| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adult-child interaction: Can we move beyond traditional binaries?
|
Renshaw, Peter D.
|
|
1996
|
|
4 |
p. 399-404
6 p.
|
artikel
|
| 2 |
A hierarchical conceptualization of enjoyment in students
|
Goetz, Thomas
|
|
2006
|
|
4 |
p. 323-338
16 p.
|
artikel
|
| 3 |
A longitudinal perspective on inductive reasoning tasks. Illuminating the probability of change
|
Ifenthaler, Dirk
|
|
2011
|
|
4 |
p. 538-549
12 p.
|
artikel
|
| 4 |
An aptitude–treatment interaction approach to writing-to-learn
|
Kieft, Marleen
|
|
2008
|
|
4 |
p. 379-390
12 p.
|
artikel
|
| 5 |
Anger in relation to school learning
|
Boekaerts, Monique
|
|
1994
|
|
4 |
p. 269-280
12 p.
|
artikel
|
| 6 |
Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups
|
De Wever, Bram
|
|
2007
|
|
4 |
p. 436-447
12 p.
|
artikel
|
| 7 |
Assessment of learning environment motivational quality from the point of view of secondary and high school learners
|
Alonso-Tapia, Jesús
|
|
2006
|
|
4 |
p. 295-309
15 p.
|
artikel
|
| 8 |
Balancing situativity and formality: the importance of relating a formal language to interactive graphics in logic instruction
|
van der Pal, Jelke
|
|
1999
|
|
4 |
p. 327-341
15 p.
|
artikel
|
| 9 |
Changing the professional knowledge and beliefs of teachers: A training study
|
Tillema, H.H.
|
|
1995
|
|
4 |
p. 291-318
28 p.
|
artikel
|
| 10 |
Children's argument writing, interest and self-efficacy: an intervention study
|
Hidi, Suzanne
|
|
2002
|
|
4 |
p. 429-446
18 p.
|
artikel
|
| 11 |
Children's cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation
|
Olive, Thierry
|
|
2009
|
|
4 |
p. 299-308
10 p.
|
artikel
|
| 12 |
Clustering and expertise in a recall task: The effect of item organization criteria
|
Huet, Nathalie
|
|
2005
|
|
4 |
p. 297-311
15 p.
|
artikel
|
| 13 |
Co-action, situation definitions and sociocultural experience. An empirical study of problem-solving in mother-child interaction
|
Nilholm, Claes
|
|
1996
|
|
4 |
p. 325-344
20 p.
|
artikel
|
| 14 |
Coding discussions and discussing coding: Research on collaborative learning in computer-supported environments
|
Hmelo-Silver, Cindy E.
|
|
2007
|
|
4 |
p. 460-464
5 p.
|
artikel
|
| 15 |
Cognitive and linguistic constraints on phoneme isolation in Dutch kindergartners
|
de Graaff, Saskia
|
|
2008
|
|
4 |
p. 391-403
13 p.
|
artikel
|
| 16 |
Cognitive effects of practical experience in high- and low-achieving medical students
|
Boshuizen, Henny P.A.
|
|
1994
|
|
4 |
p. 313-329
17 p.
|
artikel
|
| 17 |
Cognitive load theory, learning difficulty, and instructional design
|
Sweller, John
|
|
1994
|
|
4 |
p. 295-312
18 p.
|
artikel
|
| 18 |
Cognitive science questions for cognitive development: the concepts of learning, analogy, and capacity
|
Halford, Graeme S
|
|
1998
|
|
4 |
p. 289-308
20 p.
|
artikel
|
| 19 |
Collaborative learning tasks and the elaboration of conceptual knowledge
|
van Boxtel, Carla
|
|
2000
|
|
4 |
p. 311-330
20 p.
|
artikel
|
| 20 |
Combining individual and group-level perspectives for studying collaborative knowledge construction in context
|
Arvaja, Maarit
|
|
2007
|
|
4 |
p. 448-459
12 p.
