| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Collaborative learning with multi-touch technology: Developing adaptive expertise
|
Mercier, Emma M.
|
|
2013
|
25 |
C |
p. 13-23
11 p.
|
artikel
|
| 2 |
Cueing animations: Dynamic signaling aids information extraction and comprehension
|
Boucheix, Jean-Michel
|
|
2013
|
25 |
C |
p. 71-84
14 p.
|
artikel
|
| 3 |
Early numerical development and the role of non-symbolic and symbolic skills
|
Kolkman, Meijke E.
|
|
2013
|
25 |
C |
p. 95-103
9 p.
|
artikel
|
| 4 |
Editorial board/Publication information
|
|
|
2013
|
25 |
C |
p. IFC-
1 p.
|
artikel
|
| 5 |
How much is too much? Learning and motivation effects of adding instructional explanations to worked examples
|
Richey, J. Elizabeth
|
|
2013
|
25 |
C |
p. 104-124
21 p.
|
artikel
|
| 6 |
Learning to see: Guiding students' attention via a Model's eye movements fosters learning
|
Jarodzka, Halszka
|
|
2013
|
25 |
C |
p. 62-70
9 p.
|
artikel
|
| 7 |
Literacy coaching to improve student reading achievement: A multi-level mediation model
|
Matsumura, Lindsay Clare
|
|
2013
|
25 |
C |
p. 35-48
14 p.
|
artikel
|
| 8 |
Scripting for construction of a transactive memory system in multidisciplinary CSCL environments
|
Noroozi, Omid
|
|
2013
|
25 |
C |
p. 1-12
12 p.
|
artikel
|
| 9 |
Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography
|
Devonshire, Victoria
|
|
2013
|
25 |
C |
p. 85-94
10 p.
|
artikel
|
| 10 |
Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension
|
Ferguson, Leila E.
|
|
2013
|
25 |
C |
p. 49-61
13 p.
|
artikel
|
| 11 |
Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples
|
Booth, Julie L.
|
|
2013
|
25 |
C |
p. 24-34
11 p.
|
artikel
|
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