| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Critical Literature Review of Perceptions of Tablets for Learning in Primary and Secondary Schools
|
Mulet, Julie
|
|
2019
|
31 |
3 |
p. 631-662
|
artikel
|
| 2 |
A Mind with a Mind of Its Own: How Complexity Theory Can Inform Early Science Pedagogy
|
Kloos, Heidi
|
|
2019
|
31 |
3 |
p. 735-752
|
artikel
|
| 3 |
Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation
|
Wang, Hui
|
|
2019
|
31 |
3 |
p. 663-698
|
artikel
|
| 4 |
Embodied Learning Environments for Graphing Motion: a Systematic Literature Review
|
Duijzer, Carolien
|
|
2019
|
31 |
3 |
p. 597-629
|
artikel
|
| 5 |
How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014)
|
Morehead, Kayla
|
|
2019
|
31 |
3 |
p. 753-780
|
artikel
|
| 6 |
Incidental Second-Level Dependence in Educational Survey Data with a Nested Data Structure
|
Wang, Weimeng
|
|
2019
|
31 |
3 |
p. 571-596
|
artikel
|
| 7 |
The Relationship between Visuospatial Working Memory and Mathematical Performance in School-Aged Children: a Systematic Review
|
Allen, Katie
|
|
2019
|
31 |
3 |
p. 509-531
|
artikel
|
| 8 |
Why Do Children Become Rejected by Their Peers? A Review of Studies into the Relationship Between Oral Communicative Competence and Sociometric Status in Childhood
|
Wilt, Femke van der
|
|
2019
|
31 |
3 |
p. 699-724
|
artikel
|
| 9 |
Writing in Science: Why, How, and for Whom? A Systematic Literature Review of 20 Years of Intervention Research (1996–2016)
|
Huerta, Margarita
|
|
2019
|
31 |
3 |
p. 533-570
|
artikel
|
| 10 |
Yoga and Willful Embodiment: a New Direction for Improving Education
|
Rashedi, Roxanne N.
|
|
2019
|
31 |
3 |
p. 725-734
|
artikel
|
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