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Results: 180
Number of items: 180
  • Open Access
    Groenendijk, T., Damen, M., Haanstra, F., & van Boxtel, C. (2016). Beoordelingsinstrumenten in de kunstvakken – een review. Pedagogische Studiën, 93(2), 62-82. http://pedagogischestudien.nl/search?identifier=617291
  • Open Access
    Huijgen, T., van de Grift, W., van Boxtel, C., & Holthuis, P. (2016). Teaching historical contextualization: The construction of a reliable observation instrument. European Journal of Psychology of Education, 32(2), 159-181. https://doi.org/10.1007/s10212-016-0295-8
  • Kropman, M., van Boxtel, C., & van Drie, J. (2015). Small country, great ambitions: Prospective teachers’ narratives and knowledge about Dutch history. In A. Chapman, & A. Wilschut (Eds.), Joined-up history: New directions in history education research (pp. 57-84). (International Review of History Education). Information Age Publishing.
  • Haanstra, F., Damen, M.-L., Groenendijk, T., & van Boxtel, C. (2015). A review of assessment instruments in arts education. In S. Schonmann (Ed.), The wisdom of the many: Key issues in arts education (pp. 413-418). (International Yearbook for Research in Arts Education; No. 3). Waxman.
  • Logtenberg, A., & van Boxtel, C. (2015). Het stellen van historische vragen door leerlingen: een doel op zich? Hermes, 19(57), 1-12.
  • Schep, M., van Boxtel, C., & Noordegraaf, J. (2015). Wat je kunt leren van een educatieve museumrondleiding. Cultuur + Educatie, 15(42), 33-54.
  • Open Access
    van Boxtel, C., Grever, M., & Klein, S. (2015). Heritage as a Resource for Enhancing and Assessing Historical Thinking: Reflections from the Netherlands. In K. Ercikan, & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 40-50). Routledge. https://doi.org/10.4324/9781315779539-13, https://doi.org/10.4324/9781315779539
  • Open Access
    van Drie, J., Braaksma, M., & van Boxtel, C. (2015). Writing in History: Effects of writing instruction on historical reasoning and text quality. Journal of Writing Research, 7(1), 123-156. https://doi.org/10.17239/jowr-2015.07.01.06
  • Open Access
    Palha, S., Schuitema, J., van Boxtel, C., & Peetsma, T. (2015). The effect of high versus low guidance structured tasks on mathematical creativity. In K. Krainer, & N. Vondrová (Eds.), CERME9: proceedings of the Ninth Congress of the European Society for Research in Mathematics Education : 4-8 February 2015 (pp. 1039-1045). Charles University. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME9_Proceedings_2015.pdf
  • Open Access
    de Leur, T., van Boxtel, C., & Wilschut, A. (2015). "Just Imagine ...": Students' perspectives on empathy tasks in secondary history education. International Journal of Historical Learning, Teaching and Research, 13(1), 69-84.
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