| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An evidence-based model for early-grade reading programmes
|
Comings, John P.
|
|
2014
|
45 |
2 |
p. 167-180
|
artikel
|
| 2 |
Developing disability-inclusive indicators in the Pacific Islands
|
Forlin, Chris
|
|
2015
|
45 |
2 |
p. 197-211
|
artikel
|
| 3 |
Developing effective earthquake risk reduction strategies: The potential role of academic institutions in Lebanon
|
Baytiyeh, Hoda
|
|
2015
|
45 |
2 |
p. 245-258
|
artikel
|
| 4 |
Formal, nonformal, and informal learning in rural India: The case of fishing families on the Chilika Lagoon
|
Pilz, Matthias
|
|
2015
|
45 |
2 |
p. 231-243
|
artikel
|
| 5 |
Policy, pedagogy, and priorities: Exploring stakeholder perspectives on active learning in the Maldives
|
Di Biase, Rhonda
|
|
2015
|
45 |
2 |
p. 213-229
|
artikel
|
| 6 |
Prospects: An increasing focus on curriculum, learning, and assessment
|
Marope, P. T. M.
|
|
2015
|
45 |
2 |
p. 163-165
|
artikel
|
| 7 |
Vocational training in India and the duality principle: A case for evidence-based reform
|
Mehrotra, Santosh
|
|
2015
|
45 |
2 |
p. 259-273
|
artikel
|
| 8 |
Zanzibar’s curriculum reform: Implications for children’s educational rights
|
Babaci-Wilhite, Zehlia
|
|
2015
|
45 |
2 |
p. 181-195
|
artikel
|
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