|
artikel
|
| 21 |
Commentary: How readily can findings from basic cognitive psychology research be applied in the classroom?
|
Efklides, Anastasia
|
|
2012
|
|
4 |
p. 290-295
6 p.
|
artikel
|
| 22 |
Conceptions of mathematics and how it is learned: The perspectives of students entering university
|
Crawford, K.
|
|
1994
|
|
4 |
p. 331-345
15 p.
|
artikel
|
| 23 |
Concept mapping improves metacomprehension accuracy among 7th graders
|
Redford, Joshua S.
|
|
2012
|
|
4 |
p. 262-270
9 p.
|
artikel
|
| 24 |
Concepts and misconceptions in comprehension of hierarchical graphs
|
Körner, Christof
|
|
2005
|
|
4 |
p. 281-296
16 p.
|
artikel
|
| 25 |
Content effects in self-directed inductive learning
|
Wilhelm, P.
|
|
2003
|
|
4 |
p. 381-402
22 p.
|
artikel
|
| 26 |
Contingency in tutoring and learning
|
Wood, David
|
|
1996
|
|
4 |
p. 391-397
7 p.
|
artikel
|
| 27 |
Cooperation and instruction in practical problem solving. Differences in interaction styles of mother-child dyads as related to socio-economic background and cognitive development
|
Leseman, Paul P.M.
|
|
1996
|
|
4 |
p. 307-323
17 p.
|
artikel
|
| 28 |
Cooperation and social context in adult-child interaction
|
Elbers, Ed
|
|
1996
|
|
4 |
p. 281-286
6 p.
|
artikel
|
| 29 |
Cost and benefit of modeling activity
|
Hatano, Giyoo
|
|
1997
|
|
4 |
p. 383-387
5 p.
|
artikel
|
| 30 |
Critical thinking as a citizenship competence: teaching strategies
|
ten Dam, Geert
|
|
2004
|
|
4 |
p. 359-379
21 p.
|
artikel
|
| 31 |
Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten
|
Viljaranta, Jaana
|
|
2009
|
|
4 |
p. 335-344
10 p.
|
artikel
|
| 32 |
Differential effects of problem-solving demands on individual and collaborative learning outcomes
|
Kirschner, Femke
|
|
2011
|
|
4 |
p. 587-599
13 p.
|
artikel
|
| 33 |
Discussion
|
|
|
1998
|
|
4 |
p. 375-385
11 p.
|
artikel
|
| 34 |
Discussion
|
|
|
1998
|
|
4 |
p. 387-392
6 p.
|
artikel
|
| 35 |
Discussion
|
|
|
1999
|
|
4 |
p. 411-418
8 p.
|
artikel
|
| 36 |
Discussion
|
|
|
1999
|
|
4 |
p. 419-425
7 p.
|
artikel
|
| 37 |
Does motivation affect performance via persistence?
|
Vollmeyer, Regina
|
|
2000
|
|
4 |
p. 293-309
17 p.
|
artikel
|
| 38 |
Do realistic contexts and graphical representations always have a beneficial impact on students’ performance? Negative evidence from a study on modelling non-linear geometry problems
|
De Bock, D.
|
|
2003
|
|
4 |
p. 441-463
23 p.
|
artikel
|
| 39 |
Early understandings of numbers: paths or barriers to the construction of new understandings?
|
Hartnett, Patrice
|
|
1998
|
|
4 |
p. 341-374
34 p.
|
artikel
|
| 40 |
Editorial
|
|
|
1998
|
|
4 |
p. iii-v
nvt p.
|
artikel
|
| 41 |
Editorial
|
|
|
1999
|
|
4 |
p. 303-307
5 p.
|
artikel
|
| 42 |
Editorial Board
|
|
|
2005
|
|
4 |
p. CO2-
1 p.
|
artikel
|
| 43 |
Editorial Board
|
|
|
2004
|
|
4 |
p. IFC-
1 p.
