| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof
|
Nathan, Mitchell J.
|
|
2014
|
33 |
C |
p. 182-193
12 p.
|
artikel
|
| 2 |
Benefits of emotional design in multimedia instruction
|
Mayer, Richard E.
|
|
2014
|
33 |
C |
p. 12-18
7 p.
|
artikel
|
| 3 |
Big-fish-little-pond social comparison and local dominance effects: Integrating new statistical models, methodology, design, theory and substantive implications
|
Marsh, Herbert W.
|
|
2014
|
33 |
C |
p. 50-66
17 p.
|
artikel
|
| 4 |
Delayed benefits of learning elementary algebraic transformations through contrasted comparisons
|
Ziegler, Esther
|
|
2014
|
33 |
C |
p. 131-146
16 p.
|
artikel
|
| 5 |
Do students' beliefs about writing relate to their writing self-efficacy, apprehension, and performance?
|
Sanders-Reio, Joanne
|
|
2014
|
33 |
C |
p. 1-11
11 p.
|
artikel
|
| 6 |
EARLI Association News
|
|
|
2014
|
33 |
C |
p. v-viii
nvt p.
|
artikel
|
| 7 |
EARLI title page
|
|
|
2014
|
33 |
C |
p. iii-iv
nvt p.
|
artikel
|
| 8 |
Editorial board/Publication information
|
|
|
2014
|
33 |
C |
p. IFC-
1 p.
|
artikel
|
| 9 |
Effects of creating video-based modeling examples on learning and transfer
|
Hoogerheide, Vincent
|
|
2014
|
33 |
C |
p. 108-119
12 p.
|
artikel
|
| 10 |
Effects of remedial numeracy instruction throughout kindergarten starting at different ages: Evidence from a large-scale longitudinal study
|
Toll, Sylke W.M.
|
|
2014
|
33 |
C |
p. 39-49
11 p.
|
artikel
|
| 11 |
Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving
|
Baars, Martine
|
|
2014
|
33 |
C |
p. 92-107
16 p.
|
artikel
|
| 12 |
Effects of writing beliefs and planning on writing performance
|
Baaijen, Veerle M.
|
|
2014
|
33 |
C |
p. 81-91
11 p.
|
artikel
|
| 13 |
Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest
|
Keller, Melanie M.
|
|
2014
|
33 |
C |
p. 29-38
10 p.
|
artikel
|
| 14 |
Improvements of self-regulation procedures for fifth graders' reading competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading
|
Spörer, Nadine
|
|
2014
|
33 |
C |
p. 147-157
11 p.
|
artikel
|
| 15 |
Individual differences in the effect of relevant concreteness on learning and transfer of a mathematical concept
|
Siler, Stephanie A.
|
|
2014
|
33 |
C |
p. 170-181
12 p.
|
artikel
|
| 16 |
Number line estimation from kindergarten to grade 2: A longitudinal study
|
Praet, Magda
|
|
2014
|
33 |
C |
p. 19-28
10 p.
|
artikel
|
| 17 |
Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter?
|
Gonida, Eleftheria N.
|
|
2014
|
33 |
C |
p. 120-130
11 p.
|
artikel
|
| 18 |
The effects of reading to prepare for argumentative discussion on cognitive engagement and conceptual growth
|
Miller, Brian W.
|
|
2014
|
33 |
C |
p. 67-80
14 p.
|
artikel
|
| 19 |
Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study
|
Klassen, Robert M.
|
|
2014
|
33 |
C |
p. 158-169
12 p.
|
artikel
|
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