| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Accessing resources for identity development by urban students and teachers: foregrounding context
|
Luehmann, April Lynn
|
|
2008
|
4 |
1 |
p. 51-66
|
artikel
|
| 2 |
Adaptation of instructional materials: a commentary on the research on adaptations of Who Polluted the Potomac
|
Ercikan, Kadriye
|
|
2008
|
4 |
1 |
p. 141-148
|
artikel
|
| 3 |
Committing treason to oneself: neglecting the effectiveness of translated activities in science and environmental education
|
Reis, Giuliano
|
|
2008
|
4 |
1 |
p. 133-140
|
artikel
|
| 4 |
Curriculum translation and environmental education: considering issues of discursive intentionality, interpretation, and validity
|
Oliveira, Alandeom W.
|
|
2008
|
4 |
1 |
p. 149-155
|
artikel
|
| 5 |
Emergent fields through adaptation and identity: overcoming social distance
|
DeGennaro, Donna
|
|
2008
|
4 |
1 |
p. 77-87
|
artikel
|
| 6 |
In the shadow of whiteness: (re)exploring connections between history, enacted culture, and identity in a digital divide initiative
|
Kress, Tricia M.
|
|
2008
|
4 |
1 |
p. 41-49
|
artikel
|
| 7 |
Jesús and María in the jungle: an essay on possibility and constraint in the third-shift third space
|
Richardson Bruna, Katherine
|
|
2008
|
4 |
1 |
p. 221-237
|
artikel
|
| 8 |
Powerful knowledge and quality talk: maximising learning of genetics during collaborative group work
|
Venville, Grady
|
|
2008
|
4 |
1 |
p. 201-209
|
artikel
|
| 9 |
Reconsidering conceptual change from a socio-cultural perspective: analyzing students’ meaning making in genetics in collaborative learning activities
|
Furberg, Anniken
|
|
2008
|
4 |
1 |
p. 157-191
|
artikel
|
| 10 |
Shifting learning goals: from competent tool use to participatory media spaces in the emergent design process
|
Halverson, Erica Rosenfeld
|
|
2008
|
4 |
1 |
p. 67-76
|
artikel
|
| 11 |
Situating cognitive/socio-cognitive approaches to student learning in genetics
|
Kindfield, Ann C. H.
|
|
2008
|
4 |
1 |
p. 193-199
|
artikel
|
| 12 |
Specifying the ethnomethodological “what more?”
|
Roth, Wolff-Michael
|
|
2009
|
4 |
1 |
p. 1-12
|
artikel
|
| 13 |
The importance of socio-cultural context for understanding students’ meaning making in the study of genetics
|
Furberg, Anniken
|
|
2008
|
4 |
1 |
p. 211-219
|
artikel
|
| 14 |
Urban science classrooms and new possibilities: on intersubjectivity and grammar in the third space
|
Emdin, Christopher
|
|
2008
|
4 |
1 |
p. 239-254
|
artikel
|
| 15 |
“Who polluted the Potomac?” The translation and implementation of a US environmental story in Brazilian and Turkish classrooms
|
Oliveira, Alandeom W.
|
|
2008
|
4 |
1 |
p. 89-132
|
artikel
|
| 16 |
Youth voices: connections between history, enacted culture and identity in a digital divide initiative
|
DeGennaro, Donna
|
|
2008
|
4 |
1 |
p. 13-39
|
artikel
|
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