Elke Struyf
Biographic Data
| ID | 6155138 |
|---|---|
| NAME | Elke Struyf |
| GIVEN NAMES | Elke |
| FAMILY NAME | Struyf |
| SIGNATURE | STRUYF E |
| AFFILIATIONS | University of Antwerp |
| ORCID | 0000-0003-1067-6357 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 33 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring learners’ perspectives on team teaching
This mixed-method study delves into learners’ perceptions of the effectiveness of their teachers’ teaching behaviour and the benefits and challenges experienced during team teaching in primary educational settings. Analysing survey data from 428 learners and data from 15 focus groups, overall results indicate that the dimensions of ‘learning climate’ and ‘clear instruction’ are most frequently observed in classroom practices by learners. Furtherm…
Team teaching or solo teaching? Evidence from a crossover experiment on the effects of team teaching on student achievement
Studying the Effectiveness of Team Teaching
The aim of this systematic review is to provide insight into the conceptual and methodological credibility of experimental research designs on the effectiveness of team teaching—a promising instructional strategy wherein two or more professionals collaboratively provide education for a group of students. A total of 31 studies were included. These studies were conceptually and methodologically examined according to two actualized quality-appraisal…
Team teaching or solo teaching? A qualitative evaluation by primary education students
Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity
Teaching in a Shared Classroom
This study aims to gain insight into the experiences of beginning team teaching teams and the dimensions of effective teaching behavior that are perceived as clear added value in their pedagogical practices. Sixteen beginning team teaching teams from twelve different elementary schools participated in team interviews. The more complex dimensions of effective teaching behavior, based on the International Comparative Analysis of Learning and Teachi…
Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms
Leadership as a lever for inclusive education in Flanders
Belgium ratified the United Nations Convention on the Rights of Persons with Disabilities in 2009, which implies that an inclusive education (IE) system at all levels should be realized. Consequently, recent legislation in Flanders (Belgium) aims to reduce the current segregated school system, which has caused some resistance from practitioners. This study examines the way in which leadership that promotes IE can reduce this resistance. Leadershi…
Class composition, student achievement, and the role of the learning environment
This study considers how class composition, in terms of between-student variability and the average level of achievement, is related to the academic development of students, and how these relationships can be explained by features of the class learning environment. At the start of secondary education, Flemish schools can decide autonomously how to group their students, leading to variation in class mean and class heterogeneity between classes. In…
Teachers' beliefs about and educational practices with high-ability students
Connecting teacher collaboration to inclusive practices using a social network approach
Facing social reality together
Inclusive education has been put on the global agenda to appreciate diversity on a broader level and reduce educational inequality. In order to optimally prepare secondary pre-service teachers for inclusive education, a highly innovative cooperation of five different teacher training institutes in and around Antwerp (Belgium) developed a collective Inclusion Pathway embedded in the various teacher education curricula. Through an explorative quali…
An analysis of research on inclusive education
Across the world, there have been many policy developments in and reviews of inclusive education (IE) but what appears to be missing is an up to date and thorough review of IE in general. What is required is a synopsis of previous reviews to help guide future practice and research. The aim of this paper is to analyse existing reviews of IE regarding (1) which themes have been studied, (2) what can be learned from these reviews and (3) what gaps t…
School counsellors’ beliefs regarding collaboration with parents of students with special educational needs in Flanders
The literature shows that a good collaboration between the school and parents of students with special educational needs ( SEN ) is not always present. However, school counsellors must collaborate with SEN students’ parents to organise guidance trajectories for their child. This article examines school counsellors’ experiences when collaborating with parents of SEN students and the factors they perceive as contributing to good or difficult collab…
Secondary schools included
© 2015 Taylor & Francis. For over a decade, inclusive discourse comprises the development of a school for all, both in primary and in secondary education. Facing long-standing barriers for effective comprehensive education, secondary schools show specific interests, strengths and needs in a school-wide movement towards inclusion. Reviewing literature of recent research in inclusion in secondary schools (2000-2012), current interests represent inc…
Measuring Integrated Socioemotional Guidance at School
Socioemotional guidance of students has recently become an integral part of education, however no instrument exists to measure integrated socioemotional guidance. This study therefore examines the factor structure and reliability of the Socioemotional Guidance Questionnaire. Psychometric properties of the Socioemotional Guidance Questionnaire and implications for schools, educators, and counselors are discussed
Are beginning teachers ready for the job? The development and validation of an instrument to measure the basic skills of beginning secondary teachers
Society has become more complex in recent decades, and this has increased the demands placed on the educational system and the teaching profession. This study focuses on the development and validation of an instrument that measures the basic skills of beginning teachers. The instrument was developed according to scientific knowledge on teacher skills and their legal context as described by the Flemish government. Teacher competencies are measured…
The evaluation practice of teachers as a learning opportunity for students
An analysis of research on inclusive education
Across the world, there have been many policy developments in and reviews of inclusive education (IE) but what appears to be missing is an up to date and thorough review of IE in general. What is required is a synopsis of previous reviews to help guide future practice and research. The aim of this paper is to analyse existing reviews of IE regarding (1) which themes have been studied, (2) what can be learned from these reviews and (3) what gaps t…
