| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A case study of innovations that address constraints on the effectiveness of early-grade reading achievement
|
Comings, John P.
|
|
|
|
1-2 |
p. 173-188
|
artikel
|
| 2 |
Addressing violence in education: From policy to practice
|
Hughes, Conrad
|
|
|
|
1-2 |
p. 23-38
|
artikel
|
| 3 |
Advancing inclusive and quality education through human rights education
|
Marope, P. T. M.
|
|
2018
|
|
1-2 |
p. 1-2
|
artikel
|
| 4 |
A global reset of education
|
Robinson, Sir Ken
|
|
|
|
1-2 |
p. 7-9
|
artikel
|
| 5 |
A human rights and history education model for teaching about historical events of mass violence: The 1947 British India Partition
|
Chhabra, Meenakshi
|
|
2018
|
|
1-2 |
p. 149-162
|
artikel
|
| 6 |
A longitudinal examination of enjoyment of physical education in children with developmental coordination disorder through a physical literacy lens
|
St. John, Laura
|
|
|
|
1-2 |
p. 127-139
|
artikel
|
| 7 |
Analysis of educational provision for internally displaced and refugee children in Niger
|
Moussa, Mohamed Sagayar
|
|
|
|
1-2 |
p. 91-100
|
artikel
|
| 8 |
A painful truth: Building bridges between Palestine and Israel
|
Abu Awwad, Ali
|
|
|
|
1-2 |
p. 11-21
|
artikel
|
| 9 |
A perspective of controversy in human rights education: A curricular proposition
|
Magendzo, Abraham K.
|
|
2018
|
|
1-2 |
p. 17-29
|
artikel
|
| 10 |
Building stronger foundations for learning: The key for effective curriculum implementation and lifelong learning
|
Ydo, Yao
|
|
|
|
1-2 |
p. 1-5
|
artikel
|
| 11 |
Challenges for human rights education in Swiss secondary schools from a teacher perspective
|
Rinaldi, Stefanie
|
|
2018
|
|
1-2 |
p. 87-100
|
artikel
|
| 12 |
Child labor as a barrier to foundational skills: Evidence from Bangladesh and Pakistan
|
Chudgar, Amita
|
|
|
|
1-2 |
p. 137-156
|
artikel
|
| 13 |
China’s search for human rights education in secondary schools
|
Liang, Weihong
|
|
2018
|
|
1-2 |
p. 41-53
|
artikel
|
| 14 |
Collective impacts on a global education emergency: The power of network response
|
Moriarty, Kate
|
|
|
|
1-2 |
p. 81-85
|
artikel
|
| 15 |
Complexities of difference and their significance for managing inequality in learning: Lessons from the COVID-19 crisis
|
Soudien, Crain
|
|
|
|
1-2 |
p. 59-67
|
artikel
|
| 16 |
Contingent reflections on coronavirus and priorities for educational planning and development
|
Lewin, Keith M.
|
|
|
|
1-2 |
p. 17-24
|
artikel
|
| 17 |
COVID-19 and the opportunity to design a more mindful approach to learning
|
Hughes, Conrad
|
|
|
|
1-2 |
p. 69-72
|
artikel
|
| 18 |
COVID-19 as a catalyst for educational change
|
Zhao, Yong
|
|
|
|
1-2 |
p. 29-33
|
artikel
|
| 19 |
COVID-19 causes unprecedented educational disruption: Is there a road towards a new normal?
|
d’Orville, Hans
|
|
|
|
1-2 |
p. 11-15
|
artikel
|
| 20 |
Deliberative democratic decision making, universal values, and cultural pluralism: A proposed contribution to the prevention of violent extremism through education
|
Tibbitts, Felisa L.
|
|
|
|
1-2 |
p. 79-94
|
artikel
|
| 21 |
Destabilizing stereotyped concepts in childhood: Some opportunities and risks of philosophy for children as an aid to PVE
|
Fletcher, Natalie M.
|
|
|
|
1-2 |
p. 61-78
|
artikel
|
| 22 |
Development challenges in challenging contexts: A 3-stage curriculum framework design approach for Education in Emergencies
|
Johnson, Martin
|
|
|
|
1-2 |
p. 43-56
|
artikel
|
| 23 |
Dilemmas and hopes for human rights education: Curriculum and learning in international contexts
|
Tibbitts, Felisa
|
|
2018
|
|
1-2 |
p. 31-40
|
artikel
|
| 24 |
Disrupting power/entrenching sovereignty: The paradox of human rights education
|
Ahmed, A. Kayum
|
|
2018
|
|
1-2 |
p. 3-16
|
artikel
|
| 25 |
Déjà vu all over again? Recent evidence on early childhood and early grade repetition in developing countries
|
Crouch, Luis
|
|
|
|
1-2 |
p. 41-58
|
artikel
|
| 26 |
Early childhood education and care: Do we need to develop the physical literacy of educators?
