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Results: 6
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  • Open Access
    Volman, M., & 't Gilde, J. (2021). The effects of using students’ funds of knowledge on educational outcomes in the social and personal domain. Learning, Culture and Social Interaction, 28, Article 100472. https://doi.org/10.1016/j.lcsi.2020.100472
  • Open Access
    't Gilde, J., & Volman, M. (2021). Finding and using students’ funds of knowledge and identity in superdiverse primary schools: a collaborative action research project. Cambridge Journal of Education, 51(6), 673-692. https://doi.org/10.1080/0305764X.2021.1906845
  • 't Gilde, J., & Volman, M. (2020). Putten uit verborgen bronnen. Pedagogiek in Praktijk, 26(118), 12-16.
  • Makarova, E., 't Gilde, J., & Birman, D. (2019). Teachers as risk and resource factors of minority students’ school adjustment: An integrative review of qualitative research on acculturation. Intercultural Education, 30(5), 448-477. https://doi.org/10.1080/14675986.2019.1586212
  • 't Gilde, J., & Volman, M. (2019). Buitenschoolse kennis maakt je les rijker. Didactief, 49(9), 32-33. https://didactiefonline.nl/artikel/buitenschoolse-kennis-maakt-je-les-rijker
  • 't Gilde, J. (2018). European teachers and inclusive education. In A. R. Simões, M. Lourenco, & N. Costa (Eds.), Teacher Education Policy and Practice in Europe: Challenges and Opportunities for the Future (pp. 71-87). (Routledge Research in Teacher Education). Routledge. https://doi.org/10.4324/9781315141763
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