Connecting teacher collaboration to inclusive practices using a social network approach
Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity
The evaluation practice of teachers as a learning opportunity for students
Are beginning teachers ready for the job? The development and validation of an instrument to measure the basic skills of beginning secondary teachers
Society has become more complex in recent decades, and this has increased the demands placed on the educational system and the teaching profession. This study focuses on the development and validation of an instrument that measures the basic skills of beginning teachers. The instrument was developed according to scientific knowledge on teacher skills and their legal context as described by the Flemish government. Teacher competencies are measured…
Measuring Integrated Socioemotional Guidance at School
Socioemotional guidance of students has recently become an integral part of education, however no instrument exists to measure integrated socioemotional guidance. This study therefore examines the factor structure and reliability of the Socioemotional Guidance Questionnaire. Psychometric properties of the Socioemotional Guidance Questionnaire and implications for schools, educators, and counselors are discussed
Secondary schools included
© 2015 Taylor & Francis. For over a decade, inclusive discourse comprises the development of a school for all, both in primary and in secondary education. Facing long-standing barriers for effective comprehensive education, secondary schools show specific interests, strengths and needs in a school-wide movement towards inclusion. Reviewing literature of recent research in inclusion in secondary schools (2000-2012), current interests represent inc…
An analysis of research on inclusive education
Across the world, there have been many policy developments in and reviews of inclusive education (IE) but what appears to be missing is an up to date and thorough review of IE in general. What is required is a synopsis of previous reviews to help guide future practice and research. The aim of this paper is to analyse existing reviews of IE regarding (1) which themes have been studied, (2) what can be learned from these reviews and (3) what gaps t…
School counsellors’ beliefs regarding collaboration with parents of students with special educational needs in Flanders
The literature shows that a good collaboration between the school and parents of students with special educational needs ( SEN ) is not always present. However, school counsellors must collaborate with SEN students’ parents to organise guidance trajectories for their child. This article examines school counsellors’ experiences when collaborating with parents of SEN students and the factors they perceive as contributing to good or difficult collab…
Facing social reality together
Inclusive education has been put on the global agenda to appreciate diversity on a broader level and reduce educational inequality. In order to optimally prepare secondary pre-service teachers for inclusive education, a highly innovative cooperation of five different teacher training institutes in and around Antwerp (Belgium) developed a collective Inclusion Pathway embedded in the various teacher education curricula. Through an explorative quali…
Connecting teacher collaboration to inclusive practices using a social network approach
Teachers' beliefs about and educational practices with high-ability students
Leadership as a lever for inclusive education in Flanders
Belgium ratified the United Nations Convention on the Rights of Persons with Disabilities in 2009, which implies that an inclusive education (IE) system at all levels should be realized. Consequently, recent legislation in Flanders (Belgium) aims to reduce the current segregated school system, which has caused some resistance from practitioners. This study examines the way in which leadership that promotes IE can reduce this resistance. Leadershi…
Class composition, student achievement, and the role of the learning environment
This study considers how class composition, in terms of between-student variability and the average level of achievement, is related to the academic development of students, and how these relationships can be explained by features of the class learning environment. At the start of secondary education, Flemish schools can decide autonomously how to group their students, leading to variation in class mean and class heterogeneity between classes. In…
Teaching in a Shared Classroom
This study aims to gain insight into the experiences of beginning team teaching teams and the dimensions of effective teaching behavior that are perceived as clear added value in their pedagogical practices. Sixteen beginning team teaching teams from twelve different elementary schools participated in team interviews. The more complex dimensions of effective teaching behavior, based on the International Comparative Analysis of Learning and Teachi…
Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms
Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity
Studying the Effectiveness of Team Teaching
The aim of this systematic review is to provide insight into the conceptual and methodological credibility of experimental research designs on the effectiveness of team teaching—a promising instructional strategy wherein two or more professionals collaboratively provide education for a group of students. A total of 31 studies were included. These studies were conceptually and methodologically examined according to two actualized quality-appraisal…
Team teaching or solo teaching? A qualitative evaluation by primary education students
Exploring learners’ perspectives on team teaching
This mixed-method study delves into learners’ perceptions of the effectiveness of their teachers’ teaching behaviour and the benefits and challenges experienced during team teaching in primary educational settings. Analysing survey data from 428 learners and data from 15 focus groups, overall results indicate that the dimensions of ‘learning climate’ and ‘clear instruction’ are most frequently observed in classroom practices by learners. Furtherm…
Team teaching or solo teaching? Evidence from a crossover experiment on the effects of team teaching on student achievement
Psychology (13 works) · Pedagogy (11 works) · Mathematics education (9 works) · Teacher Education and Leadership Studies (8 works) · Collaborative Teaching and Inclusion (7 works) · Sociology (7 works) · Computer Science (6 works) · Medicine (6 works) · Medical education (5 works) · Qualitative research (5 works)