| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Arguing against confirmation bias: The effect of argumentative discourse goals on the use of disconfirming evidence in written argument
|
Villarroel, Constanza
|
|
2016
|
79 |
C |
p. 167-179
13 p.
|
artikel
|
| 2 |
Argumentation in science education as a systemic activity: An activity-theoretical perspective
|
Lazarou, Demetris
|
|
2016
|
79 |
C |
p. 150-166
17 p.
|
artikel
|
| 3 |
Argumentation methods in educational contexts: Introduction to the special issue
|
Rapanta, Chrysi
|
|
2016
|
79 |
C |
p. 142-149
8 p.
|
artikel
|
| 4 |
Argument relevance and structure. Assessing and developing students’ uses of evidence
|
Macagno, Fabrizio
|
|
2016
|
79 |
C |
p. 180-194
15 p.
|
artikel
|
| 5 |
A study of Norwegian schools achieving good national test results
|
Vestheim, Ole Petter
|
|
2016
|
79 |
C |
p. 1-9
9 p.
|
artikel
|
| 6 |
A systematic review of reading interventions for secondary school students
|
Paul, Shirley-Anne S.
|
|
2016
|
79 |
C |
p. 116-127
12 p.
|
artikel
|
| 7 |
Challenging norms: University students’ views on heteronormativity as a matter of diversity and inclusion in initial teacher education
|
Magnus, Dr. Cristian D.
|
|
2016
|
79 |
C |
p. 76-85
10 p.
|
artikel
|
| 8 |
Challenging the notion of the transition year: The experiences of rural and urban tertiary students
|
Wilson, Amy L.
|
|
2016
|
79 |
C |
p. 21-30
10 p.
|
artikel
|
| 9 |
Editorial board/Publication information
|
|
|
2016
|
79 |
C |
p. IFC-
1 p.
|
artikel
|
| 10 |
Effect of task and goal interdependence on achievement, cooperation, and support among elementary school students
|
Bertucci, Andrea
|
|
2016
|
79 |
C |
p. 97-105
9 p.
|
artikel
|
| 11 |
Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership
|
Povey, Jenny
|
|
2016
|
79 |
C |
p. 128-141
14 p.
|
artikel
|
| 12 |
Examining students’ achievement in mathematics: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece
|
Karakolidis, Anastasios
|
|
2016
|
79 |
C |
p. 106-115
10 p.
|
artikel
|
| 13 |
How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in Swiss high schools
|
Aeschlimann, Belinda
|
|
2016
|
79 |
C |
p. 31-41
11 p.
|
artikel
|
| 14 |
Leading teachers through the storm: Looking beyond the numbers and turning the implications of out-of-field teaching practices into positive challenges
|
Du Plessis, Anna Elizabeth
|
|
2016
|
79 |
C |
p. 42-51
10 p.
|
artikel
|
| 15 |
Let me critically question this! – Insights from a training study on the role of questioning on argumentative discourse
|
Mayweg-Paus, Elisabeth
|
|
2016
|
79 |
C |
p. 195-210
16 p.
|
artikel
|
| 16 |
“Lost in transition”: Alienation and drop out during the transition to mathematically-demanding subjects at university
|
Hernandez-Martinez, Paul
|
|
2016
|
79 |
C |
p. 231-239
9 p.
|
artikel
|
| 17 |
On alienation in the mathematics classroom
|
Radford, Luis
|
|
2016
|
79 |
C |
p. 258-266
9 p.
|
artikel
|
| 18 |
Principals on the path to excellence: Longitudinal, multisite cluster-randomized controlled trials of the National Institute for School Leadership’s Executive Development Program
|
Corcoran, Roisin P.
|
|
2016
|
79 |
C |
p. 64-75
12 p.
|
artikel
|
| 19 |
Students’ experiences of the development of emotional engagement
|
Ulmanen, Sanna
|
|
2016
|
79 |
C |
p. 86-96
11 p.
|
artikel
|
| 20 |
Supporting or alienating students during their transition to Higher Education: Mathematically relevant trajectories in the contexts of England and Norway
|
Pampaka, Maria
|
|
2016
|
79 |
C |
p. 240-257
18 p.
|
artikel
|
| 21 |
The cognitive labour of mathematics dis/ability: Neurocognitive approaches to number sense
|
de Freitas, Elizabeth
|
|
2016
|
79 |
C |
p. 222-230
9 p.
|
artikel
|
| 22 |
The discourse of disability in higher education: Insights from a health and social care perspective
|
Clouder, Lynn
|
|
2016
|
79 |
C |
p. 10-20
11 p.
|
artikel
|
| 23 |
The informal learning of teachers: Learning climate, job satisfaction and teachers’ and students’ motivation and well-being
|
Shoshani, Anat
|
|
2016
|
79 |
C |
p. 52-63
12 p.
|
artikel
|
| 24 |
The Use of Argument Maps as an Assessment Tool in Higher Education
|
Rapanta, Chrysi
|
|
2016
|
79 |
C |
p. 211-221
11 p.
|
artikel
|
| 25 |
Understanding undergraduate disengagement from mathematics: Addressing alienation
|
Solomon, Yvette
|
|
2016
|
79 |
C |
p. 267-276
10 p.
|
artikel
|
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