| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Achievement or agreement – Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures
|
Bardach, Lisa
|
|
2019
|
61 |
C |
p. 72-83
|
artikel
|
| 2 |
Bilingual advantages in early foreign language learning: Effects of the minority and the majority language
|
Hopp, Holger
|
|
2019
|
61 |
C |
p. 99-110
|
artikel
|
| 3 |
Concreteness fading fosters children's understanding of the inversion concept in addition and subtraction
|
Ching, Boby Ho-Hong
|
|
2019
|
61 |
C |
p. 148-159
|
artikel
|
| 4 |
Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity
|
Blume, Friederike
|
|
2019
|
61 |
C |
p. 138-147
|
artikel
|
| 5 |
EARLI Association News
|
|
|
2019
|
61 |
C |
p. v-vi
|
artikel
|
| 6 |
EARLI title page
|
|
|
2019
|
61 |
C |
p. iii-iv
|
artikel
|
| 7 |
Editorial board/Publication information
|
|
|
2019
|
61 |
C |
p. IFC
|
artikel
|
| 8 |
Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts
|
Eaves, Joanne
|
|
2019
|
61 |
C |
p. 84-98
|
artikel
|
| 9 |
Just follow my eyes: The influence of model-observer similarity on Eye Movement Modeling Examples
|
Krebs, Marie-Christin
|
|
2019
|
61 |
C |
p. 126-137
|
artikel
|
| 10 |
Response sentences, examples, and authenticity do not help children solve real wor(l)d problems
|
Fitzpatrick, Cheryll L.
|
|
2019
|
61 |
C |
p. 111-125
|
artikel
|
| 11 |
Role of subjective and objective measures of cognitive processing during learning in explaining the spatial contiguity effect
|
Makransky, Guido
|
|
2019
|
61 |
C |
p. 23-34
|
artikel
|
| 12 |
Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms?
|
Lazarides, Rebecca
|
|
2019
|
61 |
C |
p. 45-59
|
artikel
|
| 13 |
Text difficulty, topic interest, and mind wandering during reading
|
Soemer, Alexander
|
|
2019
|
61 |
C |
p. 12-22
|
artikel
|
| 14 |
The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England
|
Jerrim, John
|
|
2019
|
61 |
C |
p. 35-44
|
artikel
|
| 15 |
To add or to multiply? An investigation of the role of preference in children's solutions of word problems
|
Degrande, Tine
|
|
2019
|
61 |
C |
p. 60-71
|
artikel
|
| 16 |
Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson
|
Krijgsman, Christa
|
|
2019
|
61 |
C |
p. 1-11
|
artikel
|
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