| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Challenges in continuing professional development on inclusion in early years in Spain
|
Corral-Granados, A.
|
|
|
25 |
1 |
p. 19-41
|
artikel
|
| 2 |
Co-creation and decision-making with students about teaching and learning: a systematic literature review
|
Geurts, Esther M. A.
|
|
|
25 |
1 |
p. 103-125
|
artikel
|
| 3 |
Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis
|
Greany, Toby
|
|
|
25 |
1 |
p. 151-172
|
artikel
|
| 4 |
Getting in, getting rooted, and spread: An actor network analysis of the spread of an educational innovation in Finland and the United States
|
Ramey, Kay E.
|
|
|
25 |
1 |
p. 197-221
|
artikel
|
| 5 |
Lightening the academic burden on Chinese children: A discourse analysis of recent education policies
|
Jiang, Weiqi
|
|
|
25 |
1 |
p. 1-17
|
artikel
|
| 6 |
Primary teachers’ early and retrospective instructional vision of mathematical inquiry
|
Makar, Katie
|
|
|
25 |
1 |
p. 173-196
|
artikel
|
| 7 |
Resituating place within learning in schools as COVID-19 response
|
Alvarado, Jasmine
|
|
|
25 |
1 |
p. 223-230
|
artikel
|
| 8 |
Shared responsibility between teachers predicts student achievement: A mixed methods study in Norwegian co-taught literacy classes
|
Gourvennec, Aslaug Fodstad
|
|
|
25 |
1 |
p. 71-102
|
artikel
|
| 9 |
Struggle as a precondition for changes in educational policy: A Bourdieusian text analysis of a conflict between legislators and the Danish teachers’ union
|
Laursen, Ronni
|
|
|
25 |
1 |
p. 43-70
|
artikel
|
| 10 |
The ebbs and flows of equity work amongst organizational shocks and crises
|
Voulgarides, Catherine Kramarczuk
|
|
|
25 |
1 |
p. 127-149
|
artikel
|
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