforcing conditions for learning, success, and long-term outcomes. This study presents Appwel, a scalable instrument assessing pupils’ self-reported school experiences. It contains 21 statements rated on a 5-point Likert scale. Appwel was developed through a sequential three-p…
Mapping teacher education strategies to develop digital competence targets
Uncovering school-level influences on equal educational opportunities in secondary education
Schools play a fundamental role in fostering both academic and personal development, ensuring equal educational opportunities (EEO). Despite this ambition, education remains an institution that reproduces inequality, particularly at the secondary school level. Research on educational inequalities has mainly focused on individual pupil and/or teacher factors, neglecting the broader school environment. This systematic literature review (SLR) addres…
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 …
Integrating sustainability in economics education
Despite the rising popularity of integrating sustainability and ethics in economics education, the neoclassical view remains dominant in economic curricula and little structural change in economics education is visible in practice. In an effort to address this deficit, transformative learning is encouraged to integrate sustainability and pluralistic perspectives into economics education. However, there is a lack of cases and best practices in whi…
Co-designing inclusive excellence in higher education
Online education remains challenging for many institutions of higher education (HE). COVID-19 lockdowns have demonstrated inequalities, underlining the need for more study on its effects on access and engagement. The recent I-TPACK model enables teachers to utilize technological resources to meet diverse learning needs, improve accessibility, and create engaging learning experiences for all students. Online inclusive learning environments (LEs) n…
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
Intersectional cognitive schemas of diversity and inclusion in higher education
Despite efforts towards diversity, equity, and inclusion in higher education, systemic oppression persists. This study reflects on how initiatives intended to foster inclusion interact with existing exclusionary mechanisms, impeding progress in equity projects. Specifically, we investigate the visual representation of diversity as an inclusion initiative and explore how the new diversity discourse is assimilated into established organizational cu…
Responding to students’ learning needs
As student populations in schools become more diverse in many western countries, the urge for teachers to provide instruction that caters for students’ needs increases concurrently. Teachers however find it difficult to put differentiated instruction into practice. This study is based on an action research project that documented teachers’ professional development. Three teams of secondary education teachers were trained and coached to implement …
Supporting formative assessment in the second language classroom
Formative assessment (FA) is an important tool for supporting student learning. It provides learners with information about their learning process and supports them through feedback on how to improve their learning. Although it is recognized by secondary school teachers as crucial to language assessment, the integration of FA in their second language teaching practice has been limited. A participatory action research (PAR) design in the present s…
Negotiating teacher educators' beliefs about blended learning
Teachers’ beliefs about education influence practice and vice versa. Teacher educators should be particularly attuned to the association between educational beliefs and practice. Teachers’ beliefs about education have been widely studied, but investigating how a team of teacher educators put a shared vision on blended learning into practice is less researched. Blended learning practices are subject to the four design aspects of incorporating flex…
Experts speaking
Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks
Toward More Inclusive Education
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers' philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a "whole" among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservi…
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…
Professional vision of inclusive classrooms
Connecting beliefs, noticing and differentiated teaching practices
The ability of identifying decisive classroom situations such as inclusive instructions, named ‘noticing’, has been identified as a crucial skill in the context of creating inclusive classrooms. To our knowledge, the associations between differentiated teacher beliefs (i.e. growth mindset and ethical compass), noticing abilities, and implementation of differentiated teaching practices have not been empirically explored. This study aims to explore…
Differentiated instruction
Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument to …
Creating inclusive classrooms in primary and secondary schools
Integrated STEM Education
Pre-service teachers as members of a collaborative teacher research team
Measuring teachers’ perceptions about differentiated instruction
Higher education students with disabilities speaking out
The Universal Design for Learning (UDL) framework offers a promising strategy to address the needs of higher education students with disabilities; UDL aims to support access, participation and progress for ‘all’ learners, resulting in more accessible learning environments. The objective of this qualitative study is to explore whether UDL addresses the learning needs of students with disabilities effectively. Findings suggested that students’ perc…
Higher education students with disabilities speaking out
The Universal Design for Learning (UDL) framework offers a promising strategy to address the needs of higher education students with disabilities; UDL aims to support access, participation and progress for ‘all’ learners, resulting in more accessible learning environments. The objective of this qualitative study is to explore whether UDL addresses the learning needs of students with disabilities effectively. Findings suggested that students’ perc…
Teachers' exit decisions
Differentiated instruction
Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument to …
A Critical Examination of the Reliability and Validity of a Gender Role Attitude Scale in Flanders (Belgium)
Competence-based teacher education
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
Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks
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…
