Search results
Results: 361
Number of items: 361
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van de Pol, J., Mercer, N., & Volman, M. (2019). Scaffolding student understanding in small-group work: Students’ uptake of teacher support in subsequent small-group interaction. Journal of the Learning Sciences, 28(2), 206-239. https://doi.org/10.1080/10508406.2018.1522258 -
Abacioglu, C. S., Zee, M., Hanna, F., Soeterik, I. M., Fischer, A. H., & Volman, M. (2019). Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement. Teaching and Teacher Education, 86, Article 102887. https://doi.org/10.1016/j.tate.2019.102887
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Uiterwijk-Luijk, L., Krüger, M., Zijlstra, B., & Volman, M. (2019). Teachers' role in stimulating students’ inquiry habit of mind in primary schools. Teaching and Teacher Education, 86, Article 102894. https://doi.org/10.1016/j.tate.2019.102894
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van Schaik, P., Volman, M., Admiraal, W. F., & Schenke, W. (2019). Approaches to co-construction of knowledge in teacher learning groups. Teaching and Teacher Education, 84, 30-43. https://doi.org/10.1016/j.tate.2019.04.019
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Baan, J., Gaikhorst, L., van 't Noordende, J., & Volman, M. (2019). The involvement in inquiry-based working of teachers of research-intensive versus practically oriented teacher education programmes. Teaching and Teacher Education, 84, 74-82. https://doi.org/10.1016/j.tate.2019.05.001
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Sözeri, S., Kosar-Altinyelken, H., & Volman, M. (2019). Mapping discourses on mosque education in the Netherlands: A content analysis of the Dutch press, 2010–2016. Discourse, 40(3), 358-371. https://doi.org/10.1080/01596306.2017.1316705
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Uiterwijk-Luijk, L., Krüger, M., & Volman, M. (2019). Promoting inquiry-based working: Exploring the interplay between school boards, school leaders and teachers. Educational Management Administration & Leadership, 47(3), 475-497. https://doi.org/10.1177/1741143217739357
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Baan, J., Volman, M., & Gaikhorst, L. (2018). Geef academische leerkracht de ruimte. Didactief, 48(8), 46-47. https://didactiefonline.nl/artikel/geef-academische-leerkracht-de-ruimte
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van Rijk, Y., de Mey, L., de Haan, D., van Oers, B., & Volman, M. (2018). Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families. School Effectiveness and School Improvement, 29(2), 285-307. https://doi.org/10.1080/09243453.2018.1433691
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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
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