| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adjusting expectations or maintaining first impressions? The stability of teachers' expectations of students’ mathematics achievement
|
Timmermans, Anneke C.
|
|
|
75 |
C |
p.
|
artikel
|
| 2 |
Developmental pathways of early numerical skills during the preschool to school transition
|
Cahoon, Abbie
|
|
|
75 |
C |
p.
|
artikel
|
| 3 |
Developmental trajectories of children's spatial skills: Influencing variables and associations with later mathematical thinking
|
Möhring, Wenke
|
|
|
75 |
C |
p.
|
artikel
|
| 4 |
Disentangling the effects of flipped classroom instruction in EFL secondary education: When is it effective and for whom?
|
Wagner, Marlene
|
|
|
75 |
C |
p.
|
artikel
|
| 5 |
EARLI Association News
|
|
|
|
75 |
C |
p.
|
artikel
|
| 6 |
EARLI title page
|
|
|
|
75 |
C |
p.
|
artikel
|
| 7 |
Editorial board/Publication information
|
|
|
|
75 |
C |
p.
|
artikel
|
| 8 |
Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement
|
Gaspard, Hanna
|
|
|
75 |
C |
p.
|
artikel
|
| 9 |
Enhancing spatial skills through mechanical problem solving
|
Munoz-Rubke, Felipe
|
|
|
75 |
C |
p.
|
artikel
|
| 10 |
Evaluating the effectiveness of supplemental instruction using a multivariable analytic approach
|
Allen, Peter J.
|
|
|
75 |
C |
p.
|
artikel
|
| 11 |
Learning programming from erroneous worked-examples. Which type of error is beneficial for learning?
|
Beege, Maik
|
|
|
75 |
C |
p.
|
artikel
|
| 12 |
Learning to diagnose collaboratively – Effects of adaptive collaboration scripts in agent-based medical simulations
|
Radkowitsch, Anika
|
|
|
75 |
C |
p.
|
artikel
|
| 13 |
Longitudinal inter-relations between school cultural socialization and school engagement: The mediating role of school climate
|
Del Toro, Juan
|
|
|
75 |
C |
p.
|
artikel
|
| 14 |
Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage
|
Fryer, Luke K.
|
|
|
75 |
C |
p.
|
artikel
|
| 15 |
Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science
|
Burns, Emma C.
|
|
|
75 |
C |
p.
|
artikel
|
| 16 |
Potential classroom stressors of teachers: An audiovisual and physiological approach
|
Junker, Robin
|
|
|
75 |
C |
p.
|
artikel
|
| 17 |
Robust effects of the efficacy of explicit failure-driven scaffolding in problem-solving prior to instruction: A replication and extension
|
Sinha, Tanmay
|
|
|
75 |
C |
p.
|
artikel
|
| 18 |
Self-regulated learning by writing learning protocols: Do goal structures matter?
|
Moning, Jasmin
|
|
|
75 |
C |
p.
|
artikel
|
| 19 |
Test-language effects in bilingual education: Evidence from CLIL classes in Germany
|
Canz, Thomas
|
|
|
75 |
C |
p.
|
artikel
|
| 20 |
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories
|
Engels, Maaike C.
|
|
|
75 |
C |
p.
|
artikel
|
| 21 |
“They would make you feel stupid” - Ability grouping, Children’s friendships and psychosocial Wellbeing in Irish primary school
|
McGillicuddy, Deirdre
|
|
|
75 |
C |
p.
|
artikel
|
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