nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
A case study of innovations that address constraints on the effectiveness of early-grade reading achievement
|
Comings, John P. |
|
|
|
1-2 |
p. 173-188 |
artikel |
2 |
Addressing violence in education: From policy to practice
|
Hughes, Conrad |
|
|
|
1-2 |
p. 23-38 |
artikel |
3 |
Advancing inclusive and quality education through human rights education
|
Marope, P. T. M. |
|
2018 |
|
1-2 |
p. 1-2 |
artikel |
4 |
A global reset of education
|
Robinson, Sir Ken |
|
|
|
1-2 |
p. 7-9 |
artikel |
5 |
A human rights and history education model for teaching about historical events of mass violence: The 1947 British India Partition
|
Chhabra, Meenakshi |
|
2018 |
|
1-2 |
p. 149-162 |
artikel |
6 |
A longitudinal examination of enjoyment of physical education in children with developmental coordination disorder through a physical literacy lens
|
St. John, Laura |
|
|
|
1-2 |
p. 127-139 |
artikel |
7 |
Analysis of educational provision for internally displaced and refugee children in Niger
|
Moussa, Mohamed Sagayar |
|
|
|
1-2 |
p. 91-100 |
artikel |
8 |
A painful truth: Building bridges between Palestine and Israel
|
Abu Awwad, Ali |
|
|
|
1-2 |
p. 11-21 |
artikel |
9 |
A perspective of controversy in human rights education: A curricular proposition
|
Magendzo, Abraham K. |
|
2018 |
|
1-2 |
p. 17-29 |
artikel |
10 |
Building stronger foundations for learning: The key for effective curriculum implementation and lifelong learning
|
Ydo, Yao |
|
|
|
1-2 |
p. 1-5 |
artikel |
11 |
Challenges for human rights education in Swiss secondary schools from a teacher perspective
|
Rinaldi, Stefanie |
|
2018 |
|
1-2 |
p. 87-100 |
artikel |
12 |
Child labor as a barrier to foundational skills: Evidence from Bangladesh and Pakistan
|
Chudgar, Amita |
|
|
|
1-2 |
p. 137-156 |
artikel |
13 |
China’s search for human rights education in secondary schools
|
Liang, Weihong |
|
2018 |
|
1-2 |
p. 41-53 |
artikel |
14 |
Collective impacts on a global education emergency: The power of network response
|
Moriarty, Kate |
|
|
|
1-2 |
p. 81-85 |
artikel |
15 |
Complexities of difference and their significance for managing inequality in learning: Lessons from the COVID-19 crisis
|
Soudien, Crain |
|
|
|
1-2 |
p. 59-67 |
artikel |
16 |
Contingent reflections on coronavirus and priorities for educational planning and development
|
Lewin, Keith M. |
|
|
|
1-2 |
p. 17-24 |
artikel |
17 |
COVID-19 and the opportunity to design a more mindful approach to learning
|
Hughes, Conrad |
|
|
|
1-2 |
p. 69-72 |
artikel |
18 |
COVID-19 as a catalyst for educational change
|
Zhao, Yong |
|
|
|
1-2 |
p. 29-33 |
artikel |
19 |
COVID-19 causes unprecedented educational disruption: Is there a road towards a new normal?
|
d’Orville, Hans |
|
|
|
1-2 |
p. 11-15 |
artikel |
20 |
Deliberative democratic decision making, universal values, and cultural pluralism: A proposed contribution to the prevention of violent extremism through education
|
Tibbitts, Felisa L. |
|
|
|
1-2 |
p. 79-94 |
artikel |
21 |
Destabilizing stereotyped concepts in childhood: Some opportunities and risks of philosophy for children as an aid to PVE
|
Fletcher, Natalie M. |
|
|
|
1-2 |
p. 61-78 |
artikel |
22 |
Development challenges in challenging contexts: A 3-stage curriculum framework design approach for Education in Emergencies
|
Johnson, Martin |
|
|
|
1-2 |
p. 43-56 |
artikel |
23 |
Dilemmas and hopes for human rights education: Curriculum and learning in international contexts
|
Tibbitts, Felisa |
|
2018 |
|
1-2 |
p. 31-40 |
artikel |
24 |
Disrupting power/entrenching sovereignty: The paradox of human rights education
|
Ahmed, A. Kayum |
|
2018 |
|
1-2 |
p. 3-16 |
artikel |
25 |
Déjà vu all over again? Recent evidence on early childhood and early grade repetition in developing countries
|
Crouch, Luis |
|
|
|
1-2 |
p. 41-58 |
artikel |
26 |
Early childhood education and care: Do we need to develop the physical literacy of educators?
