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Results: 140
Number of items: 140
  • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2006). Hypertekst schrijven: Effecten op schrijfvaardigheid en domeinkennis. In J. Beishuizen, & A. et (Eds.), Samen kennis ontwikkelen. Proceedings 33e Onderwijs Research Dagen 2006 (pp. 129-130). Onderwijscentrum VU.
  • Open Access
    Braaksma, M. A. H., Rijlaarsdam, G., van den Bergh, H., & van Hout-Wolters, B. H. A. M. (2006). What observational learning in writing courses entails: a multiple case study. L1 Educational Studies in Language and Literature, 6(1), 31-62. http://l1.publication-archive.com/public?fn=enter&repository=1&article=24
  • Rijlaarsdam, G. C. W., Braaksma, M. A. H., Couzijn, M. J., Janssen, T. M., Kieft, M. H., & van den Bergh, H. (2005). Psychology and the teaching of writing in 8000 and some words. British Journal of Educational Psychology Monograph Series II: Psychological Aspects of Education - Current Trends, 3, 127-153.
  • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2005). Writing hypertexts: Learning and transfer effects. In Learning and teaching mother tongues: The role of literature for children and young adults at home and at school. Abstracts for the 5th Conference of the International Association for the Improvement of Mother Tongue Education (pp. 24-25).
  • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2005). The Yummy Yummy case: A model to stimulate participation in learning to write activities. In Learning and teaching mother tongues: The role of literature for children and young adults at home and at school. Abstracts for the 5th Conference of the International Association for the Improvement of Mother Tongue Education (pp. 25-26).
  • Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2005). Effective learning environments: Students as participants and observers while defining text quality criteria. In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael, C. Nicolaou, D. Papademetriou, & N. Papadouris (Eds.), Integrating multiple perspectives on effective learning environments. Abstracts 11th European Conference for Research on Learning and Instruction (pp. 643-644). University of Cyprus.
  • Braaksma, M. A. H., & Janssen, T. M. (2005). Benefits of self-questioning in the literature classroom. In Learning and teaching mother tongues: The role of literature for children and young adults at home and at school. Abstracts for the 5th Conference of the International Association for the Improvement of Mother Tongue Education (pp. 24).
  • van den Bergh, H., Rijlaarsdam, G. C. W., Janssen, T. M., Braaksma, M. A. H., van Weijen, D., & Tillema, M. (2005). Analyzing task processes, relating process to learner and task characteristics and to output quality. Statistical modeling, demonstrated for writing processes and reading literary texts in 60 minute. In Proceedings: Gold Standard(s) of Quality Research in Science Literacy Conference, Dunmuir Lodge - CD ROM University of Victoria (British Columbia).
  • Janssen, T. M., Braaksma, M. A. H., & Rijlaarsdam, G. C. W. (2005). `The Three Friends' by Jeanette Winterson, A study of students' processes of literary understanding. Da Investigação as práticas. Estudos de Natureza Educacional, 6(2), 55-74.
  • Braaksma, M. A. H., Janssen, T. M., & Rijlaarsdam, G. C. W. (2005). Differences in adaptivity between good and weak literature readers. In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael, C. Nicolaou, D. Papademetriou, & N. Papadouris (Eds.), Integrating multiple perspectives on effective learning environments. Abstracts 11th European Conference for Research on Learning and Instruction (pp. 1144-1145). University of Cyprus.
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