| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Differentiating Different Types of Cognitive Load: a Comparison of Different Measures
|
Korbach, Andreas
|
|
2017
|
30 |
2 |
p. 503-529
|
artikel
|
| 2 |
Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis
|
Kim, Nam Ju
|
|
2017
|
30 |
2 |
p. 397-429
|
artikel
|
| 3 |
Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect
|
Chen, Ouhao
|
|
2017
|
30 |
2 |
p. 483-501
|
artikel
|
| 4 |
Metacognitive Theories Revisited
|
Moshman, David
|
|
2017
|
30 |
2 |
p. 599-606
|
artikel
|
| 5 |
Reading Comprehension is Embodied: Theoretical and Practical Considerations
|
Sadoski, Mark
|
|
2017
|
30 |
2 |
p. 331-349
|
artikel
|
| 6 |
Student Diversity Representation and Reporting in Universal School-Based Social and Emotional Learning Programs: Implications for Generalizability
|
Rowe, Hillary L.
|
|
2017
|
30 |
2 |
p. 559-583
|
artikel
|
| 7 |
Studying and Constructing Concept Maps: a Meta-Analysis
|
Schroeder, Noah L.
|
|
2017
|
30 |
2 |
p. 431-455
|
artikel
|
| 8 |
Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis
|
Basma, Badriah
|
|
2017
|
30 |
2 |
p. 457-481
|
artikel
|
| 9 |
The Effectiveness of Interventions Aimed at Reducing Teacher Burnout: a Meta-Analysis
|
Iancu, Alina Eugenia
|
|
2017
|
30 |
2 |
p. 373-396
|
artikel
|
| 10 |
The Relative Merits of Explicit and Implicit Learning of Contrasted Algebra Principles
|
Ziegler, Esther
|
|
2017
|
30 |
2 |
p. 531-558
|
artikel
|
| 11 |
What College Instructors Can Do About Student Cyber-slacking
|
Flanigan, Abraham E.
|
|
2017
|
30 |
2 |
p. 585-597
|
artikel
|
| 12 |
Which Type of Rational Numbers Should Students Learn First?
|
Tian, Jing
|
|
2017
|
30 |
2 |
p. 351-372
|
artikel
|
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