Search results
Results: 154
Number of items: 154
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van den Bergh, D., Vandermeulen, N., Lesterhuis, M., de Maeyer, S., van Steendam, E., Rijlaarsdam, G., & Van den Bergh, H. (2023). How prior information from national assessments can be used when designing experimental studies without a control group. Journal of Writing Research, 14(3), 447-469. https://doi.org/10.17239/jowr-2023.14.03.05 -
Van Steendam, E., Vandermeulen, N., De Maeyer, S., Lesterhuis, M., Van den Bergh, H., & Rijlaarsdam, G. (2022). How students perform synthesis tasks: An empirical study into dynamic process configurations. Journal of Educational Psychology, 114(8), 1773–1800. https://doi.org/10.1037/edu0000755
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Casado-Ledesma, L., Cuevas, I., Van den Bergh, H., Rijlaarsdam, G., Mateos, M., Granado-Peinado, M., & Martín, E. (2021). Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education. Instructional Science, 49(4), 515-559. https://doi.org/10.1007/s11251-021-09548-3
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Vandermeulen, N., Steendam, E. V., Rijlaarsdam, G., Leijten, M., Waes, L. V., Lesterhuis, M., Maeyer, S. D., Bergh, H. v. d., & Broek, B. v. d. (2020, June 14). DATASET - Baseline data LIFT Synthesis Writing project [Data set]. Zenodo. https://doi.org/10.5281/zenodo.3893538
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Mateos, M., Rijlaarsdam, G., Martín, E., Cuevas, I., van den Bergh, H., & Solari, M. (2020). Learning paths in synthesis writing: Which learning path contributes most to which learning outcome? Instructional Science, 48(2), 137–157. https://doi.org/10.1007/s11251-020-09508-3
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Vandermeulen, N., De Maeyer, S., Van Steendam, E., Lesterhuis, M., van den Bergh, H., & Rijlaarsdam, G. (2020). Mapping synthesis writing in various levels of Dutch upper-secondary education: A national baseline study on text quality, writing process and students’ perspectives on writing. Pedagogische Studiën, 97(3), 187-236. https://pedagogischestudien.nl/search?identifier=717755
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van Weijen, D., Rijlaarsdam, G., & van den Bergh, H. (2019). Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison. Reading and Writing, 32(6), 1635-1655. https://doi.org/10.1007/s11145-018-9842-9
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Elving, K., Rijlaarsdam, G., & van den Bergh, H. (2018). Effectieve revisie tijdens het schrijfproces van havisten. Levende Talen Tijdschrift, 19(1), 14-25. http://www.lt-tijdschriften.nl/ojs/index.php/ltt/article/view/1792
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Rietdijk, S., van Weijen, D., Janssen, T., van den Bergh, H., & Rijlaarsdam, G. (2018). Teaching writing in primary education: Classroom practice, time, teachers' beliefs and skills. Journal of Educational Psychology, 110(5), 640-663. https://doi.org/10.1037/edu0000237
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Braaksma, M. A. H., Rijlaarsdam, G., & van den Bergh, H. (2018). Effects of hypertext writing and observational learning on content knowledge acquisition, self-efficacy, and text quality: Two experimental studies exploring aptitude treatment interactions. Journal of Writing Research, 9(3), 259-300. https://doi.org/10.17239/jowr-2018.09.03.02
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