| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Case Study of a Lithuanian Foster Family
|
Zay, Danielle
|
|
2005
|
|
2 |
p. 121-131
|
artikel
|
| 2 |
Accountability policy forms in European educational systems: An outro
|
Barbana, Samir
|
|
|
|
2 |
p. 165-169
|
artikel
|
| 3 |
Accountability policy forms in European education systems: An introduction
|
Barbana, Samir
|
|
|
|
2 |
p. 87-93
|
artikel
|
| 4 |
An International Model for Developing Capacity for Addressing the Needs of ‘At Risk’ Youth: A French–English Affaire?
|
Zay, Danielle
|
|
2005
|
|
2 |
p. 100-108
|
artikel
|
| 5 |
Assessing local socioeconomic desegregation: The effects of successive decrees regulating school choice in the Belgian French-speaking community
|
Robson, Sue
|
|
2019
|
|
2 |
p. 248-268
|
artikel
|
| 6 |
‘Beautiful Minds’ in Rich Discourses: Employing Discursive Approaches to Research in Mathematics Education
|
Zay, Danielle
|
|
2005
|
|
2 |
p. 145-154
|
artikel
|
| 7 |
Children's Visual Representations of Food and Meal Time: Towards an Understanding of Nutrition and Educational Practices
|
Zay, Danielle
|
|
2005
|
|
2 |
p. 132-141
|
artikel
|
| 8 |
Common standards, different stakes: A comparative and multi-scalar analysis of accountability reforms in the Spanish education context
|
Verger, Antoni
|
|
|
|
2 |
p. 142-164
|
artikel
|
| 9 |
Critical viewpoints on the Bologna Process in Europe: Can we do otherwise?
|
Robson, Sue
|
|
2019
|
|
2 |
p. 135-157
|
artikel
|
| 10 |
Depicting the faces of results-oriented regulatory processes in Portugal: National testing in policy texts
|
Carvalho, Luís Miguel
|
|
|
|
2 |
p. 125-141
|
artikel
|
| 11 |
Do ‘good students’ make better entrepreneurs than ‘bad learners’? Ninth-grade pupils’ perceptions of entrepreneurial abilities within the school’s discursive practices
|
Korhonen, Maija
|
|
2016
|
|
2 |
p. 175-192
|
artikel
|
| 12 |
Equity in the Turkish education system: A multilevel analysis of social background influences on the mathematics performance of 15-year-old students
|
Özdemir, Caner
|
|
2016
|
|
2 |
p. 193-217
|
artikel
|
| 13 |
Exploring global responsibility in higher education students’ cross-cultural dialogues
|
Robson, Sue
|
|
2019
|
|
2 |
p. 218-233
|
artikel
|
| 14 |
Hospitable universities and integration of refugees: First responses from Austria and Poland
|
De Haene, Lucia
|
|
2018
|
|
2 |
p. 248-270
|
artikel
|
| 15 |
How education standards gain hegemonic power and become international: The case of higher education and the Bologna Process
|
Robson, Sue
|
|
2019
|
|
2 |
p. 158-180
|
artikel
|
| 16 |
Integration becoming business: Marketisation of integration training for immigrants
|
De Haene, Lucia
|
|
2018
|
|
2 |
p. 233-247
|
artikel
|
| 17 |
Internationalisation of higher education: Impacts, challenges and future possibilities
|
Robson, Sue
|
|
2019
|
|
2 |
p. 127-134
|
artikel
|
| 18 |
Interrogating the promise of a whole-school approach to intercultural education: An Australian investigation
|
Robson, Sue
|
|
2019
|
|
2 |
p. 234-247
|
artikel
|
| 19 |
Local implementation of accountability instruments in the French-speaking community of Belgium
|
Barbana, Samir
|
|
|
|
2 |
p. 94-108
|
artikel
|
| 20 |
Moving from interdisciplinary research to transdisciplinary educational ethics: Bridging epistemological differences in researching higher education internationalization(s)
|
Robson, Sue
|
|
2019
|
|
2 |
p. 181-199
|
artikel
|
| 21 |
National testing in education in France: Statisation, rationalisation and politicisation
|
Pons, Xavier
|
|
|
|
2 |
p. 109-124
|
artikel
|
| 22 |
Newly arrived migrant students in German schools: Exclusive and inclusive structures and practices
|
De Haene, Lucia
|
|
2018
|
|
2 |
p. 290-304
|
artikel
|
| 23 |
Non-formal spaces of socio-cultural accompaniment: Responding to young unaccompanied refugees – reflections from the Partispace project
|
De Haene, Lucia
|
|
2018
|
|
2 |
p. 305-322
|
artikel
|
| 24 |
On the brink of education: Experiences of refugees beyond the age of compulsory education in Austria
|
De Haene, Lucia
|
|
2018
|
|
2 |
p. 271-289
|
artikel
|
| 25 |
Part 2. A Set of 29 Indicators on the Equity of Educational Systems
|
Zay, Danielle
|
|
2005
|
|
2 |
p. 33-91
|
artikel
|
| 26 |
Part 1. Devising Indicators of Equity in Educational Systems: Why and How?
|
Zay, Danielle
|
|
2005
|
|
2 |
p. 1-27
|
artikel
|
| 27 |
Part 3. Equity in European Educational Systems: An Interpretation of the 29 Indicators
|
Zay, Danielle
|
|
2005
|
|
2 |
p. 93-151
|
artikel
|
| 28 |
Postcolonial teacher education reform in Namibia: Travelling of policies and ideas
|
Erixon Arreman, Inger
|
|
2016
|
|
2 |
p. 236-259
|
artikel
|
| 29 |
Preventing School and Social Exclusion: A French–British Comparative Study
|
Zay, Danielle
|
|
2005
|
|
2 |
p. 109-120
|
artikel
|
| 30 |
Refugees in Europe: Educational policies and practices as spaces of hospitality?
|
De Haene, Lucia
|
|
2018
|
|
2 |
p. 211-218
|
artikel
|
| 31 |
Scarcity at school
|
De Bruyckere, Pedro
|
|
2016
|
|
2 |
p. 260-267
|
artikel
|
| 32 |
Teacher diversity awareness in the context of changing demographics
|
Acquah, Emmanuel O
|
|
2016
|
|
2 |
p. 218-235
|
artikel
|
| 33 |
The fundamental human right to education for refugees: Some legal remarks
|
De Haene, Lucia
|
|
2018
|
|
2 |
p. 219-232
|
artikel
|
| 34 |
The standards paradox: How quality assurance regimes can subvert teaching and learning in higher education
|
Brady, Norman
|
|
2016
|
|
2 |
p. 155-174
|
artikel
|
| 35 |
Understanding Internationalization at Home: Perspectives from the Global North and South
|
Robson, Sue
|
|
2019
|
|
2 |
p. 200-217
|
artikel
|
| 36 |
Young People, Rights and Social Exclusion
|
Zay, Danielle
|
|
2005
|
|
2 |
p. 142-144
|
artikel
|
| 37 |
Young People, Rights and Social Exclusion
|
Zay, Danielle
|
|
2005
|
|
2 |
p. 96-99
|
artikel
|
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