| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia
|
Lim, Cher Ping
|
|
|
21 |
4 |
p. 525-538
|
artikel
|
| 2 |
Conscientious internationalisation in higher education: contextual complexities and comparative tensions
|
Ledger, Susan
|
|
|
21 |
4 |
p. 653-665
|
artikel
|
| 3 |
Development of instructional design strategies for integrating an online support system for creative problem solving into a University course
|
Lim, Cheolil
|
|
|
21 |
4 |
p. 539-552
|
artikel
|
| 4 |
Exploring the alleged effect of lower academic achievement after the free semester in Korean Middle Schools
|
Jung, Hyekyung
|
|
|
21 |
4 |
p. 639-651
|
artikel
|
| 5 |
Impact of Korean students’ individual learning time on math performance: differential effect of teachers’ assessment competency
|
Byeon, Sangmin
|
|
|
21 |
4 |
p. 601-613
|
artikel
|
| 6 |
Integrating competency-based education with a case-based or problem-based learning approach in online health sciences
|
Sistermans, Ilse Johanna
|
|
|
21 |
4 |
p. 683-696
|
artikel
|
| 7 |
Investigating the impact of TPACK development course on pre-service science teachers’ performances
|
Aktaş, İdris
|
|
|
21 |
4 |
p. 667-682
|
artikel
|
| 8 |
Models of innovation scaling in Singapore schools: process objects as multi-level role clusters and outcomes—a multiple case study approach
|
Tan, Mei Ying
|
|
|
21 |
4 |
p. 553-571
|
artikel
|
| 9 |
Revisiting religious higher education in China: comparative analysis of Furen University narratives
|
Zhao, Zhenzhou
|
|
|
21 |
4 |
p. 629-638
|
artikel
|
| 10 |
Teacher effect change model: latent variable regression 5-level hierarchical model
|
Choi, Kilchan
|
|
|
21 |
4 |
p. 615-628
|
artikel
|
| 11 |
The longitudinal relationships between undergraduate students’ competencies and educational satisfaction according to academic disciplines
|
Kim, Ji-Won
|
|
|
21 |
4 |
p. 573-587
|
artikel
|
| 12 |
Which is more influential on teaching practice, classroom management efficacy or instruction efficacy? Evidence from TALIS 2018
|
Chen, Robin Jung-Cheng
|
|
|
21 |
4 |
p. 589-599
|
artikel
|
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