|
artikel
|
| 44 |
Editorial board/Publication information
|
|
|
2008
|
|
4 |
p. IFC-
1 p.
|
artikel
|
| 45 |
Editorial board/Publication information
|
|
|
2007
|
|
4 |
p. IFC-
1 p.
|
artikel
|
| 46 |
Editorial board/Publication information
|
|
|
2010
|
|
4 |
p. IFC-
1 p.
|
artikel
|
| 47 |
Editorial board/Publication information
|
|
|
2006
|
|
4 |
p. CO2-
1 p.
|
artikel
|
| 48 |
Editorial board/Publication information
|
|
|
2009
|
|
4 |
p. IFC-
1 p.
|
artikel
|
| 49 |
Editorial board/Publication information
|
|
|
2011
|
|
4 |
p. IFC-
1 p.
|
artikel
|
| 50 |
Editorial board/Publication information
|
|
|
2012
|
|
4 |
p. IFC-
1 p.
|
artikel
|
| 51 |
Effective peer assessment processes: Research findings and future directions
|
van Zundert, Marjo
|
|
2010
|
|
4 |
p. 270-279
10 p.
|
artikel
|
| 52 |
Enhancement of self-regulation, assertiveness, and empathy
|
Sanz de Acedo Lizarraga, M.Luisa
|
|
2003
|
|
4 |
p. 423-439
17 p.
|
artikel
|
| 53 |
Every word problem has a solution—The social rationality of mathematical modeling in schools
|
Reusser, Kurt
|
|
1997
|
|
4 |
p. 309-327
19 p.
|
artikel
|
| 54 |
Family and motivation effects on mathematics achievement: Analyses of students in 41 countries
|
Chiu, Ming Ming
|
|
2008
|
|
4 |
p. 321-336
16 p.
|
artikel
|
| 55 |
Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction
|
Narciss, Susanne
|
|
2006
|
|
4 |
p. 310-322
13 p.
|
artikel
|
| 56 |
Fusing experience and theory — Sociopolitical and cognitive issues
|
Achtenhagen, Frank
|
|
1995
|
|
4 |
p. 409-417
9 p.
|
artikel
|
| 57 |
Fusing experience and theory: The structure of professional knowledge
|
Bromme, R.
|
|
1995
|
|
4 |
p. 261-267
7 p.
|
artikel
|
| 58 |
Gender and interest processes in response to literary texts: situational and individual interest
|
Ainley, Mary
|
|
2002
|
|
4 |
p. 411-428
18 p.
|
artikel
|
| 59 |
Go ahead, prove that God does not exist! On high school students’ ability to deal with fallacious arguments
|
Neuman, Yair
|
|
2003
|
|
4 |
p. 367-380
14 p.
|
artikel
|
| 60 |
Goal orientation and achievement: the role of ability self-concept and failure perception
|
Spinath, Birgit
|
|
2003
|
|
4 |
p. 403-422
20 p.
|
artikel
|
| 61 |
How does experience affect theoretical knowledge for teaching?
|
Desforges, Charles
|
|
1995
|
|
4 |
p. 385-400
16 p.
|
artikel
|
| 62 |
How do teachers help children to learn? An analysis of teachers' interventions in computer-based activities
|
Mercer, Neil
|
|
1992
|
|
4 |
p. 339-355
17 p.
|
artikel
|
| 63 |
Hypercorrection of high confidence errors in children
|
Metcalfe, Janet
|
|
2012
|
|
4 |
p. 253-261
9 p.
|
artikel
|
| 64 |
Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge
|
Howe, Christine
|
|
2000
|
|
4 |
p. 361-391
31 p.
|
artikel
|
| 65 |
Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms
|
Andreassen, Rune
|
|
2011
|
|
4 |
p. 520-537
18 p.
|
artikel
|
| 66 |
Implicit psychological concepts in architects' knowledge — How large is a large room?
|
Rambow, Riklef
|
|
1995
|
|
4 |
p. 337-355
19 p.
