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Results: 122
Number of items: 122
  • Open Access
    Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: the importance of teacher-student relationships. Educational Psychology Review, 23(4), 457-477. https://doi.org/10.1007/s10648-011-9170-y
  • Spilt, J. L., Koomen, H. M. Y., Thijs, J. T., Stoel, R. D., & van der Leij, A. (2010). Teachers’ assessment of antisocial behavior in kindergarten: physical aggression and measurement bias across gender. Journal of Psychoeducational Assessment, 28(2), 129-138. https://doi.org/10.1177/0734282909340236
  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2010). The influence of affective teacher‐student relationships on students’ school engagement and achievement: a meta‐analytic approach. NWO PROO. http://www.nwo.nl/nwohome.nsf/pages/NWOP_8D8LEK?open&nav=SPES_7ADVZW
  • Spilt, J. L., & Koomen, H. M. Y. (2010). Het Leerkracht Relatie Interview: interviews met leerkrachten over hun relaties met kleuters met gedragsproblemen. Kind en Adolescent, 31(2), 58-70.
  • Spilt, J. L., Koomen, H. M. Y., & Mantzicopoulos, P. (2010). Young children's perceptions of teacher‐child relationships: an evaluation of two instruments and the role of child gender in kindergarten. Journal of Applied Developmental Psychology, 31(6), 428-438. https://doi.org/10.1016/j.appdev.2010.07.006
  • Open Access
    Spilt, J. L. (2010). Relationships between teachers and disruptive children in kindergarten : an exploration of different methods and perspectives, and the possibility of change. [Thesis, fully internal, Universiteit van Amsterdam]. SCO-Kohnstamm Instituut.
  • Thijs, J., & Koomen, H. M. Y. (2009). Toward a further understanding of teachers' reports of early teacher-child relationships: examining the roles of behavior appraisals and attributions. Early Childhood Research Quarterly, 24(2), 186-197. https://doi.org/10.1016/j.ecresq.2009.03.001
  • Open Access
    Spilt, J. L., & Koomen, H. M. Y. (2009). Widening the view on teacher-child relationships: teachers’ narratives concerning disruptive versus nondisruptive children. School Psychology Review, 38(1), 86-101. http://www.nasponline.org/publications/spr/pdf/spr381spilt.pdf
  • Resing, W. C. M., Evers, A., Koomen, H. M. Y., Pameijer, N. K., & Bleichrodt, N. (2008). Indicatiestelling speciaal onderwijs en leerlinggebonden financiering: condities en instrumentarium (derde herziene druk). Boom Test Uitgevers.
  • Thijs, J. T., & Koomen, H. M. Y. (2008). Task-related interactions between kindergarten children and their teachers: the role of emotional security. Infant and Child Development, 17(2), 181-197. https://doi.org/10.1002/icd.552
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