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  • Swauger, M., Snyder, K., Nowak, T., & Cottingham, M. (2018). Sociological Perspective: Underlying Causes. In M. C. Burke (Ed.), Human Trafficking: Interdisciplinary Perspectives (2nd ed., pp. 51-76). (Criminology and Justice Studies). Routledge. https://doi.org/10.4324/9781315679990
  • Chu, E. K. (2018). Urban climate adaptation and the reshaping of state–society relations: The politics of community knowledge and mobilisation in Indore, India. Urban Studies, 55(8), 1766–1782. https://doi.org/10.1177/0042098016686509
  • ABv Werkgroep Ethiek & Integriteit (2018). Ethical Guidelines: Dutch Anthropological Association / Antropologen Beroepsvereniging (ABv). Antropologen Beroepsvereniging. https://antropologen.nl/ethical-guidelines/
  • Kneppers, L., Fürstenau, B., Dekker, R., & Schellings, G. (2018). Concept mapping or summary writing as learning tools in problem oriented vocational education and training. (Dresdner Beiträge zur Wirtschafspädagogik; No. 03/2018). Technische Universität Dresden.
  • Voogt, J., & Erstad, O. (2018). Section introduction: Curricular challenges of the twenty-first century. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 15-17). (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-319-71054-9_96, https://doi.org/10.1007/978-3-319-53803-7_96-1
  • Cox, M. J., & Voogt, J. (2018). Section introduction: Paradigms for researching information technology in education. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 1101-1103). (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-319-71054-9_106, https://doi.org/10.1007/978-3-319-53803-7_106-1
  • Erstad, O., & Voogt, J. (2018). The twenty-first century curriculum: Issues and challenges. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 19-36). (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-319-71054-9_1, https://doi.org/10.1007/978-3-319-53803-7_1-2
  • Voogt, J., Knezek, G., Christensen, R., & Lai, K.-W. (2018). Developing an understanding 
of the impact of digital technologies on teaching and learning in an ever-changing landscape. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 3-12). (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-319-71054-9_113, https://doi.org/10.1007/978-3-319-53803-7_113-1
  • Beld, M. H. M., van der Voort, D., van der Helm, G. H. P., Kuiper, C. H. Z., de Swart, J. J. W., & Stams, G. J. J. M. (2018). Assessing classroom climate in special education: A validation study of the Special Education Classroom Climate Inventory. Journal of Psychoeducational Assessment, 36(7), 736-749. https://doi.org/10.1177/0734282917706618
  • Hoogsteder, L. M., Stams, G.-JJM., Schippers, E. E., & Bonnes, D. (2018). Responsive Aggression Regulation Therapy (Re-ART): An evaluation study in a Dutch juvenile justice institution in terms of recidivism. International Journal of Offender Therapy and Comparative Criminology, 62(14), 4403-4424. https://doi.org/10.1177/0306624X18761267
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