| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An Embedded and Embodied Cognition Review of Instructional Manipulatives
|
Pouw, Wim T. J. L.
|
|
2014
|
26 |
1 |
p. 51-72
|
artikel
|
| 2 |
Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis
|
Aloe, Ariel M.
|
|
2013
|
26 |
1 |
p. 101-126
|
artikel
|
| 3 |
Concreteness Fading in Mathematics and Science Instruction: a Systematic Review
|
Fyfe, Emily R.
|
|
2014
|
26 |
1 |
p. 9-25
|
artikel
|
| 4 |
Future Directions for Theory and Research with Instructional Manipulatives:Commentary on the Special Issue Papers
|
Marley, Scott C.
|
|
2014
|
26 |
1 |
p. 91-100
|
artikel
|
| 5 |
Model Breaking Points Conceptualized
|
Vig, Rozy
|
|
2014
|
26 |
1 |
p. 73-90
|
artikel
|
| 6 |
Motivation Terminology in Reading Research: A Conceptual Review
|
Conradi, Kristin
|
|
2013
|
26 |
1 |
p. 127-164
|
artikel
|
| 7 |
Promoting Desirable Outcomes Among Culturally and Ethnically Diverse Children in Social Emotional Learning Programs: a Multilevel Heuristic Model
|
Garner, Pamela W.
|
|
2014
|
26 |
1 |
p. 165-189
|
artikel
|
| 8 |
The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations
|
Belenky, Daniel M.
|
|
2014
|
26 |
1 |
p. 27-50
|
artikel
|
| 9 |
Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives
|
Marley, Scott C.
|
|
2014
|
26 |
1 |
p. 1-7
|
artikel
|
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