|
artikel
|
| 67 |
Improving self-monitoring and self-regulation: From cognitive psychology to the classroom
|
de Bruin, Anique B.H.
|
|
2012
|
|
4 |
p. 245-252
8 p.
|
artikel
|
| 68 |
Improving the effectiveness of peer feedback for learning
|
Gielen, Sarah
|
|
2010
|
|
4 |
p. 304-315
12 p.
|
artikel
|
| 69 |
Individual interest as context in expository text and mathematical word problems
|
Renninger, K.A
|
|
2002
|
|
4 |
p. 467-490
24 p.
|
artikel
|
| 70 |
Information enforcement and learning with interactive graphical systems
|
Dobson, Mike
|
|
1999
|
|
4 |
p. 365-390
26 p.
|
artikel
|
| 71 |
Instructional effects on critical thinking: Performance on ill-defined issues
|
Angeli, Charoula
|
|
2009
|
|
4 |
p. 322-334
13 p.
|
artikel
|
| 72 |
Integrating professional knowledge: The theory of practice and the practice of theory
|
Leinhardt, Gaea
|
|
1995
|
|
4 |
p. 401-408
8 p.
|
artikel
|
| 73 |
Intellectual ability and working method as predictors of novice learning
|
Veenman, Marcel V.J.
|
|
1991
|
|
4 |
p. 303-317
15 p.
|
artikel
|
| 74 |
Interactive Law Encoding Diagrams for learning and instruction
|
Cheng, Peter C-H.
|
|
1999
|
|
4 |
p. 309-325
17 p.
|
artikel
|
| 75 |
Interest in learning, learning to be interested
|
Boekaerts, Monique
|
|
2002
|
|
4 |
p. 375-382
8 p.
|
artikel
|
| 76 |
Investigating secondary school students’ unmediated peer assessment skills
|
Tsivitanidou, Olia E.
|
|
2011
|
|
4 |
p. 506-519
14 p.
|
artikel
|
| 77 |
Is adaptation to task complexity really beneficial for performance?
|
Pieschl, Stephanie
|
|
2012
|
|
4 |
p. 281-289
9 p.
|
artikel
|
| 78 |
Is children’s naive knowledge consistent? A comparison of the concepts of sound and heat
|
Lautrey, Jacques
|
|
2004
|
|
4 |
p. 399-423
25 p.
|
artikel
|
| 79 |
Knowledge convergence in collaborative learning: Concepts and assessment
|
Weinberger, Armin
|
|
2007
|
|
4 |
p. 416-426
11 p.
|
artikel
|
| 80 |
Knowledge development and restructuring in the domain of medicine: The role of theory and practice
|
Boshuizen, H.P.A.
|
|
1995
|
|
4 |
p. 269-289
21 p.
|
artikel
|
| 81 |
Knowledge of problem situations in physics: A comparison of good and poor novice problem solvers
|
de Jong, Ton
|
|
1991
|
|
4 |
p. 289-302
14 p.
|
artikel
|
| 82 |
Learning to reason via instruction in argumentation
|
Voss, James F.
|
|
1991
|
|
4 |
p. 337-350
14 p.
|
artikel
|
| 83 |
Learning to use a word processor with concurrent computer-assisted instruction
|
Biemans, Harm J.A.
|
|
1992
|
|
4 |
p. 321-338
18 p.
|
artikel
|
| 84 |
Learning with multiple representations: Extending multimedia learning beyond the lab
|
Eilam, Billie
|
|
2008
|
|
4 |
p. 368-378
11 p.
|
artikel
|
| 85 |
Meta-analysis of the modality effect
|
Ginns, Paul
|
|
2005
|
|
4 |
p. 313-331
19 p.
|
artikel
|
| 86 |
Methodological challenges for collaborative learning research
|
Strijbos, Jan-Willem
|
|
2007
|
|
4 |
p. 389-393
5 p.