|
Buckler, E. Jean |
|
|
|
1-2 |
p. 55-68 |
artikel |
27 |
Early childhood education in Africa: Between overambitious global objectives, the need to reflect local interests, and educational choices
|
Akkari, Abdeljalil |
|
|
|
1-2 |
p. 7-19 |
artikel |
28 |
Educating against violence
|
Grayling, A. C. |
|
|
|
1-2 |
p. 7-9 |
artikel |
29 |
Education and the COVID-19 pandemic
|
Daniel, Sir John |
|
|
|
1-2 |
p. 91-96 |
artikel |
30 |
Education as the path to a sustainable recovery from COVID-19
|
Iyengar, Radhika |
|
|
|
1-2 |
p. 77-80 |
artikel |
31 |
Education in emergency situations: Toward new shared educational spaces
|
Ydo, Yao |
|
|
|
1-2 |
p. 1-2 |
artikel |
32 |
Education, the science of learning, and the COVID-19 crisis
|
Thomas, Michael S. C. |
|
|
|
1-2 |
p. 87-90 |
artikel |
33 |
Education under totalitarian regimes: The case of the Islamic State in Iraq and Syria
|
Buriel, Albane |
|
|
|
1-2 |
p. 57-72 |
artikel |
34 |
Evolution of the “hole-in-the-wall”: A status review
|
Mitra, Sugata |
|
|
|
1-2 |
p. 209-222 |
artikel |
35 |
Getting up close with Taoist: Chinese perspectives on physical literacy
|
Sum, Raymond Kim-Wai |
|
|
|
1-2 |
p. 141-150 |
artikel |
36 |
Girls and women in the educational system: The curricular challenge
|
Stromquist, Nelly P. |
|
|
|
1-2 |
p. 47-50 |
artikel |
37 |
Human rights education in social studies in the Netherlands: A case study textbook analysis
|
de Kort, Frauke |
|
|
|
1-2 |
p. 55-71 |
artikel |
38 |
Human rights education in social studies in the Netherlands: A case study textbook analysis
|
Kort, Frauke de |
|
2018 |
|
1-2 |
p. 55-71 |
artikel |
39 |
Imagining what education can be post-COVID-19
|
Arnove, Robert F. |
|
|
|
1-2 |
p. 43-46 |
artikel |
40 |
Increasing physical literacy in youth: A two-week Sport for Development program for children aged 6-10
|
Warner, Marika |
|
|
|
1-2 |
p. 165-182 |
artikel |
41 |
International approaches to the definition, philosophical tenets, and core elements of physical literacy: A scoping review
|
Martins, João |
|
|
|
1-2 |
p. 13-30 |
artikel |
42 |
Is racism a tactic? Reflections on susceptibility, salience, and a failure to prevent violent racist extremism
|
Stevick, E. Doyle |
|
|
|
1-2 |
p. 39-47 |
artikel |
43 |
Learning and the pandemic: What’s next?
|
Fullan, Michael |
|
|
|
1-2 |
p. 25-28 |
artikel |
44 |
Learning in emergencies contexts: From the building of the concept to multifaced actions in the field
|
Akkari, Abdeljalil |
|
|
|
1-2 |
p. 15-28 |
artikel |
45 |
Lives of the Rohingya children in limbo: Childhood, education, and children's rights in refugee camps in Bangladesh
|
Shohel, M. Mahruf C. |
|
|
|
1-2 |
p. 131-149 |
artikel |
46 |
“Making a difference” with Syrian refugee students in Lebanon: Reconstruction and theorization of teachers’ stories of practice in emergencies
|
Koubeissy, Rola |
|
|
|
1-2 |
p. 73-89 |
artikel |
47 |
Meaningful higher education in Kakuma refugee camp: A case study of why context and contextualization matter
|
O’Keeffe, Paul |
|
|
|
1-2 |
p. 101-114 |
artikel |
48 |
More than skills: The importance of social and community connections in youth development
|
Johnstone, Christopher J. |
|
|
|
1-2 |
p. 101-113 |
artikel |
49 |
Navigating the storm: A neuropsychological map of Western extremism
|
Ligouri, Laura |
|
|
|
1-2 |
p. 49-59 |
artikel |
50 |
Neuromyths about learning: Future directions from a critical review of a decade of research in school education
|
Hughes, Brenda |
|
|
|
1-2 |
p. 189-207 |
artikel |
51 |
Nothing is new, but everything has changed: A viewpoint on the future school
|
Nóvoa, António |
|
|
|
1-2 |
p. 35-41 |
artikel |
52 |
