nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
Children evoke similar affective and instructional responses from their teachers and mothers
|
Kiuru, Noona |
|
2015 |
39 |
5 |
p. 432-444 |
artikel |
2 |
Elementary school teachers adapt their instructional support according to students’ academic skills
|
Kiuru, Noona |
|
2015 |
39 |
5 |
p. 391-401 |
artikel |
3 |
Focusing on teacher–student interactions eliminates the negative impact of students’ disruptive behavior on teacher perceptions
|
Kiuru, Noona |
|
2015 |
39 |
5 |
p. 426-431 |
artikel |
4 |
Introduction to the special section on student effects on teachers’ behaviors and attitudes
|
Kiuru, Noona |
|
2015 |
39 |
5 |
p. 389-390 |
artikel |
5 |
Parenting dimensions in relation to pre-schoolers’ behaviour problems in Latvia and Lithuania
|
Kiuru, Noona |
|
2015 |
39 |
5 |
p. 458-466 |
artikel |
6 |
Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior
|
Kiuru, Noona |
|
2015 |
39 |
5 |
p. 413-425 |
artikel |
7 |
Social and non-social fear in preschoolers and prospective associations with lying about cheating
|
Kiuru, Noona |
|
2015 |
39 |
5 |
p. 477-484 |
artikel |
8 |
Students’ evocative impact on teacher instruction and teacher–child relationships
|
Kiuru, Noona |
|
2015 |
39 |
5 |
p. 445-457 |
artikel |
9 |
The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support
|
Kiuru, Noona |
|
2015 |
39 |
5 |
p. 402-412 |
artikel |
10 |
The impact of accommodative coping on well-being in childhood and adolescence
|
Kiuru, Noona |
|
2015 |
39 |
5 |
p. 467-476 |
artikel |