The effects of different learning environments on students' motivation for learning and their achievement
Background. Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement.Aim. The purpose of the study is to investigate the…
Educating for learning-focused teaching in teacher training
Toward More Inclusive Education
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers' philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a "whole" among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservi…
Goals of peer assessment and their associated quality concepts
The output of peer assessment in higher education has been investigated increasingly in recent decades. However, this output is evaluated against a variety of quality criteria, resulting in a cluttered picture. This article analyses the different conceptualisations of quality that appear in the literature. Discussions about the most appropriate quality criteria for the output of peer assessment should be brought back to the underlying differences…
Intersectional cognitive schemas of diversity and inclusion in higher education
Despite efforts towards diversity, equity, and inclusion in higher education, systemic oppression persists. This study reflects on how initiatives intended to foster inclusion interact with existing exclusionary mechanisms, impeding progress in equity projects. Specifically, we investigate the visual representation of diversity as an inclusion initiative and explore how the new diversity discourse is assimilated into established organizational cu…
Connecting beliefs, noticing and differentiated teaching practices
The ability of identifying decisive classroom situations such as inclusive instructions, named ‘noticing’, has been identified as a crucial skill in the context of creating inclusive classrooms. To our knowledge, the associations between differentiated teacher beliefs (i.e. growth mindset and ethical compass), noticing abilities, and implementation of differentiated teaching practices have not been empirically explored. This study aims to explore…
Pre-service teachers as members of a collaborative teacher research team
The Effects of Hands-On Experience On Students' Preferences for Assessment Methods
This study investigates the effects of student teachers' hands-on experience with evaluation on their preferences for assessment methods. A course on child development within the 1st year of the elementary teacher education program provides the quasi-experimental learning/teaching setting. Five research conditions are linked to four assessment modes, namely, portfolio, case-based, peer assessment, and multiple-choice evaluations. Data collection …
Students’ perceptions about evaluation and assessment in higher education
In educational contexts, understanding the student’s learning must take account of the student’s construction of reality. Reality as experienced by the student has an important additional value. This assumption also applies to a student’s perception of evaluation and assessment. Students’ study behaviour is not only determined by the examination or assessment modes that are used. Students’ perceptions about evaluation methods also play a signific…
The overall effects of end-of-course assessment on student performance
Educating for learning-focused teaching in teacher training
The Effects of Hands-On Experience On Students' Preferences for Assessment Methods
This study investigates the effects of student teachers' hands-on experience with evaluation on their preferences for assessment methods. A course on child development within the 1st year of the elementary teacher education program provides the quasi-experimental learning/teaching setting. Five research conditions are linked to four assessment modes, namely, portfolio, case-based, peer assessment, and multiple-choice evaluations. Data collection …
Improving the effectiveness of peer feedback for learning
Using student-centred learning environments to stimulate deep approaches to learning
Competence-based teacher education
Goals of peer assessment and their associated quality concepts
The output of peer assessment in higher education has been investigated increasingly in recent decades. However, this output is evaluated against a variety of quality criteria, resulting in a cluttered picture. This article analyses the different conceptualisations of quality that appear in the literature. Discussions about the most appropriate quality criteria for the output of peer assessment should be brought back to the underlying differences…
Student-centred teaching methods
The effects of different learning environments on students' motivation for learning and their achievement
Background. Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement.Aim. The purpose of the study is to investigate the…
The electronic portfolio as a tool to develop and assess pre-service student teaching competences
Quality assurance in assessment
Teachers' exit decisions
Beginning teachers' experience of the workplace learning environment in alternative teacher certification programs
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…
Measuring teachers’ perceptions about differentiated instruction
Higher education students with disabilities speaking out
The Universal Design for Learning (UDL) framework offers a promising strategy to address the needs of higher education students with disabilities; UDL aims to support access, participation and progress for ‘all’ learners, resulting in more accessible learning environments. The objective of this qualitative study is to explore whether UDL addresses the learning needs of students with disabilities effectively. Findings suggested that students’ perc…
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)
Integrated STEM Education
Pre-service teachers as members of a collaborative teacher research team
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…
Professional vision of inclusive classrooms
Connecting beliefs, noticing and differentiated teaching practices
The ability of identifying decisive classroom situations such as inclusive instructions, named ‘noticing’, has been identified as a crucial skill in the context of creating inclusive classrooms. To our knowledge, the associations between differentiated teacher beliefs (i.e. growth mindset and ethical compass), noticing abilities, and implementation of differentiated teaching practices have not been empirically explored. This study aims to explore…
Psychology (38 works) · Mathematics education (33 works) · Pedagogy (28 works) · Computer Science (23 works) · Teacher Education and Leadership Studies (16 works) · Sociology (11 works) · Social Psychology (10 works) · Collaborative Teaching and Inclusion (9 works) · Teacher education (9 works) · Medical education (8 works)