Research Elke Struyf

Abstract

Through a literature review, survey and Delphi study, we identify knowledge needs in practice and knowledge gaps in the literature on effective classroom practices with regard to supporting all students. For the survey and delphi study, we involve 30 education experts , with different profiles, so that experts from across mainstream compulsory education are represented. With the information obtained, we support Leerpunt's new knowledge agenda (www.leerpunt.be).

Researcher(s)

• Promoter: Van Mieghem Aster
• Co-promoter: Struyf Elke

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

Over the past years, the number of pupils in type 9 has increased both in mainstream and special education. In this research, our objectives are twofold. Firstly, we aim to gain well-founded insights into the explanatory mechanisms underlying this growing orientation of pupils towards type 9, whether they have a report (GC, IAC, or OV4) in mainstream education or go to special education. Secondly, we seek to understand how these pupils can be supported in education within a continuum of customized educational contexts. The orientation towards type 9 education is a decision-making process influenced by various factors. Different theoretical models provide insight into these complex and dynamic decision-making processes, each from a various perspective. The Andersen-Newman model is a static, explanatory model that describes the determinants and relationships between these various determinants. However, decisions regarding the orientation to type 9 are not static but rather dynamic. Choice theories account for these dynamics in decision-making. The Rational Choice Theory (RCT) describes decision-making as a process in which an actor decides based on preferences, available information, and weighing costs and benefits. The dynamic Network Episode Model (NEM) offers insight into decision-making as a complex social process. To gain an understanding of various support and educational initiatives for pupils with an orientation towards type 9 the multidimensional model proposed by Norwich provides a suitable framework. The model moves beyond the traditional uni- dimensional approach of different placement continuums, as it considers support and educational initiatives to be placed on flexible interrelated continuums. These theoretical frameworks provide a solid foundation for addressing the research questions. To this end, the following quantitative and qualitative studies will be conducted: (1) a study of administrative data, (2) a focus group study, (3) a survey study, and (4) a case study. These studies will involve stakeholders from learning support centers (Leersteuncentra), educational counseling centers (CLB's), mainstream and special education schools, as well as parents and pupils. Based on the results of these studies, policy recommendations will be formulated regarding the orientation towards and education for pupils in type 9. The desirability and feasibility of each of these recommendations will be assessed in expert panels. This research will result in recommendations for policy and practice, moreover a scientific research report will provide insight into the mechanisms involved in the orientation and education for pupils in type 9.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

Not for all pupil with a type 2 orientation currently a suitable school and learning environment can be found. In this research, our objectives are twofold. Firstly, we aim to gain well-founded insights into the explanatory mechanisms underlying this growing orientation of pupils towards type 2, whether they have a report (GC, IAC, or OV4) in mainstream education or go to special education. Secondly, we seek to understand how the these pupils can be supported in education within a continuum of customized educational contexts. The orientation towards type 2 education is a decision-making process influenced by various factors. Different theoretical models provide insight into these complex and dynamic decision-making processes, each from a various perspective. The Andersen-Newman model is a static, explanatory model that describes the determinants and relationships between these various determinants. However, decisions regarding the orientation to type 2 are not static but rather dynamic. Choice theories account for these dynamics in decision-making. The Rational Choice Theory (RCT) describes decision-making as a process in which an actor decides based on preferences, available information, and weighing costs and benefits. The dynamic Network Episode Model (NEM) offers insight into decision-making as a complex social process. To gain an understanding of various support and educational initiatives for pupils with an orientation towards type 2 the multidimensional model proposed by Norwich provides a suitable framework. The model moves beyond the traditional uni- dimensional approach of different placement continuums, as it considers support and educational initiatives to be placed on flexible interrelated continuums. These theoretical frameworks provide a solid foundation for addressing the research questions. To this end, the following quantitative and qualitative studies will be conducted: (1) a study of administrative data, (2) a focus group study, (3) a survey study, and (4) a case study. These studies will involve stakeholders from learning support centers (Leersteuncentra), educational counseling centers (CLB's), mainstream and special education schools, as well as parents and pupils. Based on the results of these studies, policy recommendations will be formulated regarding the orientation towards and education for pupils in type 2. The desirability and feasibility of each of these recommendations will be assessed in expert panels. This research will result in recommendations for policy and practice, moreover a scientific research report will provide insight into the mechanisms involved in the orientation and education for pupils in type 2.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