|
Buckler, E. Jean
|
|
|
|
1-2 |
p. 55-68
|
artikel
|
| 27 |
Early childhood education in Africa: Between overambitious global objectives, the need to reflect local interests, and educational choices
|
Akkari, Abdeljalil
|
|
|
|
1-2 |
p. 7-19
|
artikel
|
| 28 |
Educating against violence
|
Grayling, A. C.
|
|
|
|
1-2 |
p. 7-9
|
artikel
|
| 29 |
Education and the COVID-19 pandemic
|
Daniel, Sir John
|
|
|
|
1-2 |
p. 91-96
|
artikel
|
| 30 |
Education as the path to a sustainable recovery from COVID-19
|
Iyengar, Radhika
|
|
|
|
1-2 |
p. 77-80
|
artikel
|
| 31 |
Education in emergency situations: Toward new shared educational spaces
|
Ydo, Yao
|
|
|
|
1-2 |
p. 1-2
|
artikel
|
| 32 |
Education, the science of learning, and the COVID-19 crisis
|
Thomas, Michael S. C.
|
|
|
|
1-2 |
p. 87-90
|
artikel
|
| 33 |
Education under totalitarian regimes: The case of the Islamic State in Iraq and Syria
|
Buriel, Albane
|
|
|
|
1-2 |
p. 57-72
|
artikel
|
| 34 |
Evolution of the “hole-in-the-wall”: A status review
|
Mitra, Sugata
|
|
|
|
1-2 |
p. 209-222
|
artikel
|
| 35 |
Getting up close with Taoist: Chinese perspectives on physical literacy
|
Sum, Raymond Kim-Wai
|
|
|
|
1-2 |
p. 141-150
|
artikel
|
| 36 |
Girls and women in the educational system: The curricular challenge
|
Stromquist, Nelly P.
|
|
|
|
1-2 |
p. 47-50
|
artikel
|
| 37 |
Human rights education in social studies in the Netherlands: A case study textbook analysis
|
de Kort, Frauke
|
|
|
|
1-2 |
p. 55-71
|
artikel
|
| 38 |
Human rights education in social studies in the Netherlands: A case study textbook analysis
|
Kort, Frauke de
|
|
2018
|
|
1-2 |
p. 55-71
|
artikel
|
| 39 |
Imagining what education can be post-COVID-19
|
Arnove, Robert F.
|
|
|
|
1-2 |
p. 43-46
|
artikel
|
| 40 |
Increasing physical literacy in youth: A two-week Sport for Development program for children aged 6-10
|
Warner, Marika
|
|
|
|
1-2 |
p. 165-182
|
artikel
|
| 41 |
International approaches to the definition, philosophical tenets, and core elements of physical literacy: A scoping review
|
Martins, João
|
|
|
|
1-2 |
p. 13-30
|
artikel
|
| 42 |
Is racism a tactic? Reflections on susceptibility, salience, and a failure to prevent violent racist extremism
|
Stevick, E. Doyle
|
|
|
|
1-2 |
p. 39-47
|
artikel
|
| 43 |
Learning and the pandemic: What’s next?
|
Fullan, Michael
|
|
|
|
1-2 |
p. 25-28
|
artikel
|
| 44 |
Learning in emergencies contexts: From the building of the concept to multifaced actions in the field
|
Akkari, Abdeljalil
|
|
|
|
1-2 |
p. 15-28
|
artikel
|
| 45 |
Lives of the Rohingya children in limbo: Childhood, education, and children's rights in refugee camps in Bangladesh
|
Shohel, M. Mahruf C.
|
|
|
|
1-2 |
p. 131-149
|
artikel
|
| 46 |
“Making a difference” with Syrian refugee students in Lebanon: Reconstruction and theorization of teachers’ stories of practice in emergencies
|
Koubeissy, Rola
|
|
|
|
1-2 |
p. 73-89
|
artikel
|
| 47 |
Meaningful higher education in Kakuma refugee camp: A case study of why context and contextualization matter
|
O’Keeffe, Paul
|
|
|
|
1-2 |
p. 101-114
|
artikel
|
| 48 |
More than skills: The importance of social and community connections in youth development
|
Johnstone, Christopher J.
|
|
|
|
1-2 |
p. 101-113
|
artikel
|
| 49 |
Navigating the storm: A neuropsychological map of Western extremism
|
Ligouri, Laura
|
|
|
|
1-2 |
p. 49-59
|
artikel
|
| 50 |
Neuromyths about learning: Future directions from a critical review of a decade of research in school education
|
Hughes, Brenda
|
|
|
|
1-2 |
p. 189-207
|
artikel
|
| 51 |
Nothing is new, but everything has changed: A viewpoint on the future school
|
Nóvoa, António
|
|
|
|
1-2 |
p. 35-41
|
artikel
|
| 52 |
Pandemics, leadership, and social ethics
|
Escotet, Miguel Ángel
|
|
|
|
1-2 |
p. 73-76
|
artikel
|
| 53 |
Parents’ expectations for the educational attainment of their children: A cross-national study using PIRLS 2011
|
Wiseman, Alexander W.