|
artikel
|
| 87 |
Methodological issues in developing a multi-dimensional coding procedure for small-group chat communication
|
Strijbos, Jan-Willem
|
|
2007
|
|
4 |
p. 394-404
11 p.
|
artikel
|
| 88 |
Methodological quandaries in studying process and outcomes in peer assessment
|
Topping, Keith J.
|
|
2010
|
|
4 |
p. 339-343
5 p.
|
artikel
|
| 89 |
Modelling and coaching of relevant metacognitive strategies for enhancing university students' learning
|
Volet, Simone E.
|
|
1991
|
|
4 |
p. 319-336
18 p.
|
artikel
|
| 90 |
Modelling reality in mathematics classrooms: The case of word problems
|
Greer, Brian
|
|
1997
|
|
4 |
p. 293-307
15 p.
|
artikel
|
| 91 |
Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition
|
Schoor, Cornelia
|
|
2011
|
|
4 |
p. 560-573
14 p.
|
artikel
|
| 92 |
New Editor-in-chief
|
Mason, Lucia
|
|
2011
|
|
4 |
p. 495-
1 p.
|
artikel
|
| 93 |
Nooplasis: 10+1 postulates about the formation of mind
|
Demetriou, Andreas
|
|
1998
|
|
4 |
p. 271-287
17 p.
|
artikel
|
| 94 |
On-line and off-line assessment of self-regulation in learning from instructional text
|
Kunz, Gunnar C.
|
|
1992
|
|
4 |
p. 287-301
15 p.
|
artikel
|
| 95 |
On the dynamics of students' approaches to learning: The effects of the teaching/learning environment
|
Struyven, Katrien
|
|
2006
|
|
4 |
p. 279-294
16 p.
|
artikel
|
| 96 |
On the effects of motivation on reading performance growth in secondary school
|
Retelsdorf, Jan
|
|
2011
|
|
4 |
p. 550-559
10 p.
|
artikel
|
| 97 |
Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention
|
Dunlosky, John
|
|
2012
|
|
4 |
p. 271-280
10 p.
|
artikel
|
| 98 |
Passivity or tacit collaboration: Mazahua interaction in cultural context
|
Paradise, Ruth
|
|
1996
|
|
4 |
p. 379-389
11 p.
|
artikel
|
| 99 |
Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions
|
van Gennip, Nanine A.E.
|
|
2010
|
|
4 |
p. 280-290
11 p.
|
artikel
|
| 100 |
Peer assessment as collaborative learning: A cognitive perspective
|
Kollar, Ingo
|
|
2010
|
|
4 |
p. 344-348
5 p.
|
artikel
|
| 101 |
Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?
|
Strijbos, Jan-Willem
|
|
2010
|
|
4 |
p. 291-303
13 p.
|
artikel
|
| 102 |
Personalised adaptive task selection in air traffic control: Effects on training efficiency and transfer
|
Salden, Ron J.C.M.
|
|
2006
|
|
4 |
p. 350-362
13 p.
|
artikel
|
| 103 |
Planning text structure as a way to improve students' writing from sources in the compare–contrast genre
|
Kirkpatrick, Lori C.
|
|
2009
|
|
4 |
p. 309-321
13 p.
|
artikel
|
| 104 |
Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities
|
Engeström, Yrjö
|
|
1995
|
|
4 |
p. 319-336
18 p.
|
artikel
|
| 105 |
Pre-service teachers' conceptions and beliefs about the role of real-world knowledge in mathematical modelling of school word problems
|
Verschaffel, L.
|
|
1997
|
|
4 |
p. 339-359
21 p.
|
artikel
|
| 106 |
Profiles of algebraic competence
|
Humberstone, Judi
|
|
2008
|
|
4 |
p. 354-367
14 p.
|
artikel
|
| 107 |
Promoting girls' interest and achievement in physics classes for beginners
|
Hoffmann, L
|
|
2002
|
|
4 |
p. 447-465
19 p.
