Search results
Results: 351
Number of items: 351
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Verhoeven, M., Poorthuis, A., & Volman, M. (2018). Exploratieve leerervaringen: De rol van onderwijs in de identiteitsontwikkeling van leerlingen. Universiteit van Amsterdam. https://www.nro.nl/wp-content/uploads/2018/01/Brochure_Exploratieve-leerervaringen.-De-rol-van-onderwijs-in-de-identiteitsontwikkeling-van-leerlingen.pdf -
Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23. https://doi.org/10.1016/j.tate.2017.11.005
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van Schaik, P., Volman, M., Admiraal, W., & Schenke, W. (2018). Barriers and conditions for teachers’ utilisation of academic knowledge. International Journal of Educational Research, 90, 50-63. https://doi.org/10.1016/j.ijer.2018.05.003
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Swennen, A., & Volman, M. (2017). Dutch teacher educators’ struggles over monopoly and autonomy (1990– 2010). In T. A. Trippestad, A. Swennen, & T. Werler (Eds.), The struggle for teacher education: International Perspectives on Governance and Reforms (pp. 115-130). (Reinventing teacher education). Bloomsbury Academic. https://doi.org/10.5040/9781474285568.0012
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Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2017). Exploreren kun je leren: De rol van onderwijs in de identiteitsontwikkeling van leerlingen. Universiteit van Amsterdam. https://www.nwo.nl/onderzoek-en-resultaten/onderzoeksprojecten/i/98/13698.html
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Verhoeven, M., Poorthuis, A., & Volman, M. (2017). Elke dag een tipje van de sluier. Web publication or website, Didactief. https://didactiefonline.nl/artikel/elke-dag-een-tipje-van-de-sluier
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van Rijk, Y., Volman, M., de Haan, D., & van Oers, B. (2017). Maximising meaning: Creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective. Learning Environments Research, 20(1), 77-98. https://doi.org/10.1007/s10984-016-9218-5
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de Koster, S., Volman, M., & Kuiper, E. (2017). Concept-guided development of technology in ‘traditional’ and ‘innovative’ schools: quantitative and qualitative differences in technology integration. Educational Technology Research and Development, 65(5), 1325-1344. https://doi.org/10.1007/s11423-017-9527-0
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van Lankveld, T., Schoonenboom, J., Kusurkar, R. A., Volman, M., Beishuizen, J., & Croiset, G. (2017). Integrating the teaching role into one’s identity: A qualitative study of beginning undergraduate medical teachers. Advances in Health Sciences Education, 22(3), 601-622. https://doi.org/10.1007/s10459-016-9694-5
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Snoek, M., Enthoven, M., Kessels, J., & Volman, M. (2017). Increasing the impact of a Master’s programme on teacher leadership and school development by means of boundary crossing. International Journal of Leadership in Education, 20(1), 26-56. https://doi.org/10.1080/13603124.2015.1025855
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