| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Academic achievement for students with and without disabilities in co-taught classrooms: A meta-analysis
|
Stefanidis, Abraham
|
|
|
120 |
C |
p.
|
artikel
|
| 2 |
Being resilient to close the gap: Is it enough?
|
Vicente, Iván
|
|
|
120 |
C |
p.
|
artikel
|
| 3 |
Benefits and limitations of partnerships amongst families, schools and universities: A systematic literature review
|
Mu, Guanglun Michael
|
|
|
120 |
C |
p.
|
artikel
|
| 4 |
Between- and within-school tracking and literacy skills of multilingual young adults: A cross-national comparative study
|
Jang, Eunjee
|
|
|
120 |
C |
p.
|
artikel
|
| 5 |
Cooperative-flipped classroom under online modality: Enhancing students' mathematics achievement and critical thinking attitude
|
Cortez, Carlo P.
|
|
|
120 |
C |
p.
|
artikel
|
| 6 |
Editorial Board
|
|
|
|
120 |
C |
p.
|
artikel
|
| 7 |
Identity in the making: The influence of context on mobile teachers’ construction of a professional identity
|
Rosenfeld, Itamar
|
|
|
120 |
C |
p.
|
artikel
|
| 8 |
Investigating value added by secondary schools in Trinidad and Tobago using multivariate ordinal hierarchical linear modelling
|
Persad, Doodnath
|
|
|
120 |
C |
p.
|
artikel
|
| 9 |
Navigating the complexity of theory: Exploring Icelandic student teachers’ perspectives on supporting cultural and linguistic diversity in compulsory schooling
|
Benediktsson, Artëm Ingmar
|
|
|
120 |
C |
p.
|
artikel
|
| 10 |
No time for silence, just repeat after me: A three study perspective on teacher and child interactions over time
|
Kirk, Gillian
|
|
|
120 |
C |
p.
|
artikel
|
| 11 |
Patterns in literacy gender gaps: Examining longitudinal data on boys’ achievements in the Australian NAPLAN test
|
Thomas, Damon P.
|
|
|
120 |
C |
p.
|
artikel
|
| 12 |
Primary to high school transition planning for students with disability: A systematic review
|
Strnadová, Iva
|
|
|
120 |
C |
p.
|
artikel
|
| 13 |
Problematizing the paradoxical pedagogical gestures of ‘embracing diversity’: The case of multicultural education policies in South Korea
|
Lee, Soohan
|
|
|
120 |
C |
p.
|
artikel
|
| 14 |
Putting the social into learner agency: Understanding social relationships and affordances
|
Mairitsch, Astrid
|
|
|
120 |
C |
p.
|
artikel
|
| 15 |
Reading instruction and reading engagement and their relationship with Chinese students’ PISA reading performance: Evidence from B-S-J-Z, Hong Kong, and Chinese Taipei
|
Gu, Yi-xin
|
|
|
120 |
C |
p.
|
artikel
|
| 16 |
Risk Factors of Being a Youth Not in Education, Employment or Training (NEET): A Scoping Review
|
Rahmani, Hamed
|
|
|
120 |
C |
p.
|
artikel
|
| 17 |
School spaces, school places: Shifting masculinities during the COVID-19 pandemic
|
Borduas, Chris
|
|
|
120 |
C |
p.
|
artikel
|
| 18 |
“Soccer is all I am, there is nothing else”: Self, future orientation, and cultural capital among low SES youth who play professional soccer
|
Erez, Tamir
|
|
|
120 |
C |
p.
|
artikel
|
| 19 |
Teacher efficacy and expectations of minority children: The mediating role of teachers’ beliefs about minority parents’ efficacy
|
Kim, Yanghee Anna
|
|
|
120 |
C |
p.
|
artikel
|
| 20 |
Transitioning to an unfamiliar medium of instruction: Strategies used by Rwandan primary school teachers to enable learning
|
Ndabaga, Eugene
|
|
|
120 |
C |
p.
|
artikel
|
| 21 |
Why Do Teachers Matter? A Meta-Analytic Review of how Teacher Characteristics and Competencies Affect Students’ Academic Achievement
|
López-Martín, Esther
|
|
|
120 |
C |
p.
|
artikel
|
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