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Results: 356
Number of items: 356
  • Open Access
    Boersma, A. M. E. (2017). Communities of learners for vocational orientation: Optimising student learning and engagement in initial vocational education. [Thesis, fully internal, Universiteit van Amsterdam].
  • Open Access
    van Lankveld, T., Schoonenboom, J., Croiset, G., Volman, M., & Beishuizen, J. (2017). The role of teaching courses and teacher communities in strengthening the identity and agency of teachers at university medical centres. Teaching and Teacher Education, 67, 399-409. https://doi.org/10.1016/j.tate.2017.07.011
  • Open Access
    Gaikhorst, L., Beishuizen, J. J. J., Zijlstra, B. J. H., & Volman, M. L. L. (2017). The sustainability of a teacher professional development programme for beginning urban teachers. Cambridge Journal of Education, 47(1), 135-154. https://doi.org/10.1080/0305764X.2015.1125449
  • Open Access
    Uiterwijk-Luijk, L., Krüger, M., Zijlstra, B., & Volman, M. (2017). The relationship between psychological factors and inquiry-based working by primary school teachers. Educational Studies, 43(2), 147-164. https://doi.org/10.1080/03055698.2016.1248901
  • Open Access
    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
  • Open Access
    Karssen, A. M. (2017). Bi-ethnic Dutch students: educational outcomes, social functioning and experiences. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    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
  • Open Access
    van Rijk, Y. (2017). Maximizing meaning: reading informative texts in Developmental Education. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    Uiterwijk-Luijk, L., Krüger, M., Zijlstra, B., & Volman, M. (2017). Inquiry-based leadership: The influence of affective attitude, experienced social pressure and self-efficacy. Journal of Educational Administration, 55(5), 492-509. https://doi.org/10.1108/JEA-12-2015-0114
  • Open Access
    Schenke, W., van Driel, J. H., Geijsel, F. P., & Volman, M. L. L. (2017). Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education. Professional Development in Education, 43(5), 860-880. https://doi.org/10.1080/19415257.2016.1258654
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