| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts
|
Parish, Karen
|
|
|
52 |
3-4 |
p. 545-565
|
artikel
|
| 2 |
Applying the street-level bureaucracy framework for education policy discernment to curriculum and exam policies in India
|
Witenstein, Matthew A.
|
|
|
52 |
3-4 |
p. 437-452
|
artikel
|
| 3 |
Becoming future-proof STEM teachers for enhancing sustainable development: A proposed general framework for capacity-building programs in future studies
|
Khadri, Hanaa Ouda
|
|
|
52 |
3-4 |
p. 421-435
|
artikel
|
| 4 |
Correction to: Human rights education in social studies in the Netherlands: A case study textbook analysis
|
de Kort, Frauke
|
|
|
52 |
3-4 |
p. 585
|
artikel
|
| 5 |
Education transferring and decentralized reforms: The case of Qatar
|
Romanowski, Michael H.
|
|
|
52 |
3-4 |
p. 285-298
|
artikel
|
| 6 |
Emerging inequality in Kenyan secondary schools: Dilemmas of educational expansion and quality improvement
|
Ogawa, Miku
|
|
|
52 |
3-4 |
p. 453-468
|
artikel
|
| 7 |
Extracurricular activities programs as a resource for sustainable development
|
Kosarikov, Alexander N.
|
|
|
52 |
3-4 |
p. 503-512
|
artikel
|
| 8 |
Nepali primary school teachers’ response to national educational reform
|
Ham, Miriam
|
|
|
52 |
3-4 |
p. 365-385
|
artikel
|
| 9 |
Performance assessment in education for sustainable development: A case study of the Qatar education system
|
Al-Kuwari, Mona M.
|
|
|
52 |
3-4 |
p. 513-527
|
artikel
|
| 10 |
Pioneers of German-Polish inclusive exchange: Jaczewski’s and Kluge’s Europeanization in education despite the Iron Curtain
|
Toczyski, Piotr
|
|
|
52 |
3-4 |
p. 567-583
|
artikel
|
| 11 |
Promoting education for sustainable development in the Maldives: Exploring the link between theory and practice
|
Di Biase, Rhonda
|
|
|
52 |
3-4 |
p. 529-544
|
artikel
|
| 12 |
Reaching SDG 4: Our shared responsibility and renewed commitment to action
|
Ydo, Yao
|
|
|
52 |
3-4 |
p. 223-229
|
artikel
|
| 13 |
Second opportunity centers in Chile: Are their teachers effective?
|
Espinoza, Oscar
|
|
|
52 |
3-4 |
p. 267-284
|
artikel
|
| 14 |
Skills futures in Africa
|
McGrath, Simon
|
|
|
52 |
3-4 |
p. 325-341
|
artikel
|
| 15 |
Teacher absenteeism, improving learning, and financial incentives for teachers
|
O’Sullivan, Margo
|
|
|
52 |
3-4 |
p. 343-363
|
artikel
|
| 16 |
Teenaged, married, and out of school: Effects of early marriage and childbirth on school exit in Eastern Africa
|
Omoeva, Carina
|
|
|
52 |
3-4 |
p. 299-324
|
artikel
|
| 17 |
The internet as a subject in schools
|
Mitra, Sugata
|
|
|
52 |
3-4 |
p. 243-247
|
artikel
|
| 18 |
The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Further evidence for construct validity in Greek-speaking teachers
|
Vogiatzi, Christina-Aimilia
|
|
|
52 |
3-4 |
p. 387-403
|
artikel
|
| 19 |
Using a combined bio-ecological and capability perspective to understand inclusive education in South Africa
|
Kern, Anwynne
|
|
|
52 |
3-4 |
p. 469-485
|
artikel
|
| 20 |
Using social capital to develop South African principals and schools
|
Romanowski, Michael H.
|
|
|
52 |
3-4 |
p. 405-420
|
artikel
|
| 21 |
What hurts or helps teacher collaboration? Evidence from UAE schools
|
Ibrahim, Ali
|
|
|
52 |
3-4 |
p. 249-266
|
artikel
|
| 22 |
What kind of textbooks do we use in special schools?
|
Nikolić, Gordana
|
|
|
52 |
3-4 |
p. 487-501
|
artikel
|
| 23 |
Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts
|
Mincu, Monica
|
|
|
52 |
3-4 |
p. 231-242
|
artikel
|
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