Pandemics, leadership, and social ethics
|
Escotet, Miguel Ángel |
|
|
|
1-2 |
p. 73-76 |
artikel |
53 |
Parents’ expectations for the educational attainment of their children: A cross-national study using PIRLS 2011
|
Wiseman, Alexander W. |
|
|
|
1-2 |
p. 79-100 |
artikel |
54 |
Pedagogical challenges in integrating refugee students in the Global North: A literature review
|
Radhouane, Myriam |
|
|
|
1-2 |
p. 151-168 |
artikel |
55 |
Pedagogical constraints of physical literacy based on cognitive load theory
|
Dudley, Dean |
|
|
|
1-2 |
p. 151-164 |
artikel |
56 |
Pedagogy of human rights education and secondary school pre-service teachers in India: Philosophy and praxis
|
Anamika, |
|
2018 |
|
1-2 |
p. 119-131 |
artikel |
57 |
Physical literacy and inclusion: A scoping review of the physical literacy literature inclusive of individuals experiencing disability
|
Pushkarenko, Kyle |
|
|
|
1-2 |
p. 107-126 |
artikel |
58 |
Physical literacy: Answering the call for quality education and sustainable development
|
Dudley, Dean |
|
|
|
1-2 |
p. 5-11 |
artikel |
59 |
Physical literacy on the global agenda
|
Ydo, Yao |
|
|
|
1-2 |
p. 1-3 |
artikel |
60 |
Physical literacy praxis: A theoretical framework for transformative physical education
|
Gleddie, Douglas L. |
|
|
|
1-2 |
p. 31-53 |
artikel |
61 |
Preventing violent extremism through universal values in curriculum
|
Marope, P. T. M. |
|
|
|
1-2 |
p. 1-5 |
artikel |
62 |
Protection and the sense of safety of students enrolled in an accelerated education program in the Dadaab refugee camp
|
Arvisais, Olivier |
|
|
|
1-2 |
p. 115-129 |
artikel |
63 |
Rationalizing teacher roles in developing and assessing physical literacy in children
|
Essiet, Inimfon Aniema |
|
|
|
1-2 |
p. 69-86 |
artikel |
64 |
Reflections on COVID-19 and the future of education and learning
|
Popa, Simona |
|
|
|
1-2 |
p. 1-6 |
artikel |
65 |
SDG 4 and the COVID-19 emergency: Textbooks, tutoring, and teachers
|
Chabbott, Colette |
|
|
|
1-2 |
p. 51-57 |
artikel |
66 |
Shifting teachers’ practice in early mathematics classrooms in Ghana: A case study
|
Sitabkhan, Yasmin |
|
|
|
1-2 |
p. 157-171 |
artikel |
67 |
Side effects in education: Taxonomy of educational outcomes
|
Rigney, Daniel Yiorgios |
|
|
|
1-2 |
p. 33-39 |
artikel |
68 |
Systems change in support of early-grade reading
|
Comings, John P. |
|
|
|
1-2 |
p. 21-32 |
artikel |
69 |
Teaching children’s rights and climate change with the support of Act for Climate web-based learning environment
|
Gkotzos, Dimitrios |
|
2018 |
|
1-2 |
p. 133-147 |
artikel |
70 |
Teaching human rights through global education to teachers in Pakistan
|
Sadruddin, Munir Moosa |
|
2018 |
|
1-2 |
p. 73-86 |
artikel |
71 |
The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme
|
Akyeampong, Kwame |
|
|
|
1-2 |
p. 115-136 |
artikel |
72 |
The form-school as a vehicle for the detotalization of refugee camps in Greece
|
Idrac, Mickaël |
|
|
|
1-2 |
p. 29-42 |
artikel |
73 |
The Geneva Global Hub for Education in Emergencies: A new ally for education in emergencies
|
Aguilar, Pilar |
|
|
|
1-2 |
p. 3-13 |
artikel |
74 |
The inconsistent past and uncertain future of human rights education in the United States
|
Sirota, Sandra |
|
2018 |
|
1-2 |
p. 101-117 |
artikel |
75 |
The influence of a customized continuing professional development programme on physical education teachers’ perceived physical literacy and efficacy beliefs
|
Sum, Raymond Kim-Wai |
|
|
|
1-2 |
p. 87-106 |
artikel |
76 |
The roles of childhood circumstances and schooling on adult reading skills in low- and middle-income countries
|
Shafiq, M. Najeeb |
|
|
|
1-2 |
p. 59-78 |
artikel |