| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Becoming a teacher in rural areas: How curriculum influences government-contracted pre-service physics teachers' motivation
|
Zhai, Xiaoming
|
|
2019
|
94 |
C |
p. 77-89
|
artikel
|
| 2 |
Editorial Board
|
|
|
2019
|
94 |
C |
p. ii
|
artikel
|
| 3 |
Education outside the classroom and pupils’ social relations? A one-year quasi-experiment
|
Bølling, Mads
|
|
2019
|
94 |
C |
p. 29-41
|
artikel
|
| 4 |
Education outside the classroom increases children’s reading performance: Results from a one-year quasi-experimental study
|
Otte, Camilla R.
|
|
2019
|
94 |
C |
p. 42-51
|
artikel
|
| 5 |
Feeling connected: The roles of student-teacher relationships and sense of school belonging on future orientation
|
Wong, Tracy K.Y.
|
|
2019
|
94 |
C |
p. 150-157
|
artikel
|
| 6 |
#FeesMustFall and the decolonised university in South Africa: Tensions and opportunities in a globalising world
|
Griffiths, Dominic
|
|
2019
|
94 |
C |
p. 143-149
|
artikel
|
| 7 |
From curriculum design to enactment in technology enhanced mathematics instruction—Mind the gap!
|
Clark-Wilson, Alison
|
|
2019
|
94 |
C |
p. 66-76
|
artikel
|
| 8 |
From the margins: The role of literature
|
Maginess, Tess
|
|
2019
|
94 |
C |
p. 134-142
|
artikel
|
| 9 |
Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review
|
McCallops, Kathleen
|
|
2019
|
94 |
C |
p. 11-28
|
artikel
|
| 10 |
“I want to do it all day!”—Students’ experiences of classroom movement integration
|
McMullen, Jaimie M.
|
|
2019
|
94 |
C |
p. 52-65
|
artikel
|
| 11 |
Outside the margins: A Capabilities Approach to understanding mothers’ experiences accessing education services for their autistic adolescent sons in Saudi Arabia and Bahrain
|
Daghustani, Wid H.
|
|
2019
|
94 |
C |
p. 113-121
|
artikel
|
| 12 |
Pre-service teachers’ appreciations of teacher-educators’ strategies when learning about narratives
|
Castañeda-Peña, Harold
|
|
2019
|
94 |
C |
p. 90-99
|
artikel
|
| 13 |
Relationships between parental involvement and adolescents’ academic achievement and aspiration
|
Otani, Midori
|
|
2019
|
94 |
C |
p. 168-182
|
artikel
|
| 14 |
Retraction notice to: “Discursive positioning in Norwegian teacher education: shifting from cross-curricularity to skills-based subject specialisation” [International journal of Educational research 55 (2012) 26–35]
|
Braathe, Hans Jørgen
|
|
2019
|
94 |
C |
p. 193
|
artikel
|
| 15 |
Science teachers’ practices: Teaching for self-regulated learning in relation to Pintrich and Zusho’s (2007) model
|
Jayawardena, Prabha Ransi
|
|
2019
|
94 |
C |
p. 100-112
|
artikel
|
| 16 |
Tell me the story: Marginalisation, transformation, and school-based restorative practice
|
O’Reilly, Naziya
|
|
2019
|
94 |
C |
p. 158-167
|
artikel
|
| 17 |
Tools, rules and teachers: The relationship between curriculum standards and resource systems when teaching mathematics
|
Misfeldt, Morten
|
|
2019
|
94 |
C |
p. 122-133
|
artikel
|
| 18 |
Trans*kinship, children’s rights, and the school
|
Kannisto, Tarna
|
|
2019
|
94 |
C |
p. 183-192
|
artikel
|
| 19 |
Using cooperative learning to close the reading attainment gap for students with low literacy levels for Grade 8/Year 9 students
|
Thurston, Allen
|
|
2019
|
94 |
C |
p. 1-10
|
artikel
|
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