|
|
|
|
1-2 |
p. 79-100
|
artikel
|
| 54 |
Pedagogical challenges in integrating refugee students in the Global North: A literature review
|
Radhouane, Myriam
|
|
|
|
1-2 |
p. 151-168
|
artikel
|
| 55 |
Pedagogical constraints of physical literacy based on cognitive load theory
|
Dudley, Dean
|
|
|
|
1-2 |
p. 151-164
|
artikel
|
| 56 |
Pedagogy of human rights education and secondary school pre-service teachers in India: Philosophy and praxis
|
Anamika,
|
|
2018
|
|
1-2 |
p. 119-131
|
artikel
|
| 57 |
Physical literacy and inclusion: A scoping review of the physical literacy literature inclusive of individuals experiencing disability
|
Pushkarenko, Kyle
|
|
|
|
1-2 |
p. 107-126
|
artikel
|
| 58 |
Physical literacy: Answering the call for quality education and sustainable development
|
Dudley, Dean
|
|
|
|
1-2 |
p. 5-11
|
artikel
|
| 59 |
Physical literacy on the global agenda
|
Ydo, Yao
|
|
|
|
1-2 |
p. 1-3
|
artikel
|
| 60 |
Physical literacy praxis: A theoretical framework for transformative physical education
|
Gleddie, Douglas L.
|
|
|
|
1-2 |
p. 31-53
|
artikel
|
| 61 |
Preventing violent extremism through universal values in curriculum
|
Marope, P. T. M.
|
|
|
|
1-2 |
p. 1-5
|
artikel
|
| 62 |
Protection and the sense of safety of students enrolled in an accelerated education program in the Dadaab refugee camp
|
Arvisais, Olivier
|
|
|
|
1-2 |
p. 115-129
|
artikel
|
| 63 |
Rationalizing teacher roles in developing and assessing physical literacy in children
|
Essiet, Inimfon Aniema
|
|
|
|
1-2 |
p. 69-86
|
artikel
|
| 64 |
Reflections on COVID-19 and the future of education and learning
|
Popa, Simona
|
|
|
|
1-2 |
p. 1-6
|
artikel
|
| 65 |
SDG 4 and the COVID-19 emergency: Textbooks, tutoring, and teachers
|
Chabbott, Colette
|
|
|
|
1-2 |
p. 51-57
|
artikel
|
| 66 |
Shifting teachers’ practice in early mathematics classrooms in Ghana: A case study
|
Sitabkhan, Yasmin
|
|
|
|
1-2 |
p. 157-171
|
artikel
|
| 67 |
Side effects in education: Taxonomy of educational outcomes
|
Rigney, Daniel Yiorgios
|
|
|
|
1-2 |
p. 33-39
|
artikel
|
| 68 |
Systems change in support of early-grade reading
|
Comings, John P.
|
|
|
|
1-2 |
p. 21-32
|
artikel
|
| 69 |
Teaching children’s rights and climate change with the support of Act for Climate web-based learning environment
|
Gkotzos, Dimitrios
|
|
2018
|
|
1-2 |
p. 133-147
|
artikel
|
| 70 |
Teaching human rights through global education to teachers in Pakistan
|
Sadruddin, Munir Moosa
|
|
2018
|
|
1-2 |
p. 73-86
|
artikel
|
| 71 |
The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme
|
Akyeampong, Kwame
|
|
|
|
1-2 |
p. 115-136
|
artikel
|
| 72 |
The form-school as a vehicle for the detotalization of refugee camps in Greece
|
Idrac, Mickaël
|
|
|
|
1-2 |
p. 29-42
|
artikel
|
| 73 |
The Geneva Global Hub for Education in Emergencies: A new ally for education in emergencies
|
Aguilar, Pilar
|
|
|
|
1-2 |
p. 3-13
|
artikel
|
| 74 |
The inconsistent past and uncertain future of human rights education in the United States
|
Sirota, Sandra
|
|
2018
|
|
1-2 |
p. 101-117
|
artikel
|
| 75 |
The influence of a customized continuing professional development programme on physical education teachers’ perceived physical literacy and efficacy beliefs
|
Sum, Raymond Kim-Wai
|
|
|
|
1-2 |
p. 87-106
|
artikel
|
| 76 |
The roles of childhood circumstances and schooling on adult reading skills in low- and middle-income countries
|
Shafiq, M. Najeeb
|
|
|
|
1-2 |
p. 59-78
|
artikel
|
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