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Results: 184
Number of items: 184
  • Open Access
    Van Straaten, D., Wilschut, A., Oostdam, R., & Fukkink, R. (2019). Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study. Cognition and Instruction, 37(4), 512-533. https://doi.org/10.1080/07370008.2019.1614590
  • Open Access
    Van der Linde, A., van Mulligen, R., Menheere, A., Oostdam, R., & Fukkink, R. (2019). Leren samenwerken met ouders in een grootstedelijke omgeving. Kenniscentrum Onderwijs en Opvoeding, Hogeschool van Amsterdam. https://extranet.mijnhva.nl/nl/stage_werkplekleren/pabo/SiteAssets/Paginas/samenwerkenouders/Publicatie Leren samenwerken met ouders in de grootstedelijke omgeving.pdf
  • Open Access
    Oostdam, R. J., Koerhuis, M. J. C., & Fukkink, R. G. (2019). Maladaptive behavior in relation to the basic psychological needs of students in secondary education. European Journal of Psychology of Education, 34(3), 601-619. https://doi.org/10.1007/s10212-018-0397-6
  • Open Access
    Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2019). Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity tensions scale. Studies in Educational Evaluation, 61, 21-33. https://doi.org/10.1016/j.stueduc.2019.02.002
  • Open Access
    Teepe, R. C., Molenaar, I., Oostdam, R., Fukkink, R., & Verhoeven, L. (2019). Helping parents enhance vocabulary development in preschool children: Effects of a family literacy program. Early Childhood Research Quarterly, 48, 226-236. https://doi.org/10.1016/j.ecresq.2019.03.001
  • Open Access
    van Steensel, R. C. M., Oostdam, R., & van Gelderen, A. (2019). Affirming and undermining motivations for reading and associations with reading comprehension, age and gender. Journal of Research in Reading, 42(3-4), 504-522. https://doi.org/10.1111/1467-9817.12281
  • Open Access
    van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J. S., Fukkink, R. G., & de Jong, N. H. (2019). Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect. The Modern Language Journal, 103(1), 308-326. https://doi.org/10.1111/modl.12545
  • Open Access
    Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15-27. https://doi.org/10.1016/j.edurev.2019.01.003
  • Open Access
    van Verseveld, M. D. A., Fukkink, R. G., Fekkes, M., & Oostdam, R. J. (2019). Effects of antibullying programs on teachers’ interventions in bullying situations: A meta-analysis. Psychology in the Schools, 56(9), 1522-1539. https://doi.org/10.1002/pits.22283
  • Dale, L., Oostdam, R., & Verspoor, M. (2018). Juggling ideals and constraints: The position of English teachers in CLIL contexts. Dutch Journal of Applied Linguistics, 7(2), 177-202. https://doi.org/10.1075/dujal.18002.dal
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