| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Competitive Versus Cooperative Reward Structures: The Influence of Individual and Group Performance Factors on Achievement Attributions and Affect
|
Ames, Carole
|
|
1981
|
18 |
3 |
p. 273-287
|
artikel
|
| 2 |
Competitive Versus Cooperative Reward Structures: The Influence of Individual and Group Performance Factors on Achievement Attributions and Affect
|
Ames, Carole
|
|
1981
|
18 |
3 |
p. 273-287
|
artikel
|
| 3 |
Early Adolescent Sex Differences in Science Learning: Evidence from the National Assessment of Educational Progress
|
Haertel, Geneva D.
|
|
1981
|
18 |
3 |
p. 329-341
|
artikel
|
| 4 |
Early Adolescent Sex Differences in Science Learning: Evidence from the National Assessment of Educational Progress
|
Haertel, Geneva D.
|
|
1981
|
18 |
3 |
p. 329-341
|
artikel
|
| 5 |
Following Students' Suggestions for Rewriting a Computer Programming Textbook
|
Pepper, Jeff
|
|
1981
|
18 |
3 |
p. 259-269
|
artikel
|
| 6 |
Following Students' Suggestions for Rewriting a Computer Programming Textbook
|
Pepper, Jeff
|
|
1981
|
18 |
3 |
p. 259-269
|
artikel
|
| 7 |
Influence of Knowledge Context on the Learning of Intellectual Skills
|
Beeson, Geoffrey W.
|
|
1981
|
18 |
3 |
p. 363-379
|
artikel
|
| 8 |
Influence of Knowledge Context on the Learning of Intellectual Skills
|
Beeson, Geoffrey W.
|
|
1981
|
18 |
3 |
p. 363-379
|
artikel
|
| 9 |
Much Ado About Next to Nothing: A Rejoinder to Ausubel
|
Spiro, Rand J.
|
|
1981
|
18 |
3 |
p. 271-272
|
artikel
|
| 10 |
Much Ado About Next to Nothing: A Rejoinder to Ausubel
|
Spiro, Rand J.
|
|
1981
|
18 |
3 |
p. 271-272
|
artikel
|
| 11 |
Reading Instruction and Its Effects
|
Leinhardt, Gaea
|
|
1981
|
18 |
3 |
p. 343-361
|
artikel
|
| 12 |
Reading Instruction and Its Effects
|
Leinhardt, Gaea
|
|
1981
|
18 |
3 |
p. 343-361
|
artikel
|
| 13 |
Sex Role Expectations of Classroom Teachers, Grades 1-12
|
Benz, Carolyn R.
|
|
1981
|
18 |
3 |
p. 289-302
|
artikel
|
| 14 |
Sex Role Expectations of Classroom Teachers, Grades 1–12
|
Benz, Carolyn R.
|
|
1981
|
18 |
3 |
p. 289-302
|
artikel
|
| 15 |
Statement From The Editors
|
|
|
1981
|
18 |
3 |
p. 257
|
artikel
|
| 16 |
Statement From The Editors
|
|
|
1981
|
18 |
3 |
p. 257-257
|
artikel
|
| 17 |
The Classroom Ratio of High- and Low-aptitude Students and Its Effect on Achievement
|
Beckerman, Terrill M
|
|
1981
|
18 |
3 |
p. 317-327
|
artikel
|
| 18 |
The Classroom Ratio of High- and Low-aptitude Students and Its Effect on Achievement
|
Beckerman, Terrill M
|
|
1981
|
18 |
3 |
p. 317-327
|
artikel
|
| 19 |
Triggering a Schema: The Role of Italics and Intonation in the Interpretation of Ambiguous Discourse
|
Pratt, Michael W.
|
|
1981
|
18 |
3 |
p. 303-315
|
artikel
|
| 20 |
Triggering a Schema: The Role of Italics and Intonation in the Interpretation of Ambiguous Discourse
|
Pratt, Michael W.
|
|
1981
|
18 |
3 |
p. 303-315
|
artikel
|
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