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 |