This research is aimed at preventing disorder and reducing the prevalence of disruptive behavior of students in Flemish mainstream primary and secondary schools. The project has two goals. First, we make a scientific analysis of important characteristics of a classroom climate that supports students' learning and prevents disruptive behavior of students. We also pay attention to the levers and barriers to the development of such a classroom climate and how factors at the macro-, school- and classroom level play a role in this. Second, we invest in valorization outcomes and write a practice-oriented book. For the realization of the first goal, we set up an extensive literature study (with three phases). Based on this cyclical process, we develop a first version of the theoretical framework. We test the theoretical framework against Flemish and international practice. We set up focus groups with relevant actors in Flanders (school teams, principals, support staff, teacher trainers and scientists). We will also discuss the framework and the challenges we are facing in Flanders with actors from education systems abroad where - at least according to TALIS results - fewer problems are experienced with classroom management. After adjusting and testing the theoretical framework, we will make a selection of at least 10 concrete practices and look for schools in which these practices are meaningfully applied. We aim to find practices across various educational levels and contexts, which refer to various essential characteristics/building blocks and levers described in the theoretical framework. We organise one school visit per practice, richly describing this practice. We inventory experiences with this practice from various stakeholders (school teams, students, and externals) through in-depth interviews, focus group discussions, and observations when appropriate. In the interviews we also probe the preceding process and critical success factors and (Flemish) preconditions, with in view of formulating recommendations for implementation. The insights from this case study research form the basis for the practice-oriented book. The project results in two scientific reports, a practical guide and recommendations for implementation in Flemish schools, teacher training, professionalization in the educational field (CLB, pedagogical guidance services, support networks, ...) and for cooperation with other relevant actors.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn
• Didactica

Project type(s)

• Research Project

Abstract

This research project aims to advance insight in the impact of team teaching, a collaborative teaching model in which two or more teachers collaborate to a certain extent in the planning, teaching and/or evaluation of a course. Despite its overall attractiveness, both in research and practice, there is scant empirical evidence with convincing data on team teaching's effectiveness to date. Considering the lacunae in the state-of-the-art and the clear call for evidence formulated by the field, the overall research objective of this project is to map the effects of team teaching on both students and teachers. To accomplish this objective, four research lines (RL) are proposed: (1) a large-scale cross- sectional survey study, (2) a video-based observation study, (3) a quasi- experimental study, and (4) an intervention study. These research lines will result in four evidence-based utilization products (UP): (1) a Flemish-wide professional learning community, (2) an online knowledge-based platform, (3) a professional development program, and (4) a white paper with policy recommendations on team teaching. On a methodological level, this project clearly distinguishes itself from the current state-of-the-art by conducting large-scale studies that move beyond perceptions, by including more direct measures and a quasi- experimental study. The current proposal will culminate in pioneering contributions to a more comprehensive theory on team teaching, and elevate empirical research on team teaching to the next level. The proposed utilization products tackle urgent needs formulated by the Flemish educational field in general, and a diverse and large group of already engaged stakeholders in particular. For this research project, a new and complementary expert consortium, consisting of two universities and two universities of applied sciences has been established.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn
• Didactica

Project type(s)

• Research Project

Abstract

In order to support schools and support services in a more sustainable way in their education to and guidance of high-ability students, the Flemish Government is investing in a 'Support policy for high-ability students with scientific support'. The scientific support and coordination of this policy is taken up by the interuniversity expertise centre Talent (KU Leuven, UAntwerpen, UGent).

