Search results

  • Full text

  • Document type

    • Publication year

  • Organisation

Results: 124
Number of items: 124
  • Koomen, H. (2013). [Bespreking van: A. Crott (2013) Jongens zijn 't: van Pietje Bell tot probleemgeval]. Kind en Adolescent, 34(4), 228-230. https://doi.org/10.1007/s12453-013-0029-5
  • Koomen, H., & Spilt, J. (2013). Relatiegerichte reflectie in het basisonderwijs met behulp van het Leerkracht Relatie Interview: trainingshandleiding. Universiteit van Amsterdam, Vrije Universiteit.
  • Spilt, J., & Koomen, H. (2013). Relatiegerichte reflectie in het basisonderwijs met behulp van het Leerkracht Relatie Interview: werkboek. Universiteit van Amsterdam, Vrije Universiteit.
  • Open Access
    Jak, S., Oort, F. J., Roorda, D. L., & Koomen, H. M. Y. (2013). Meta-analytic structural equation modelling with missing correlations. Netherlands Journal of Psychology, 67(4), 132-139. http://www.psynip.nl/ledennet-documenten-nip-algemeen/njp/njp-openbaar/njop_vol67_nr4-def_cor.pdf
  • Spilt, J. L., Koomen, H. M. Y., Thijs, J. T., & van der Leij, A. (2012). Supporting teachers' relationships with disruptive children: the potential of relationship-focused reflection. Attachment & Human Development, 14(3), 305-318. https://doi.org/10.1080/14616734.2012.672286
  • Roorda, D. L., Koomen, H. M. Y., & Oort, F. J. (2012). An observational study of teachers' affiliation and control behaviours towards kindergarten children: Associations with teacher-child relationship quality. In T. Wubbels, P. den Brok, J. van Tartwijk, & J. Levy (Eds.), Interpersonal relationships in education: an overview of contemporary research (pp. 51-65). (Advances in learning environments research; No. 3). Sense Publishers. https://doi.org/10.1007/978-94-6091-939-8_4
  • Spilt, J. L., & Koomen, H. M. Y. (2012). Understanding discordant relationships between teachers and disruptive kindergarten children: An observational study of teachers' pedagogical practices. In T. Wubbels, P. den Brok, J. van Tartwijk, & J. Levy (Eds.), Interpersonal relationships in education: an overview of contemporary research (pp. 37-49). (Advances in learning environments research; No. 3). Sense Publishers. https://doi.org/10.1007/978-94-6091-939-8_3
  • Verschueren, K., & Koomen, H. M. Y. (2012). Teacher-child relationships from an attachment perspective. Attachment & Human Development, 14(3), 205-211. https://doi.org/10.1080/14616734.2012.672260
  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2012). De invloed van persoonlijke relaties met leraren op het schools leren van leerlingen. De Cascade, 9(21), 33-34. http://www.cosmicus.nl/images/content_img/d_files/pdf/cascade%2021%20def%20mailversie.pdf
  • Roeden, J. M., Maaskant, M. A., Koomen, H. M. Y., Candel, M. J. J. M., & Curfs, L. M. G. (2012). Assessing client-caregiver relationships and the applicability of the 'student-teacher relationship scale' for people with intellectual disabilities. Research in Developmental Disabilities, 33(1), 104-110. https://doi.org/10.1016/j.ridd.2011.08.027
Page 9 of 13