|
artikel
|
| 108 |
Pygmalion in media-based learning: Effects of quality expectancies on learning outcomes
|
Fries, Stefan
|
|
2006
|
|
4 |
p. 339-349
11 p.
|
artikel
|
| 109 |
Realistic considerations in mathematical modeling of school arithmetic word problems
|
Verschaffel, Lieven
|
|
1994
|
|
4 |
p. 273-294
22 p.
|
artikel
|
| 110 |
Realistic considerations in solving problematic word problems: Do Japanese and Belgian children have the same difficulties?
|
Yoshida, Hajime
|
|
1997
|
|
4 |
p. 329-338
10 p.
|
artikel
|
| 111 |
Reconsidering the role of artifacts in reasoning: Children's understanding of the globe as a model of the earth
|
Vosniadou, Stella
|
|
2005
|
|
4 |
p. 333-351
19 p.
|
artikel
|
| 112 |
Representation construction, externalised cognition and individual differences
|
Cox, Richard
|
|
1999
|
|
4 |
p. 343-363
21 p.
|
artikel
|
| 113 |
Rethinking teachers’ goal orientations: Conceptual and methodological enhancements
|
Nitsche, Sebastian
|
|
2011
|
|
4 |
p. 574-586
13 p.
|
artikel
|
| 114 |
Revisiting the home literacy model of reading development in an orthographically consistent language
|
Manolitsis, George
|
|
2011
|
|
4 |
p. 496-505
10 p.
|
artikel
|
| 115 |
Solving word problems: A case of modelling?
|
Gravemeijer, Koeno
|
|
1997
|
|
4 |
p. 389-397
9 p.
|
artikel
|
| 116 |
Strategies, competence and style—Problem solving in engineering design
|
Von Der Weth, Rüdiger
|
|
1995
|
|
4 |
p. 357-383
27 p.
|
artikel
|
| 117 |
Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective
|
Krapp, Andreas
|
|
2002
|
|
4 |
p. 383-409
27 p.
|
artikel
|
| 118 |
Student revision with peer and expert reviewing
|
Cho, Kwangsu
|
|
2010
|
|
4 |
p. 328-338
11 p.
|
artikel
|
| 119 |
Students’ perceptions of teacher control behaviours
|
den Brok, Perry
|
|
2004
|
|
4 |
p. 425-443
19 p.
|
artikel
|
| 120 |
Subject index
|
|
|
2002
|
|
4 |
p. VII-XI
nvt p.
|
artikel
|
| 121 |
Supporting children’s development of cardinality understanding
|
Bermejo, Vicente
|
|
2004
|
|
4 |
p. 381-398
18 p.
|
artikel
|
| 122 |
Syntactic manipulations and semantic interpretations in algebra: The effect of graphic representation
|
Yerushalmy, Michal
|
|
1992
|
|
4 |
p. 303-319
17 p.
|
artikel
|
| 123 |
Tasks and activities. A parent-child interaction analysis
|
González, M.-Mar
|
|
1996
|
|
4 |
p. 287-306
20 p.
|
artikel
|
| 124 |
Teaching writing: Syntax and grammar in the first year of school
|
Campbell, Rod
|
|
1994
|
|
4 |
p. 251-268
18 p.
|
artikel
|
| 125 |
The analysis of negotiation of common ground in CSCL
|
Beers, Pieter J.
|
|
2007
|
|
4 |
p. 427-435
9 p.
|
artikel
|
| 126 |
The antilogos ability to evaluate information supporting arguments
|
Glassner, Amnon
|
|
2005
|
|
4 |
p. 353-375
23 p.
|
artikel
|
| 127 |
The architecture of adult-child interaction. Joint problem solving and the structure of cooperation
|
Hoogsteder, Mariëtte
|
|
1996
|
|
4 |
p. 345-358
14 p.
|
artikel
|
| 128 |
The cognitive consequences of modality assignment for educational communication: the picture in logic teaching
|
Stenning, Keith
|
|
1999
|
|
4 |
p. 391-410
20 p.
