| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A bottom-up approach towards culture
|
Dahmardeh, Mahdi
|
|
2014
|
|
1 |
p. 15-20
6 p.
|
artikel
|
| 2 |
Adaptation and authority in scaffolding and teacher–student relationships
|
Littleton, Karen
|
|
2013
|
|
1 |
p. 52-55
4 p.
|
artikel
|
| 3 |
A methodological approach to exploring the rhythm of classroom discourse in a cumulative frame in science teaching
|
Nurkka, Niina
|
|
2014
|
|
1 |
p. 54-63
10 p.
|
artikel
|
| 4 |
Boundary crossing of discourses in pupils' chat interaction during computer-mediated collaboration
|
Kumpulainen, Kristiina
|
|
2014
|
|
1 |
p. 43-53
11 p.
|
artikel
|
| 5 |
Communities, boundary practices and incentives for knowledge sharing?
|
Ramsten, Anna-Carin
|
|
2012
|
|
1 |
p. 33-44
12 p.
|
artikel
|
| 6 |
Conceptualising and grounding scaffolding in complex educational contexts
|
Elbers, Ed
|
|
2013
|
|
1 |
p. 1-2
2 p.
|
artikel
|
| 7 |
Developmental Education: Reflections on a Chat-Research Program in the Netherlands
|
van Oers, Bert
|
|
2012
|
|
1 |
p. 57-65
9 p.
|
artikel
|
| 8 |
‘Dialogic scaffolding’: Enhancing learning and understanding in collaborative contexts
|
Rojas-Drummond, Sylvia
|
|
2013
|
|
1 |
p. 11-21
11 p.
|
artikel
|
| 9 |
Editorial
|
Daniels, Harry
|
|
2012
|
|
1 |
p. 1-
1 p.
|
artikel
|
| 10 |
Editorial Board
|
|
|
2014
|
|
1 |
p. IFC-
1 p.
|
artikel
|
| 11 |
Editorial Board
|
|
|
2013
|
|
1 |
p. IFC-
1 p.
|
artikel
|
| 12 |
Editorial Board
|
|
|
2012
|
|
1 |
p. IFC-
1 p.
|
artikel
|
| 13 |
Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory
|
Mercer, Neil
|
|
2012
|
|
1 |
p. 12-21
10 p.
|
artikel
|
| 14 |
Group interaction of primary-aged students in the context of a learner-generated digital video production
|
Palmgren-Neuvonen, Laura
|
|
2014
|
|
1 |
p. 1-14
14 p.
|
artikel
|
| 15 |
Institutional culture, social interaction and learning
|
Daniels, Harry
|
|
2012
|
|
1 |
p. 2-11
10 p.
|
artikel
|
| 16 |
Learning and empowerment: Designing a financial literacy tool to teach long-term investing to illiterate women in rural India
|
Sharma, Akshay
|
|
2014
|
|
1 |
p. 21-33
13 p.
|
artikel
|
| 17 |
Scaffolding in context: Peer interaction and abstract learning
|
Howe, Christine
|
|
2013
|
|
1 |
p. 3-10
8 p.
|
artikel
|
| 18 |
Scaffolding student learning: A micro-analysis of teacher–student interaction
|
van de Pol, Janneke
|
|
2013
|
|
1 |
p. 32-41
10 p.
|
artikel
|
| 19 |
Students' agency in an out-of-classroom setting: Acting accountably in a gardening project
|
Kangas, Marjaana
|
|
2014
|
|
1 |
p. 34-42
9 p.
|
artikel
|
| 20 |
The role of common knowledge in achieving collaboration across practices
|
Edwards, Anne
|
|
2012
|
|
1 |
p. 22-32
11 p.
|
artikel
|
| 21 |
The social cultural and emotional dimensions of scaffolding
|
Renshaw, Peter D.
|
|
2013
|
|
1 |
p. 56-60
5 p.
|
artikel
|
| 22 |
‘Wait, let's just think about this’: Using the interactive whiteboard and talk rules to scaffold learning for co-regulation in collaborative science activities
|
Warwick, Paul
|
|
2013
|
|
1 |
p. 42-51
10 p.
|
artikel
|
| 23 |
What counts as evidence for the long-term realisation of whole-class scaffolding?
|
Smit, Jantien
|
|
2013
|
|
1 |
p. 22-31
10 p.
|
artikel
|
| 24 |
Whatever happened to process theories of learning?
|
Engeström, Yrjö
|
|
2012
|
|
1 |
p. 45-56
12 p.
|
artikel
|
Tijdschrift beschrijving