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Results: 462
Number of items: 462
  • Open Access
    Schrijvers, M., Janssen, T., Fialho, O., & Rijlaarsdam, G. (2016). The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach. L1 Educational Studies in Language and Literature, 16. https://doi.org/10.17239/L1ESLL-2016.16.04.01
  • Open Access
    van de Guchte, M., Braaksma, M., Rijlaarsdam, G., & Bimmel, P. (2016). Focus on form through task repetition in TBLT. Language Teaching Research, 20(3), 300-320. https://doi.org/10.1177/1362168815609616
  • Open Access
    van de Kamp, M.-T., Admiraal, W., & Rijlaarsdam, G. (2016). Becoming original: Effects of strategy instruction. Instructional Science, 44(6), 543-566. https://doi.org/10.1007/s11251-016-9384-y
  • van den Bergh, H., Rijlaarsdam, G., & van Steendam, E. (2015). Writing process theory: A functional dynamic approach. In C. A. Macarthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 57-71). The Guilford Press.
  • Neijt, A., Coppen, P.-A., de Glopper, K., Aalberse, S., van der Eerden, I., Evers-Vermeul, J., van Haaften, T., van Marle, J., Mos, M., Onrust, M., van Oostendorp, M., Rijlaarsdam, G., & Verhagen, A. (2015). Bewuste taalvaardigheid als eindterm voor het schoolvak Nederlands in havo en vwo: visie en voorbeelden. In A. Mottart, & S. Vanhooren (Eds.), 29ste Conferentie Onderwijs Nederlands: Fontys Hogeschool Tilburg 13 & 14 november 2015 (pp. 198-202). Academia Press.
  • Braaksma, M., & Rijlaarsdam, G. (2015). Intervention studies in writing-to-learn: Effects on comprehension, domain-specific learning outcomes and meaning making processes. Journal of Writing Research, 7(1), 1-226. http://www.jowr.org/back_issues.html#vol7no1
  • Open Access
    Rijlaarsdam, G., & Braaksma, M. (2015). Introduction to the special issue on Writing-to-learn studies. Journal of Writing Research, 7(1), 1-4. https://doi.org/10.17239/jowr-2015.07.01.01
  • Open Access
    van de Kamp, M.-T., Admiraal, W., van Drie, J., & Rijlaarsdam, G. (2015). Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognition. British Journal of Educational Psychology, 85(1), 47-58. https://doi.org/10.1111/bjep.12061
  • Open Access
    Kragten, M., Admiraal, W., & Rijlaarsdam, G. (2015). Students’ learning activities while studying biological process diagrams. International Journal of Science Education, 37(12), 1915-1937. https://doi.org/10.1080/09500693.2015.1057775
  • Open Access
    Kragten, M., Admiraal, W., & Rijlaarsdam, G. (2015). Students’ ability to solve process-diagram problems in secondary biology education. Journal of Biological Education, 49(1), 91-103. https://doi.org/10.1080/00219266.2014.888363
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