| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An experimental test: Using rubrics for reflective writing to develop reflection
|
Cheng, Michelle W.T.
|
|
2019
|
61 |
C |
p. 176-182
|
artikel
|
| 2 |
Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment
|
DeLuca, Christopher
|
|
2019
|
61 |
C |
p. 159-169
|
artikel
|
| 3 |
Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme
|
Siddiqui, Nadia
|
|
2019
|
61 |
C |
p. 74-82
|
artikel
|
| 4 |
Collaboration in teacher design teams: Untangling the relationship between experiences of the collaboration process and perceptions of the redesigned curriculum
|
Jonker, Herma
|
|
2019
|
61 |
C |
p. 138-149
|
artikel
|
| 5 |
Developing classroom-based language assessment literacy for in-service EFL teachers: The gaps
|
Lan, Chunshou
|
|
2019
|
61 |
C |
p. 112-122
|
artikel
|
| 6 |
Editorial Board
|
|
|
2019
|
61 |
C |
p. ii
|
artikel
|
| 7 |
Effects of policy and educational interventions intended to reduce difficulties in literacy skills in grade 1
|
Ecalle, Jean
|
|
2019
|
61 |
C |
p. 12-20
|
artikel
|
| 8 |
Exploring patterns of principal judgments in teacher evaluation related to reported gender and years of experience
|
Wind, Stefanie A.
|
|
2019
|
61 |
C |
p. 150-158
|
artikel
|
| 9 |
I explain, therefore I learn: Improving students’ assessment literacy and deep learning by teaching
|
Davari Torshizi, Mehdi
|
|
2019
|
61 |
C |
p. 66-73
|
artikel
|
| 10 |
More knowledge helps implement change: Evaluation of a training program during educational reform
|
Zala-Mezö, Enikö
|
|
2019
|
61 |
C |
p. 105-111
|
artikel
|
| 11 |
Planning, execution, and revision in mathematics problem solving: Does the order of the phases matter?
|
García, Trinidad
|
|
2019
|
61 |
C |
p. 83-93
|
artikel
|
| 12 |
Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity tensions scale
|
Hanna, Fadie
|
|
2019
|
61 |
C |
p. 21-33
|
artikel
|
| 13 |
Professional learning and development of two groups of pre-service teachers with different scientific knowledge bases and different teaching training in the course of their studies
|
Rozenszajn, Ronit
|
|
2019
|
61 |
C |
p. 123-137
|
artikel
|
| 14 |
Standardised module evaluation surveys in UK higher education: Establishing students’ perspectives
|
Wiley, Christopher
|
|
2019
|
61 |
C |
p. 55-65
|
artikel
|
| 15 |
Students admitted to university based on a cognitive test and MMI are less stressed than students admitted based on GPA
|
Lilleholt, Lau
|
|
2019
|
61 |
C |
p. 170-175
|
artikel
|
| 16 |
Teacher-directed learning to self-directed learning transition barriers in Pakistan
|
Yasmin, Musarat
|
|
2019
|
61 |
C |
p. 34-40
|
artikel
|
| 17 |
The asymmetric effect of fairness and quality dimensions on satisfaction and dissatisfaction: An application of the Kano model to the interdisciplinary college program evaluation
|
Seo, Young-Jin
|
|
2019
|
61 |
C |
p. 183-195
|
artikel
|
| 18 |
The content and construct development of the PACT survey
|
Miller, Rachelle
|
|
2019
|
61 |
C |
p. 1-11
|
artikel
|
| 19 |
The impact of conflict among political actors on implementing South Korea’s new teacher evaluation policy: A case study with implications for education policymaking
|
Yoo, Jisung
|
|
2019
|
61 |
C |
p. 94-104
|
artikel
|
| 20 |
Using Theory of Change to evaluate socially-situated, inquiry-based academic professional development
|
Amundsen, Cheryl
|
|
2019
|
61 |
C |
p. 196-208
|
artikel
|
| 21 |
What matters to teachers if evaluation is meant to help them improve?
|
Liu, Yan
|
|
2019
|
61 |
C |
p. 41-54
|
artikel
|
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