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Results: 154
Number of items: 154
  • Braaksma, M. A. H., Rijlaarsdam, G. C. W., van den Bergh, H., & van Hout-Wolters, B. H. A. M. (2004). Observational learning and its effects on the orchestration of writing processes. Cognition and Instruction, 22(1), 1-36. https://doi.org/10.1207/s1532690Xci2201_1
  • Rijlaarsdam, G. C. W., & van den Bergh, H. (2004). Idea Generation during writing in a dynamic, compensatory process: An online study. In L. Allal, & B. Schneuwly (Eds.), Abstracts Writing 2004. 9th International Conference of the EARLI Special Interest Group of Writing (pp. 13). University of Geneva, Switzerland.
  • Rijlaarsdam, G. C. W., Braaksma, M. A. H., Couzijn, M. J., Janssen, T. M., Kieft, M. H., Broekkamp, H., & van den Bergh, H. (2004). Psychology and The teaching of writing in 60 minutes. In Seminar British Journal of Educational Psychology. `Pedagogy: Teaching for Learning¿. Leeds, University of Leeds, 9th-10th September 2004
  • Rijlaarsdam, G. C. W., van den Bergh, H., Couzijn, M. J., Braaksma, M. A. H., Kieft, M. H., & Janssen, T. M. (2004). Issues in the Teaching of Writing: creating purpose, audience, & communities of learners. In Reconceptualizing Writing 5-16: Cross phase and cross disciplinary perspectives London Institute of Education.
  • Rijlaarsdam, G. C. W., Couzijn, M. J., & van den Bergh, H. (2003). The study of revision as a writing process and as a learning-to-write process. Two Prospective Research Agendas. In L. Allal, L. Chanquoy, & P. Largy (Eds.), Revision. Cognitive and Instructional Processes. Series: Studies in Writing, Vol. 13 (pp. 189-207). Kluwer Academic Publishers.
  • Broekkamp, H., van den Bergh, H., van Hout - Wolters, B. H. A. M., & Rijlaarsdam, G. C. W. (2003). Task demands and test expectations: Theory and empirical research on students' self-regulated studying in preparation for teacher-made tests. In L. Mason, S. Andreuzza, B. Arfè, & L. Del Favero (Eds.), Abstracts of the 10th Biennial Meeting of the European Association for Research on Learning and Instruction (pp. 356). Cooperativa Libraria Editrice Università di Padova.
  • Broekkamp, H., van Hout-Wolters, B. H. A. M., van den Bergh, H., & Rijlaarsdam, G. C. W. (2003). Taakeisen en proefwerkverwachtingen: theorie en onderzoek over het voorbereiden door leerlingen op proefwerken. In W. Jochems, J. Timmermans, M. Haemers, & E. al (Eds.), Grenzeloos leren: Proceedings van de 30e Onderwijs Research Dagen 2003 (pp. 332-333). Open Universiteit Nederland.
  • Open Access
    Broekkamp, H. (2003). Task demands and test expectations. Theory and empirical research on students' preparation for a teacher-made test. [Thesis, fully internal, Instituut voor de Lerarenopleiding, UvA]. PrintPartners Ipskamp BV.
  • Braaksma, M. A. H., Rijlaarsdam, G. C. W., Couzijn, M. J., & van den Bergh, H. (2002). Learning to compose hypertext and lineair text: transfer or interference? In R. Bromme, & E. Stahl (Eds.), Writing hypertext and learning: conceptual and empirical approaches (pp. 15-38). Elsevier Science.
  • Couzijn, M. J., van den Bergh, H., & Rijlaarsdam, G. C. W. (2002). Writing processes and text quality: effects of L1/L2. In D. Galbraith, & E. al (Eds.), Abstracts Writing 02 (pp. 143). Staffordshire University.
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