| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Do expert clinical teachers have a shared understanding of what constitutes a competent reasoning performance in case-based teaching?
|
Gauthier, Geneviève
|
|
2013
|
42 |
4 |
p. 579-594
|
artikel
|
| 2 |
Erratum to: The impact of incorrect examples on learning fractions: a field experiment with 6th grade students
|
Heemsoth, Tim
|
|
2014
|
42 |
4 |
p. 659-660
|
artikel
|
| 3 |
Guiding the design of lessons by using the MAPLET framework: matching aims, processes, learner expertise and technologies
|
Ifenthaler, Dirk
|
|
2013
|
42 |
4 |
p. 561-578
|
artikel
|
| 4 |
How groups cooperate in a networked geometry learning environment
|
Lai, Kevin
|
|
2013
|
42 |
4 |
p. 615-637
|
artikel
|
| 5 |
Learning by restorying
|
Slabon, Wayne A.
|
|
2014
|
42 |
4 |
p. 505-521
|
artikel
|
| 6 |
Making the failure more productive: scaffolding the invention process to improve inquiry behaviors and outcomes in invention activities
|
Holmes, N. G.
|
|
2013
|
42 |
4 |
p. 523-538
|
artikel
|
| 7 |
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment
|
Lipnevich, Anastasiya A.
|
|
2013
|
42 |
4 |
p. 539-559
|
artikel
|
| 8 |
Student Learning Theory goes (back) to (high) school
|
Ginns, Paul
|
|
2013
|
42 |
4 |
p. 485-504
|
artikel
|
| 9 |
Students’ images of mathematics
|
Martin, Lee
|
|
2013
|
42 |
4 |
p. 595-614
|
artikel
|
| 10 |
The impact of incorrect examples on learning fractions: A field experiment with 6th grade students
|
Heemsoth, Tim
|
|
2013
|
42 |
4 |
p. 639-657
|
artikel
|
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