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Results: 361
Number of items: 361
  • Open Access
    Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2017). Exploreren kun je leren: De rol van onderwijs in de identiteitsontwikkeling van leerlingen. Research Institute of Child Development and Education, Universiteit van Amsterdam. https://www.nro.nl/wp-content/uploads/2017/08/Exploreren-kun-je-leren-De-rol-van-onderwijs-in-de-identiteitsontwikkeling-van-leerlingen.pdf
  • Open Access
    van Lankveld, T., Schoonenboom, J., Croiset, G., Volman, M., & Beishuizen, J. (2017). The role of teaching courses and teacher communities in strengthening the identity and agency of teachers at university medical centres. Teaching and Teacher Education, 67, 399-409. https://doi.org/10.1016/j.tate.2017.07.011
  • Open Access
    Swennen, A., Geerdink, G., & Volman, M. (2017). Developing a researcher identity as teacher educator. In P. Boyd, & A. Szplit (Eds.), Teachers and teacher educators learning through inquiry: International perspectives (pp. 143-157). Jan Kochanowski University/Wydawnictwo Attyka. https://atee1.org/wp-content/uploads/2016/06/Teachers-and-teacher-educators-learning-through-inquiry-international-perspectives.pdf
  • Open Access
    de Koster, S., Volman, M., & Kuiper, E. (2017). Concept-guided development of technology in ‘traditional’ and ‘innovative’ schools: quantitative and qualitative differences in technology integration. Educational Technology Research and Development, 65(5), 1325-1344. https://doi.org/10.1007/s11423-017-9527-0
  • Open Access
    van Rijk, Y., Volman, M., de Haan, D., & van Oers, B. (2017). Maximising meaning: Creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective. Learning Environments Research, 20(1), 77-98. https://doi.org/10.1007/s10984-016-9218-5
  • Open Access
    van Rijk, Y. (2017). Maximizing meaning: reading informative texts in Developmental Education. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    Gaikhorst, L., Beishuizen, J. J. J., Zijlstra, B. J. H., & Volman, M. L. L. (2017). The sustainability of a teacher professional development programme for beginning urban teachers. Cambridge Journal of Education, 47(1), 135-154. https://doi.org/10.1080/0305764X.2015.1125449
  • Open Access
    Schenke, W., van Driel, J. H., Geijsel, F. P., & Volman, M. L. L. (2017). Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education. Professional Development in Education, 43(5), 860-880. https://doi.org/10.1080/19415257.2016.1258654
  • Open Access
    Luijk, E. (2017). Inquiry-based leading and learning: Inquiry-based working by school boards, school leaders and teachers and students’ inquiry habit of mind. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    Snoek, M., Enthoven, M., Kessels, J., & Volman, M. (2017). Increasing the impact of a Master’s programme on teacher leadership and school development by means of boundary crossing. International Journal of Leadership in Education, 20(1), 26-56. https://doi.org/10.1080/13603124.2015.1025855
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