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research aims to gain insights into forms of cooperation between schools for special education and mainstream schools, in order to shape education together, to offer high-quality education pathways tailored to pupils' needs and to facilitate a smoother transition from special education to mainstream education. To this end, we firstly analyse the careers of pupils making the transition from special to mainstream education within the same educational level. Secondly, we analyze characteristics, forms and practices of cooperation between mainstream and special schools. In addition to a detailed description of the forms of cooperation, we also wish to gain insights into processes, mechanisms and preconditions. To achieve these goals, we set up a research project using (1) available administrative data collected by the Department of Education, (2) a large-scale survey (at all schools of special education in Flanders), (3) telephone interviews and (4) a case study. We opt for a combination of quantitative and qualitative research methods. In this way, we obtain - in width - an overview of the school careers of pupils, existing forms of collaboration between school for special education and mainstream schools and their relationship with pupil and school variables. In addition, we obtain - in depth - an insight into the explanatory mechanisms of this relation, the experiences of the stakeholders involved and a more in-depth description of success and risk factors. The research results in a scientific research report, a scientifically based, practice-oriented inspiration guide for the development and design of collaboration between mainstream and special education schools, and scientifically based recommendations for policymakers.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• Didactica
• EduBROn

Project type(s)

• Research Project

Abstract

Despite the right to education for all children, achieving quality education for students with severe multiple disabilities is not easy. In practice, schools and care providers have taken a variety of initiatives to develop integrated or complementary education and care for these students. In this project, based on a review, an assessment framework will be developed that makes explicit the expectations regarding a qualitative offer for students with severe multiple disabilities. Also, based on case studies and a vignette study, an analysis will be made of the way in which educational and welfare arrangements for these students are designed today and of the thresholds and obstacles that are experienced in these arrangements. Finally, in an action study with five students with severe multiple disabilities, the insights of this project are implemented to develop an integrated education and welfare arrangement plan.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn
• Didactica

Project type(s)

• Research Project

Abstract

The objective of this pilot project is to develop a phygital learning environment (FLEXIO) that facilitates collective learning between teachers, student teachers, teacher educators and pedagogical counselors about inclusive education and makes the learning outcomes more sustainable. The output consists of (1) a blueprint for setting up a learning community between teacher educators, schools and educational counselors with room for professionalization both inside and outside of the classroom practice and (2) an online learning platform that facilitates the mix of physical and digital collective learning and that makes the practice-oriented, evidence-informed insights and tools on diversity and inclusive working widely accessible.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• Didactica
• EduBROn

Project type(s)

• Research Project

Abstract

The aim of this research is to strengthen pedagogical counselling services by mapping the effectiveness of the support they offer to school teams. Using a targeted literature research in leading conditions for professional development initiatives and aspects of evaluation to determine the effectiveness of these initiatives, a tentative conceptual framework is drawn up. This conceptual framework is then refined in co-creation with the providers of the support (i.c. the pedagogical counselling services) and its recipients (i.c. principals and teacher teams) and supplemented with a concrete set of instruments. This intensive co-creation process will take place by means of a Delphi study and focus group discussions.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The international research project aims to investigate the impact of the model of Lesson Study on teacher learning and, consequently, on student learning outcomes across four participating countries. Lesson Study (LS) is a teacher professional development model that originated in Japan in the 1870s, but has recently been adapted worldwide. The basic model involves teams of teachers within a school investigating collaboratively the effectiveness of teaching practices for their students. The core model involves: a) plan lessons during planning meetings, b) teach/observe those lessons; c) reflect on lessons during reflection meetings. Variations of the model include the presence of a LS facilitator during teachers' planning and reflection meetings, guiding teachers as they construct new knowledge. Despite the promising nature of LS, more evidence is needed in order to establish how teacher learning occurs during LS meetings. Even less evidence exists on the impact of this learning on teaching practices and, as a result, on students' academic achievement. Using a quasi-experimental research design, we examine the impact of a series of Lesson Study interventions in mathematics classrooms (grade 7-9) in four participating countries (Belgium, the Netherlands, Cyprus an Greece). on both student and teacher level. The objectives of the project are (1) to examine the effects of teachers' participation in Lesson Study on their own learning and on students' mathematical reasoning; (2) to examine the potential impact of the role of an LS Advisor and LS Facilitators on dialogues and teacher learning; and (3) to examine the relationship between teacher intentions and teaching practices.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Struyf Elke
• Co-promoter: Vandervieren Ellen

