| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Beginning teacher induction in Chile: Change over time
|
Flores, Catherine
|
|
2019
|
97 |
C |
p. 1-12
|
artikel
|
| 2 |
Braiding teacher practice and class-wide dialogue: An historical inquiry across three sociocultural interventions
|
Palincsar, Annemarie Sullivan
|
|
2019
|
97 |
C |
p. 157-165
|
artikel
|
| 3 |
Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry
|
Mercer, Neil
|
|
2019
|
97 |
C |
p. 187-199
|
artikel
|
| 4 |
Editorial Board
|
|
|
2019
|
97 |
C |
p. ii
|
artikel
|
| 5 |
Experiencing the transition to lower secondary school: Students’ voices
|
Strand, Gro Marte
|
|
2019
|
97 |
C |
p. 13-21
|
artikel
|
| 6 |
From learner-centred to learning-centred: Becoming a ‘hybrid’ practitioner
|
Bremner, Nicholas
|
|
2019
|
97 |
C |
p. 53-64
|
artikel
|
| 7 |
Interaction and belongingness in two student-centered learning environments
|
Brouwer, Jasperina
|
|
2019
|
97 |
C |
p. 119-130
|
artikel
|
| 8 |
Is socioeconomic status less predictive of achievement in East Asian countries? A systematic and meta-analytic review
|
Kim, Sung won
|
|
2019
|
97 |
C |
p. 29-42
|
artikel
|
| 9 |
It’s not you, it’s me: Teachers’ self-efficacy and attributional beliefs towards students with specific learning difficulties
|
Woodcock, Stuart
|
|
2019
|
97 |
C |
p. 107-118
|
artikel
|
| 10 |
Multi-factorial approach to early numeracy—The effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African first graders
|
Aunio, Pirjo
|
|
2019
|
97 |
C |
p. 65-76
|
artikel
|
| 11 |
Notes on a “sense of the game” in fostering intellectually substantive classroom discourse
|
Erickson, Frederick
|
|
2019
|
97 |
C |
p. 210-212
|
artikel
|
| 12 |
Preventing extra costs: The impact of faculty satisfaction and morale
|
Calkins, Celeste M.
|
|
2019
|
97 |
C |
p. 77-87
|
artikel
|
| 13 |
Promoting academically productive student dialogue during collaborative learning
|
Gillies, Robyn M.
|
|
2019
|
97 |
C |
p. 200-209
|
artikel
|
| 14 |
Protocol: An efficacy randomized controlled trial of a spelling program in primary schools
|
Cockerill, Maria
|
|
2019
|
97 |
C |
p. 131-138
|
artikel
|
| 15 |
Protocol: An efficacy randomized controlled trial of Reciprocal Reading in high schools
|
Cockerill, Maria
|
|
2019
|
97 |
C |
p. 99-106
|
artikel
|
| 16 |
Shared, dialogue-based reading with books vs tablets in early childhood education and care: Protocol for a mixed-methods intervention study
|
Mangen, A.
|
|
2019
|
97 |
C |
p. 88-98
|
artikel
|
| 17 |
Supporting teachers in taking up productive talk moves: The long road to professional learning at scale
|
O’Connor, Catherine
|
|
2019
|
97 |
C |
p. 166-175
|
artikel
|
| 18 |
Teacher practices that promote productive dialogue and learning in mathematics classrooms
|
Webb, Noreen M.
|
|
2019
|
97 |
C |
p. 176-186
|
artikel
|
| 19 |
The association of children’s participation in school physical activity opportunities with classroom conduct
|
Stewart, G.
|
|
2019
|
97 |
C |
p. 22-28
|
artikel
|
| 20 |
The relationship between home-based parental involvement, parental educational expectation and academic performance of middle school students in mainland China: A mediation analysis of cognitive ability
|
Li, Ying
|
|
2019
|
97 |
C |
p. 139-153
|
artikel
|
| 21 |
The role of teacher practice in promoting academically productive student dialogue
|
Webb, Noreen M.
|
|
2019
|
97 |
C |
p. 154-156
|
artikel
|
| 22 |
The use of metacognitive strategies by Chinese PhD students of social sciences in Australian universities
|
Yang, Chunyan
|
|
2019
|
97 |
C |
p. 43-52
|
artikel
|
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