| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Content-Knowledge Acquisition During Undergraduate Teacher Education: Overcoming Cultural Templates and Learning Through Practice
|
Rovegno, Inez
|
|
1993
|
30 |
3 |
p. 611-642
|
artikel
|
| 2 |
Editorial Statement
|
|
|
1993
|
30 |
3 |
p. 521-521
|
artikel
|
| 3 |
Higher Order Instructional Goals in Secondary Schools: Class, Teacher, and School Influences
|
Raudenbush, Stephen W.
|
|
1993
|
30 |
3 |
p. 523-553
|
artikel
|
| 4 |
Letters
|
Ravitch, Diane
|
|
1993
|
30 |
3 |
p. 515-518
|
artikel
|
| 5 |
Patterns of Aggregate Grade-Retention Rates
|
Morris, Don R.
|
|
1993
|
30 |
3 |
p. 497-514
|
artikel
|
| 6 |
Task Engagement and Conceptual Change in Middle School Science Classrooms
|
Lee, Okhee
|
|
1993
|
30 |
3 |
p. 585-610
|
artikel
|
| 7 |
Teacher Development Partnership Research: A Focus on Methods and Issues
|
Cole, Ardra L.
|
|
1993
|
30 |
3 |
p. 473-495
|
artikel
|
| 8 |
The Micropolitics of Teacher Induction
|
Schempp, Paul G.
|
|
1993
|
30 |
3 |
p. 447-472
|
artikel
|
| 9 |
Using Children's Mathematical Knowledge in Instruction
|
Fennema, Elizabeth
|
|
1993
|
30 |
3 |
p. 555-583
|
artikel
|
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