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                             48 gevonden resultaten
nr titel auteur tijdschrift jaar jaarg. afl. pagina('s) type
1 An agenda for CHAT in educational research: An editorial response Williams, Julian
 2007
 51-52 1-2 p. 104-107
4 p.
 artikel
2 Analysing cultural models in socio-cultural discourse analysis Black, Laura
 2007
 51-52 1-2 p. 20-30
11 p.
 artikel
3 Assessing the interpersonal competence of beginning teachers: The quality of the judgement process Nijveldt, Mirjam
 2005
 51-52 1-2 p. 89-102
14 p.
 artikel
4 Changes in grouping practices over primary and secondary school Baines, Ed
 2003
 51-52 1-2 p. 9-34
26 p.
 artikel
5 Collective reading of multiple texts in argumentative activities Schwarz, Baruch
 2003
 51-52 1-2 p. 133-151
19 p.
 artikel
6 Corrigendum to “Articulating contrasts in kindergarten teachers’ implicit knowledge on play-based learning” Pui-Wah, Doris Cheng
 2005
 51-52 1-2 p. 110-
1 p.
 artikel
7 Developing group work in everyday classrooms: an introduction to the special issue Blatchford, P.
 2003
 51-52 1-2 p. 1-7
7 p.
 artikel
8 Discourse and identity in Cultural–Historical Activity Theory: A response Daniels, Harry
 2007
 51-52 1-2 p. 94-99
6 p.
 artikel
9 Domain specificity of personal epistemology: Resolved questions, persistent issues, new models Hofer, Barbara K.
 2006
 51-52 1-2 p. 85-95
11 p.
 artikel
10 Editorial board/Publication info 2003
 51-52 1-2 p. IFC-
1 p.
 artikel
11 Editorial board/Publication information 2006
 51-52 1-2 p. CO2-
1 p.
 artikel
12 Editorial board/Publication information 2007
 51-52 1-2 p. IFC-
1 p.
 artikel
13 Editorial board/Publication information 2005
 51-52 1-2 p. CO2-
1 p.
 artikel
14 Epistemic dimensions of students’ mathematics-related belief systems Op ’t Eynde, Peter
 2006
 51-52 1-2 p. 57-70
14 p.
 artikel
15 Epistemological understanding in different judgment domains: Relationships with gender, grade level, and curriculum Mason, Lucia
 2006
 51-52 1-2 p. 43-56
14 p.
 artikel
16 Examining the dual nature of epistemological beliefs Buehl, Michelle M.
 2006
 51-52 1-2 p. 28-42
15 p.
 artikel
17 Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities Solomon, Yvette
 2007
 51-52 1-2 p. 8-19
12 p.
 artikel
18 Finding inquiry in discourses of audit and reform in primary schools Williams, Julian
 2007
 51-52 1-2 p. 57-67
11 p.
 artikel
19 Group work in primary school science: discussion, consensus and guidance from experts Howe, Christine
 2003
 51-52 1-2 p. 51-72
22 p.
 artikel
20 How cultural models about reading mediate classroom (pedagogic) practice Davis, Pauline
 2007
 51-52 1-2 p. 31-42
12 p.
 artikel
21 Insert JIJER 582 (Subject Index) here 2005
 51-52 1-2 p. I-IX
nvt p.
 artikel
22 Introduction Limón, Margarita
 2006
 51-52 1-2 p. 1-6
6 p.
 artikel
23 Investigating the relationship between students’ attentive–inattentive behaviors in the classroom and their literacy progress Rowe, Kenneth J.
 1999
 51-52 1-2 p. 1-16
16 p.
 artikel
24 Investigating the relationship between students’ attentive–inattentive behaviors in the classroom and their literacy progress Rowe, Kenneth J.
 1999
 51-52 1-2 p. 49-64
16 p.
 artikel
25 Investigating the relationship between students’ attentive–inattentive behaviors in the classroom and their literacy progress Rowe, Kenneth J.
 1999
 51-52 1-2 p. 31-48
18 p.
 artikel
26 Investigating the relationship between students’ attentive–inattentive behaviors in the classroom and their literacy progress Rowe, Kenneth J.