Research team(s)

• EduBROn

Project type(s)

• Education Project
• Research Project

Abstract

Ethnic discrimination in the educational sector has been a topic of research within a myriad of social disciplines. Yet surprisingly, a lot of research fails to systematically study and categorize the different levels and types of ethnic discrimination within specific school settings. This explorative study wants to gain insight in the different types of interpersonal and institutional ethnic discrimination, with an emphasis on the perceptions of the phenomenon by different school actors (i.e., pupils and school staff). Subsequently, the study also wants to explore the diverse coping mechanism used and related consequences experienced by the relevant school actors in relation to interpersonal and institutional ethnic discrimination. The research will be executed in six classes of three Flemish secondary schools with varied ethnic and socio-economic compositions, and all located in one city setting. Different forms of data collection will be carried out, including ethnographic observations, document analysis, a diary method for pupils, and interviews with pupils, teachers and leading staff. The research would provide valuable insights in the relationship between different levels and types of ethnic discrimination and the interconnectedness with specific coping mechanism used and consequences experienced by pupils and school staff. These findings could support school staff (in training) in raising awareness about and better respond to experiences of ethnic discrimination in a school context.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: Van Praag Lore
• Fellow: Lippens Michiel

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The general aim of the TALENT project is to strengthen education and care for students with strong cognitive skills, as well as the scientific basis. To this end, efforts are being made to integrate general developmental and motivational psychological and educational insights and methods in research into 'academic giftedness'.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: Donche Vincent

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

The general aim of the TALENT project is to strengthen education and care for students with strong cognitive skills, as well as the scientific basis. To this end, efforts are being made to integrate general developmental and motivational psychological and educational insights and methods in research into 'academic giftedness'.

Researcher(s)

• Promoter: Donche Vincent
• Co-promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Collaboration is a recurring theme in the literature as both a primary vehicle and precondition for successfully developing inclusive learning communities and pedagogies. In this research project, we aim to investigate how teachers understand collaboration, the nature of the collaborative relationships and how they develop their competencies and knowledge about inclusion in the process, using a collective case-study design. The purpose of the case studies is to capture the individuals' perceptions and dynamics of individuals and in this case to learn about teacher collaboration in schools, teachers' relational agency and also their responsiveness to the diverse learning needs of all learners in their classrooms. The sample will comprise 2 full-service primary schools in the Western Cape and 3 primary schools in Flanders with 10 volunteer teachers per country. The project is designed to generate data over a period of at least 6 months using interviews and observations. The data will be organized, collated and transformed by way of a variety of methods of analysis including and beginning with content analysis in constructivist grounded theory mode, discourse and critical discourse analysis, as well as conversation analysis with selected small sets of data of especially naturally occurring talk (and text). The case studies will be compared per country and across countries to generate themes for understanding the complexity of collaborative processes in inclusive education.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The Centre for Education Research has been recognized by the Flemish Government as a Centre for Policy Research for the period 2016-2020. It is a joint venture of UGent, KULeuven, UAntwerpen, VUB and Artevelde University College. The main tasks are: (1) Conducting research on themes that are considered by the Flemish government as a priority and relevant to its future policy, and (2) Valorisation and transfer of knowledge, using e.g. reports and the organisation of seminars. The research includes three thematic lines, regarding: A. The learner, B. The teacher and the school and C. The organization of education in Flanders.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

