| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Bit by bit or all at once? Splitting up the inquiry task to promote children's scientific reasoning
|
Lazonder, Ard W.
|
|
2012
|
22 |
6 |
p. 458-464
7 p.
|
artikel
|
| 2 |
Cognitive load theory, the transient information effect and e-learning
|
Wong, Anna
|
|
2012
|
22 |
6 |
p. 449-457
9 p.
|
artikel
|
| 3 |
“Concreteness fading” promotes transfer of mathematical knowledge
|
McNeil, Nicole M.
|
|
2012
|
22 |
6 |
p. 440-448
9 p.
|
artikel
|
| 4 |
Editorial board/Publication information
|
|
|
2012
|
22 |
6 |
p. IFC-
1 p.
|
artikel
|
| 5 |
Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior
|
Vansteenkiste, Maarten
|
|
2012
|
22 |
6 |
p. 431-439
9 p.
|
artikel
|
| 6 |
Modeling academic achievement by self-reported versus traced goal orientation
|
Zhou, Mingming
|
|
2012
|
22 |
6 |
p. 413-419
7 p.
|
artikel
|
| 7 |
Observer ratings of instructional quality: Do they fulfill what they promise?
|
Praetorius, Anna-Katharina
|
|
2012
|
22 |
6 |
p. 387-400
14 p.
|
artikel
|
| 8 |
Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition
|
Grau, Valeska
|
|
2012
|
22 |
6 |
p. 401-412
12 p.
|
artikel
|
| 9 |
The effects of inter-letter spacing in visual-word recognition: Evidence with young normal readers and developmental dyslexics
|
Perea, Manuel
|
|
2012
|
22 |
6 |
p. 420-430
11 p.
|
artikel
|
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