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Results: 111
Number of items: 111
  • Open Access
    van der Eem, M., van Drie, J. P., Brand-Gruwel, S., & van Boxtel, C. A. M. (2025). Students evaluating the trustworthiness of historical sources and internet sources: A comparison. British Educational Research Journal, 51(2), 665-686. https://doi.org/10.1002/berj.4095
  • Open Access
    Bartelds, H., Savenije, G. M., van Drie, J. P., Huijgen, T., & van Boxtel, C. A. M. (2025). Advancing the teaching of historical empathy in a Professional Learning Community. Learning in Context, 2(1-2), Article 100005. https://doi.org/10.1016/j.lecon.2025.100005
  • Open Access
    Holdinga, L., van Drie, J., & Rijlaarsdam, G. (2024). Fostering philosophy teachers' disciplinary writing practice: A multiple-case design study. Journal of Writing Research, 16(1), 39-77. https://doi.org/10.17239/jowr-2024.16.01.02
  • Open Access
    Bartelds, H. (2024). Teaching historical empathy: Perspective taking in past and present using eyewitnesses. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    van Driel, J. C. (2024). Reading, reasoning, and writing about historical significance: The effects of reading and writing instruction on the quality of written texts. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    Gestdóttir, S. M., van Drie, J., & van Boxtel, C. (2024). Student teacher professional growth on teaching historical thinking and reasoning. A case study on the use of an observation instrument. Historical Encounters: A journal of historical consciousness, historical cultures, and history education, 11(1), 78-94. https://doi.org/10.52289/hej11.106
  • Open Access
    Calor, S. M. (2024). Scaffolding small groups’ mathematics learning. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    Calor, S. M., Dekker, R., van Drie, J. P., & Volman, M. L. L. (2024). Improving the quality of mathematical discussions: The impact of small-group scaffolding. Learning, Culture and Social Interaction, 49, Article 100858. https://doi.org/10.1016/j.lcsi.2024.100858
  • Open Access
    van der Eem, M., van Drie, J., Brand-Gruwel, S., & van Boxtel, C. (2023). Students’ evaluation of the trustworthiness of historical sources: Procedural knowledge and task value as predictors of student performance. The Journal of Social Studies Research, 47(1), 64-76. https://doi.org/10.1016/j.jssr.2022.05.003
  • Open Access
    Holdinga, L., van Drie, J., Janssen, T., & Rijlaarsdam, G. (2023). Writing to learn history: An instructional design study. L1-Educational Studies in Language and Literature, 23(1), 1-45. https://doi.org/10.21248/l1esll.2023.23.1.526
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