Schools and teachers around the world are facing a growing diversity and increasing complexity (social inequality, labeling, …). In the past, pupils' assignments to classrooms and schools have rather fostered segregation than encouraged inclusion. Today, we see a tendency towards more inclusive learning environments (cf. amongst others, the UN Convention of 2007, ratified by Belgium in 2009). However, this poses enormous challenges to the professional development of (pre-service) teachers and teams. The main objective of the project 'POTENTIAL', Power to Teach All, is to develop the competences of (pre-service) teachers and school teams to create inclusive learning environments. This objective is valuable both from a social and economic perspective. From a social perspective, the project 'POTENTIAL' aims at reducing segregation in education. From an economic perspective, the value of the project 'POTENTIAL' lies in the creation of maximal development and learning opportunities in order to maximize the societal potential of all children's and youngsters' talents.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: De Maeyer Sven

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research project will record good practices of teacher deployment - both in and outside class in upper primary education - that aim at capitalizing on staff competencies, reinforcing differentiated instruction and safeguarding successful transition to secondary education. We will provide in-depth descriptions of selected practices, while at the same time shedding light on accompanying conditions and experiences from the viewpoint of school management, teachers as well as students. Data will be collected through case studies and Delphi methodology.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: Casteleyn Jordi
• Co-promoter: Simons Mathea
• Co-promoter: Smits Tom
• Co-promoter: Vandervieren Ellen

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Evens Stichting. UA provides the Evens Stichting research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Problem statement: Although more than 100 000 people of the Belgian population stutter, this complex speech disorder is little studied at academic level in our country. However, stuttering has an adverse impact on different aspects of life and can lead to functional problems in communication, a reduced ability to achieve goals in life and a lower quality of life. Moreover, the majority of international studies on treatment effects focuses on changes in the observable characteristics of stuttering and significantly fewer studies study the wider impact of stuttering. The observable stutter behavior is however only the tip of the iceberg. The internal stuttering behavior, such as anxiety and cognitive disorders, makes someone a stutterer. In short, a niche within the research field that requires urgent attention. Research questions: In this study we want to unravel the complex interplay between internal and external influencing factors of stuttering, thereby focusing primarily on the relationship between stutter severity and self-esteem. Adolescence is characterized by a strong self-awareness and is therefore by far the most interesting period in life to examine this relationship. Firstly, a longitudinal study design will provide more insight in the association in evolution in stutter severity and self-esteem in adolescence. Subsequently, we will examine mediating internal processes of the relation between stutter severity and self-esteem, using negative communication attitudes, maladaptive perfectionism, and temperamental characteristics. The most unique input of this study is the inclusion of mediating social factors, namely the teacher-student relationship and the peer group status of a stuttering student. After all, adolescence is accompanied by an increasing reliance on peers and a corresponding increase in striving for independence from adults. Finally, we will take into account the influence of teacher's negative attitudes towards stuttering on the teacher's relationship with stuttering adolescents. Innovative research: This research builds on an earlier innovative, explorative study conducted by one of the members of the research team. However, this study adds several new elements. To date, the association in evolution between stuttering severity and self-esteem as a multidimensional concept is not yet explored using a longitudinal study. Moreover, the role of temperament and social factors as mediating factors are not yet been investigated. Certainly the study of the impact of peer and teacher relationships of stuttering adolescents on their self-esteem is a new and promising study angle. Added value and gain of the study: To answer these various research questions a multidisciplinary collaboration between ENT doctors within the Faculty of Medicine and the educators and school psychologists from the Institute of Education and Information Sciences is essential. This unique cooperation will not only provide new insights in the theory of stuttering, but will undoubtedly yield new treatment targets. For educational practice, this cooperation will lead to concrete guidelines for teachers to better cope with stuttering students, providing a care policy customised to individual pupils within the current educational context in which teachers are the primary caregivers.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: Van de Heyning Paul

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

The proposed research project aims to develop a whole school social and emotional guidance model that describes the relationship between the guidance activities of the teacher in the classroom and the characteristics of the school. Furthermore, the project aims to investigate the implementation of such a model in practice and the relationship between the degree of implementation and the perception of students concerning guidance and care in their school, their motivation and wellbeing.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project represents a research contract awarded by the University of Antwerp. The supervisor provides the Antwerp University research mentioned in the title of the project under the conditions stipulated by the university.

