| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Conditional cooperators: student prosocial dispositions and their perceptions of the classroom social environment
|
Premo, Joshua
|
|
2017
|
21 |
2 |
p. 229-244
|
artikel
|
| 2 |
Cultivating constructivist science internships for high school students through a community of practice with cogenerative dialogues
|
Hsu, Pei-Ling
|
|
2017
|
21 |
2 |
p. 267-283
|
artikel
|
| 3 |
Evaluation of engineering and technology activities in primary schools in terms of learning environment, attitudes and understanding
|
Koul, Rekha B.
|
|
2017
|
21 |
2 |
p. 285-300
|
artikel
|
| 4 |
Fostering independence through an academic culture of social responsibility: a grounded theory for engaging at-risk students
|
Szlyk, Hannah Selene
|
|
2017
|
21 |
2 |
p. 195-209
|
artikel
|
| 5 |
Is problem-based learning associated with students’ motivation? A quantitative and qualitative study
|
Wijnen, Marit
|
|
2017
|
21 |
2 |
p. 173-193
|
artikel
|
| 6 |
Motivational climates: assessing and testing how science classroom environments contribute to undergraduates’ self-determined and achievement-based science goals
|
Deemer, Eric D.
|
|
2017
|
21 |
2 |
p. 245-266
|
artikel
|
| 7 |
Relationships between school climate, bullying and delinquent behaviours
|
Aldridge, Jill M.
|
|
2017
|
21 |
2 |
p. 153-172
|
artikel
|
| 8 |
Role of teachers in influencing the development of adolescents’ possible selves
|
Roshandel, Shadi
|
|
2017
|
21 |
2 |
p. 211-228
|
artikel
|
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