| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Analysing and preventing school failure: Exploring the role of multi-professionality in pupil health team meetings
|
Hjörne, Eva
|
|
2014
|
63 |
C |
p. 5-14
10 p.
|
artikel
|
| 2 |
Conceptualising teachers’ understanding of the immigrant learner
|
de Abreu, Guida
|
|
2014
|
63 |
C |
p. 26-37
12 p.
|
artikel
|
| 3 |
Dealing with clients’ diversity in test situations: Client categorisations in psychologists’ accounts of their practices
|
Grossen, Michèle
|
|
2014
|
63 |
C |
p. 15-25
11 p.
|
artikel
|
| 4 |
Developments in classroom-based talk
|
Gillies, Robyn M.
|
|
2014
|
63 |
C |
p. 63-68
6 p.
|
artikel
|
| 5 |
Disabled students in higher education: Discourses of disability and the negotiation of identity
|
Riddell, Sheila
|
|
2014
|
63 |
C |
p. 38-46
9 p.
|
artikel
|
| 6 |
Diverse disability identities: The accomplishment of ‘Child with a disability’ in everyday interaction between parents and teachers
|
Renshaw, Peter
|
|
2014
|
63 |
C |
p. 47-58
12 p.
|
artikel
|
| 7 |
Editorial Board
|
|
|
2014
|
63 |
C |
p. CO2-
1 p.
|
artikel
|
| 8 |
Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices, and learning
|
Webb, Noreen M.
|
|
2014
|
63 |
C |
p. 79-93
15 p.
|
artikel
|
| 9 |
Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants
|
Radford, Julie
|
|
2014
|
63 |
C |
p. 116-126
11 p.
|
artikel
|
| 10 |
Meaning making as an interactional accomplishment: A temporal analysis of intentionality and improvisation in classroom dialogue
|
Twiner, Alison
|
|
2014
|
63 |
C |
p. 94-106
13 p.
|
artikel
|
| 11 |
Optimizing small group discourse in classrooms: Effective practices and theoretical constraints
|
Howe, Christine
|
|
2014
|
63 |
C |
p. 107-115
9 p.
|
artikel
|
| 12 |
Primary students’ scientific reasoning and discourse during cooperative inquiry-based science activities
|
Gillies, Robyn M.
|
|
2014
|
63 |
C |
p. 127-140
14 p.
|
artikel
|
| 13 |
Representing diversity in education: Student identities in contexts of learning and instruction
|
Hjörne, Eva
|
|
2014
|
63 |
C |
p. 1-4
4 p.
|
artikel
|
| 14 |
The prevalence and use of the psychological–medical discourse in special education
|
Mehan, Hugh
|
|
2014
|
63 |
C |
p. 59-62
4 p.
|
artikel
|
| 15 |
The role of dialog in philosophy for children
|
Topping, K.J.
|
|
2014
|
63 |
C |
p. 69-78
10 p.
|
artikel
|
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