Researcher(s)

• Promoter: Mahieu Paul
• Promoter: Struyf Elke
• Promoter: Van Petegem Peter

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In a previous research project, an aselecte series of samples of 8600 pupils from the various types of regular and special primary and secondary education, were assigned, by collaborators of each of the 73 School Psychological Services to one of the 5 levels of educational needs, 4 clusters of impairments and target groups, based on the data of the pupils' files, known to the SPS in June 2008, according to criteria laid down by the Steering Committee on Needs' Indicators, with the objective of determining feasibility, validity and reliability of the new educational framework indicators. To this end, a manual, wizard and electronic web-based form have been designed, a helpdesk installed, and remarks made by SF5 collaborators, collected and analysed. Results were analysed in a quantitative and qualitative way. Shifts from the present allocation to the new educational allocation have been analysed, as well as a comparison has been made with the theoretical expected allocations. The present project wants to valorize these results, on the one hand by communicating results to the public of SF5 collaborators and schools, and on the other hand suggest a possible trajectory of professionalization in the new educational framework.

Researcher(s)

• Promoter: Lebeer Jo
• Co-promoter: Struyf Elke

Research team(s)

• Primary and interdisciplinary care Antwerp (ELIZA)

Project type(s)

• Research Project

Abstract

In this research project the current in-service teacher training programs ('Lio') of the teacher training institutions in Antwerp (Expertisenetwerk Lerarenopleiding Antwerpen, Elant) are studied and evaluated in order to develop a common format for in- service training. The different in-service programs are studied in terms of guidance and assessment of the student-teacher. Preconditions for successful implementation of a similar format are identified.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: Meeus Wil
• Co-promoter: Simons Mathea

Research team(s)

• EduBROn

Project website

Project type(s)

• Research Project

Abstract

This project is a practice test for the implementation of the new framework for educational assistance in regular education; it wants to develop a web-based form, on the basis of a list of indicators, as developed by a working party of the Ministry of Education of the Flanders Region, to allow the School Guidance Centres to allocate pupils in an efficient way into one of levels of assistance needed, and check validity and practicability, with a representative sample of 8600 pupils from kindergarten, elementary and secondary education

Researcher(s)

• Promoter: Lebeer Jo
• Co-promoter: Struyf Elke

Research team(s)

• Primary and interdisciplinary care Antwerp (ELIZA)

Project type(s)

• Research Project

Abstract

The department of Education of the Flemish government ordered an inventory and an analysis of Flemish portfolios within the domain of Accreditation of Prior Learning (APEL) in order to draw up a coherent APEL policy. The portfolio is an important and commonly used instrument within APEL procedures. Thirty portfolios were listed within the domains of Education, Labour and Culture. A format was developed so that the different portfolios could be described in the same manner. The essential information was assembled in a synoptic grid. All the available information was analysed thoroughly so as to reveal any similarities and tensions. The conclusions of the comparative analysis have to enable the government to establish common criteria for APEL portfolios.

Researcher(s)

• Promoter: Meeus Wil
• Co-promoter: Struyf Elke

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

Researcher(s)

• Promoter: Struyf Elke
• Fellow: Keppens Karen

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This research studies the effect of the increase of the practical experience in the specific teacher training programmes, organised at universities and centres for adult education. We look for changes in student's behavior and thinking, using quantitative (questionnaires) and qualitative (interviews) research instruments. Students, teacher trainers and secondary school teachers participate in the research.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

In this research a conceptual frame and instrument is developed to design an integrated policy regarding socio-emotional guidance of pupils in secondary education. Furthermore, this study also investigates what teachers think about integrated socio-emotional guidance, in which they play a key role. The task perception and guidance provision of teachers with regard to socio-emotional guidance as well as the effect of a supportive network at the level of the school are investigated.

Researcher(s)

• Promoter: Struyf Elke

Research team(s)

• EduBROn

Project type(s)

• Research Project