| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Cognitive functioning in children with learning problems
|
Schwenck, Christina
|
|
2015
|
30 |
3 |
p. 349-367
|
artikel
|
| 2 |
Conceptions of assessment when the teaching context and learner population matter: compulsory school versus non-compulsory adult education contexts
|
Remesal, Ana
|
|
2014
|
30 |
3 |
p. 331-347
|
artikel
|
| 3 |
Effects of fit between teachers’ instructional beliefs and didactical principles of reading programs
|
Behrmann, Lars
|
|
2015
|
30 |
3 |
p. 295-312
|
artikel
|
| 4 |
Gender, previous knowledge, personality traits and subject-specific motivation as predictors of students’ math grade in upper-secondary school
|
Peklaj, Cirila
|
|
2014
|
30 |
3 |
p. 313-330
|
artikel
|
| 5 |
Improving early reading skills for beginning readers using an online programme as supplementary instruction
|
Tyler, Emily Jehanne
|
|
2015
|
30 |
3 |
p. 281-294
|
artikel
|
| 6 |
My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement
|
Castella, Krista De
|
|
2015
|
30 |
3 |
p. 245-267
|
artikel
|
| 7 |
“Probably true” says the expert: how two types of lexical hedges influence students’ evaluation of scientificness
|
Thiebach, Monja
|
|
2015
|
30 |
3 |
p. 369-384
|
artikel
|
| 8 |
Using implicit measures to highlight science teachers’ implicit theories of intelligence
|
Mascret, Nicolas
|
|
2015
|
30 |
3 |
p. 269-280
|
artikel
|
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