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Results: 462
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  • Rijlaarsdam, G. C. W. (2003). Keynote: Studying processes in writing and reading literary fiction: outcomes for researchers & learners. In L. Mason, S. Andreuzza, B. Arfè, & L. Del Favero (Eds.), Abstracts of the 10th Biennial Meeting of the European Association for Research on Learning and Instruction (pp. 188). Cooperativa Libraria Editrice UniversitĂ  di Padova.
  • Open Access
    Broekkamp, H. (2003). Task demands and test expectations. Theory and empirical research on students' preparation for a teacher-made test. [Thesis, fully internal, Instituut voor de Lerarenopleiding, UvA]. PrintPartners Ipskamp BV.
  • Kuhlemeier, H., van den Bergh, H., & Rijlaarsdam, G. C. W. (2002). The dimensionality of speaking and writing: a multilevel factor analysis of situational, task and school effects. British Journal of Educational Psychology, 72, 467-482. https://doi.org/10.1348/00070990260377479
  • Tholey, M., & Rijlaarsdam, G. C. W. (2002). A heuristic model for the evaluation of textbooks. Stockholm library of curriculum studies vol. 9. In S. Selander, & M. Tholey (Eds.), New educational media and textbooks Stockholm Institute of Education Press.
  • de Ridder, I., Rijlaarsdam, G. C. W., & van Waes, L. (2002). Readers and writers: how the analysis of reading behaviour provides a sound basis for writers of hypertext. In D. Galbraith, & E. al (Eds.), Abstracts Writing 02 (pp. 51). Staffordshire University.
  • Couzijn, M. J., van den Bergh, H., & Rijlaarsdam, G. C. W. (2002). Writing processes and text quality: effects of L1/L2. In D. Galbraith, & E. al (Eds.), Abstracts Writing 02 (pp. 143). Staffordshire University.
  • Kieft, M. H., & Rijlaarsdam, G. C. W. (2002). Writing about literature in modern textbooks: an analyses. In D. Galbraith, & E. al (Eds.), Abstracts Writing 02 (pp. 78). Staffordshire University.
  • Broekkamp, H., van den Bergh, H., van Hout-Wolters, B. H. A. M., & Rijlaarsdam, G. C. W. (2002). Will that be on the test? Perceived task demands and test performance in a classroom context. European Journal of Psychology of Education, 17, 75-92. https://doi.org/10.1007/BF03173206
  • Broekkamp, H., van Hout-Wolters, B. H. A. M., Rijlaarsdam, G. C. W., & van den Bergh, H. (2002). Importance in instructional text: teachers' and students' perceptions of task demands. Journal of Educational Psychology, 94, 260-271. https://doi.org/10.1037//0022-0663.94.2.260
  • Broekkamp, H., van Hout-Wolters, B. H. A. M., van den Bergh, H., & Rijlaarsdam, G. C. W. (2002). Worden onderwerpen die leraren en leerlingen belangrijk vinden, gevraagd op het proefwerk? In F. Daems, R. Rymenans, & G. Rogiest (Eds.), Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings 29e ORD 2002 (pp. 43-45). Universiteit van Antwerpen.
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