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Results: 5
Number of items: 5
  • Open Access
    van Driel, J. C. (2024). Reading, reasoning, and writing about historical significance: The effects of reading and writing instruction on the quality of written texts. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    van Driel, J., van Drie, J., & van Boxtel, C. (2022). Writing about historical significance: The effects of a reading-to-write instruction. International Journal of Educational Research, 112, Article 101924. https://doi.org/10.1016/j.ijer.2022.101924
  • Open Access
    van Driel, J., van Drie, J., & van Boxtel, C. (2022). Struggling with historical significance: Reasoning, reading, and writing processes. European Journal of Applied Linguistics, 10(1), 185-211. https://doi.org/10.1515/eujal-2021-0004
  • Open Access
    van Driel, J. (2022). Een onderbouwd standpunt over Columbus: Leesinstructie bij het vak geschiedenis. Kleio. Tijdschrift van de Vereniging van Docenten in Geschiedenis en Staatsinrichting in Nederland, 63(3), 20-24. https://drive.google.com/file/d/1phMnoKv_tGozCeoXOxdS-mtDnp-Sw61a/viewvvv
  • Open Access
    van Drie, J., van Driel, J., & van Weijen, D. (2021). Developing students' writing in History: Effects of a teacher-designed domain-specific writing instruction. Journal of Writing Research, 13(2), 201-229. https://doi.org/10.17239/jowr-2021.13.02.01
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