| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A first step toward a practice-based theory of pedagogical content knowledge in secondary economics
|
Ayers, Cheryl A.
|
|
2018
|
42 |
1 |
p. 61-79
|
artikel
|
| 2 |
Elementary students’ challenges with informational texts: Reading the words and the world
|
Brugar, Kristy A.
|
|
2018
|
42 |
1 |
p. 49-59
|
artikel
|
| 3 |
“I will not mention controversial issues unless they are in the textbook”: An exploration of curriculum instructional gatekeeping in Taiwan
|
Misco, Thomas
|
|
2018
|
42 |
1 |
p. 1-10
|
artikel
|
| 4 |
More than a feeling: Tracing the progressive era origins of historical empathy in the social studies curriculum, 1890–1940s
|
Perrotta, Katherine Assante
|
|
2018
|
42 |
1 |
p. 27-37
|
artikel
|
| 5 |
[No title]
|
Tannebaum, Rory P.
|
|
2018
|
42 |
1 |
p. 95-98
|
artikel
|
| 6 |
[No title]
|
Trofanenko, B.
|
|
2018
|
42 |
1 |
p. 103-105
|
artikel
|
| 7 |
[No title]
|
Duncan, Kristen E.
|
|
2018
|
42 |
1 |
p. 99-101
|
artikel
|
| 8 |
One novice teacher and her decisions to address or avoid controversial issues
|
Engebretson, Kathryn E.
|
|
2018
|
42 |
1 |
p. 39-47
|
artikel
|
| 9 |
Preservice preparation and other potential influences on in-service beliefs and practices: A tale of two secondary social studies teachers
|
Jones, Robert C.
|
|
2018
|
42 |
1 |
p. 81-94
|
artikel
|
| 10 |
US history content knowledge and associated effects of race, gender, wealth, and urbanity: Item Response Theory (IRT) modeling of NAEP-USH achievement
|
Heafner, Tina L.
|
|
2018
|
42 |
1 |
p. 11-25
|
artikel
|
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