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Results: 180
Number of items: 180
  • Open Access
    Schep, M., van Boxtel, C., & Noordegraaf, J. (2018). Post-observation conversations in the museum: using the self-evaluation of the supervisee as the starting point. Museum Management and Curatorship, 33(5), 506-523. https://doi.org/10.1080/09647775.2018.1501602
  • Open Access
    Savenije, G., & van Boxtel, C. (2018). Nu merk ik weer hoe lastig mijn vak eigenlijk is (PLG 4). Web publication or website, Didactief. https://didactiefonline.nl/blog/blonz/nu-merk-ik-weer-hoe-lastig-mijn-vak-eigenlijk-is-plg-4
  • Open Access
    Schep, M., van Boxtel, C., & Noordegraaf, J. (2018). Competent museum guides: defining competencies for use in art and history museums. Museum Management and Curatorship, 33(1), 2-24. https://doi.org/10.1080/09647775.2017.1387590
  • Open Access
    de Groot-Reuvekamp, M., Ros, A., & van Boxtel, C. (2018). Improving elementary school students’ understanding of historical time: Effects of teaching with “Timewise”. Theory and Research in Social Education, 46(1), 35-67. https://doi.org/10.1080/00933104.2017.1357058
  • de Groot-Reuvekamp, M., Ros, A., van Boxtel, C., & Oort, F. (2017). Primary school pupils’ performances in understanding historical time. Education 3-13, 45(2), 227-242. https://doi.org/10.1080/03004279.2015.1075053
  • van Boxtel, C., & van Drie, J. (2017). Engaging Students in Historical Reasoning: The Need for Dialogic History Education. In M. Carretero, S. Berger, & M. Grever (Eds.), Palgrave Handbook of Research in Historical Culture and Education (pp. 573-589). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-52908-4_30
  • Open Access
    Stoel, G., Logtenberg, A., Wansink, B., Huijgen, T., van Boxtel, C., & van Drie, J. (2017). Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs. International Journal of Educational Research, 83, 120-134. https://doi.org/10.1016/j.ijer.2017.03.003
  • Open Access
    De Leur, T., Van Boxtel, C., & Wilschut, A. (2017). ‘I Saw Angry People and Broken Statues’: Historical Empathy in Secondary History Education. British Journal of Educational Studies, 65(3), 331-352. https://doi.org/10.1080/00071005.2017.1291902
  • Open Access
    van Boxtel, C. A. M. (2017). Hoe ondersteun je als lerarenopleider de leraar-in-opleiding bij zijn ontwikkeling als vakdidacticus? Een uitwerking voor de mens- en maatschappijvakken. In G. Geerdink, & I. Pauw (Eds.), Kennisbasis lerarenopleiders. Katern 3. Inhoud en vakdidactiek op de lerarenopleidingen (pp. 163-167). (De Kennisbasis Lerarenopleiders). VELON.
  • Open Access
    Stoel, G. L., van Drie, J. P., & van Boxtel, C. A. M. (2017). The effects of explicit teaching of strategies, second-order concepts, and epistemological underpinnings on students’ ability to reason causally in history. Journal of Educational Psychology, 109(3), 321-337. https://doi.org/10.1037/edu0000143
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