 1999
 51-52 1-2 p. 81-117
37 p.
 artikel
27 Investigating the relationship between students’ attentive–inattentive behaviors in the classroom and their literacy progress Rowe, Kenneth J.
 1999
 51-52 1-2 p. 65-80
16 p.
 artikel
28 Investigating the relationship between students’ attentive–inattentive behaviors in the classroom and their literacy progress Rowe, Kenneth J.
 1999
 51-52 1-2 p. 17-30
14 p.
 artikel
29 Investigating the relationship between students’ attentive–inattentive behaviors in the classroom and their literacy progress Rowe, Kenneth J.
 1999
 51-52 1-2 p. 119-137
19 p.
 artikel
30 Problem articulation and the processes of assistance: An activity theoretic view of mediation in game play Stone, Lynda D.
 2007
 51-52 1-2 p. 43-56
14 p.
 artikel
31 Promoting effective helping behavior in peer-directed groups Webb, Noreen M.
 2003
 51-52 1-2 p. 73-97
25 p.
 artikel
32 Questioning ‘Open questioning’ in early years science discourse from a social semiotic perspective Harris, Diane
 2007
 51-52 1-2 p. 68-82
15 p.
 artikel
33 Research on teacher–student relationships and learning environments: Context, retrospect and prospect Fraser, Barry J.
 2005
 51-52 1-2 p. 103-109
7 p.
 artikel
34 Scaffolding the development of effective collaboration and learning Rojas-Drummond, Sylvia
 2003
 51-52 1-2 p. 99-111
13 p.
 artikel
35 Sociocultural and Cultural–Historical Activity Theory perspectives on subjectivities and learning in schools and other educational contexts Williams, Julian
 2007
 51-52 1-2 p. 1-7
7 p.
 artikel
36 Structuring cooperative group work in classrooms Gillies, Robyn M.
 2003
 51-52 1-2 p. 35-49
15 p.
 artikel
37 Student perceptions of teacher–student relationships in class Wubbels, Theo
 2005
 51-52 1-2 p. 1-5
5 p.
 artikel
38 Students’ perceptions of primary teachers’ interpersonal behavior and of cultural dimensions in the classroom environment Fisher, Darrell
 2005
 51-52 1-2 p. 25-38
14 p.
 artikel
39 Teacher interpersonal behavior and adolescents’ motivation in mathematics: A comparison of learning disabled, average, and talented students Lapointe, Judith M.
 2005
 51-52 1-2 p. 39-54
16 p.
 artikel
40 Teachers’ beliefs and practices within and across domains Olafson, Lori
 2006
 51-52 1-2 p. 71-84
14 p.
 artikel
41 Teacher–student relationships across the teaching career Brekelmans, Mieke
 2005
 51-52 1-2 p. 55-71
17 p.
 artikel
42 Teacher–student relationships in multicultural classes: Reviewing the past, preparing the future den Brok, Perry
 2005
 51-52 1-2 p. 72-88
17 p.
 artikel
43 The domain generality–specificity of epistemological beliefs: A theoretical problem, a methodological problem or both? Limón, Margarita
 2006
 51-52 1-2 p. 7-27
21 p.
 artikel
44 The ethico-moral nature of identity: Prolegomena to the development of third-generation Cultural-Historical Activity Theory Roth, Wolff-Michael
 2007
 51-52 1-2 p. 83-93
11 p.
 artikel
45 The role of diagrams in collaborative argumentation-based learning Munneke, Lisette
 2003
 51-52 1-2 p. 113-131
19 p.
 artikel
46 Toward a social pedagogy of classroom group work Blatchford, Peter
 2003
 51-52 1-2 p. 153-172
20 p.
 artikel
47 Two decades of research on teacher–student relationships in class Wubbels, Theo
 2005
 51-52 1-2 p. 6-24
19 p.
 artikel
48 Who we become depends on the company we keep and on what we do and say together Wells, Gordon
 2007
 51-52 1-2 p. 100-103
4 p.
 artikel
                             48 gevonden resultaten
 
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