|
artikel
|
| 129 |
The development of early symbolization: educational implications
|
DeLoache, Judy S
|
|
1998
|
|
4 |
p. 325-339
15 p.
|
artikel
|
| 130 |
The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load
|
Berends, Inez E.
|
|
2009
|
|
4 |
p. 345-353
9 p.
|
artikel
|
| 131 |
The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL
|
Van Steendam, Elke
|
|
2010
|
|
4 |
p. 316-327
12 p.
|
artikel
|
| 132 |
The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students
|
Zohar, Anat
|
|
2008
|
|
4 |
p. 337-353
17 p.
|
artikel
|
| 133 |
The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory
|
Prins, Frans J.
|
|
2006
|
|
4 |
p. 374-387
14 p.
|
artikel
|
| 134 |
The neglected role of individual differences in theoretical models of cognitive development
|
Weinert, F.E
|
|
1998
|
|
4 |
p. 309-323
15 p.
|
artikel
|
| 135 |
The quality of talk in children's collaborative activity in the classroom
|
Mercer, Neil
|
|
1996
|
|
4 |
p. 359-377
19 p.
|
artikel
|
| 136 |
The relationships between monitoring, regulation and performance
|
Koriat, Asher
|
|
2012
|
|
4 |
p. 296-298
3 p.
|
artikel
|
| 137 |
The role of teaching in higher education: Enabling students to enter a field of study and practice
|
Dall'Alba, Gloria
|
|
1994
|
|
4 |
p. 299-313
15 p.
|
artikel
|
| 138 |
The stability of children's mathematical behavior: When is a bug really a bug?
|
Hennessy, Sara
|
|
1994
|
|
4 |
p. 315-338
24 p.
|
artikel
|
| 139 |
The utility of implicit learning in the teaching of rules
|
Sætrevik, Bjørn
|
|
2006
|
|
4 |
p. 363-373
11 p.
|
artikel
|
| 140 |
Time students spend working at home for school
|
Wagner, Petra
|
|
2008
|
|
4 |
p. 309-320
12 p.
|
artikel
|
| 141 |
Training-based assessment of school achievement
|
Hamers, Johan
|
|
1994
|
|
4 |
p. 347-360
14 p.
|
artikel
|
| 142 |
Training phonological awareness in kindergarten level children: consistency is more important than quantity
|
Kjeldsen, A.-C
|
|
2003
|
|
4 |
p. 349-365
17 p.
|
artikel
|
| 143 |
Unravelling peer assessment: Methodological, functional, and conceptual developments
|
Strijbos, Jan-Willem
|
|
2010
|
|
4 |
p. 265-269
5 p.
|
artikel
|
| 144 |
Variables affecting students' intrinsic motivation for school mathematics: Two empirical studies based on Deci and Ryan's theory on motivation
|
Valås, Harald
|
|
1994
|
|
4 |
p. 281-298
18 p.
|
artikel
|
| 145 |
Volume 11 Contents
|
|
|
2002
|
|
4 |
p. III-VI
nvt p.
|
artikel
|
| 146 |
What's in the mix? Combining coding and conversation analysis to investigate chat-based problem solving
|
Zemel, Alan
|
|
2007
|
|
4 |
p. 405-415
11 p.
|
artikel
|
| 147 |
When authentic experiences are “enminded” into disciplinary genres: crossing biographic and situated knowledge
|
Tochon, François Victor
|
|
2000
|
|
4 |
p. 331-359
29 p.
|
artikel
|
| 148 |
Word problems and mathematical reasoning—A study of children's mastery of reference and meaning in textual realities
|
Wyndhamn, Jan
|
|
1997
|
|
4 |
p. 361-382
22 p.
|
artikel
|
| 149 |
Writing for different audiences: Effects on high-school students' conceptual understanding of biology
|
Gunel, Murat
|
|
2009
|
|
4 |
p. 354-367
14 p.
|
artikel
|
Tijdschrift beschrijving