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Results: 198
Number of items: 198
  • Open Access
    Veugelers, W., & Schuitema, J. (2022). Teaching controversial issues as part of education for democratic intercultural Citizenship. In D. Yitzhaki, T. Gallagher, N. Aloni, & Z. Gross (Eds.), Activist Pedagogy and Shared Education in Divided Societies: International Perspectives and Next Practices (pp. 32–48 ). (Moral Development and Citizenship Education; Vol. 17). Brill. https://doi.org/10.1163/9789004512740_003
  • Open Access
    Schuitema, J., Radstake, H., van de Pol, J., & Veugelers, W. (2018). Guiding classroom discussions for democratic citizenship education. Educational Studies, 44(4), 377-407. https://doi.org/10.1080/03055698.2017.1373629
  • de Groot, I., Goodson, I., & Veugelers, W. (2014). Dutch adolescents' narratives of their citizenship efficacy: "Hypothetically, I could have an impact". Educational Review, 66(2), 148-167. https://doi.org/10.1080/00131911.2013.768957
  • Veugelers, W. (2014). Identiteitsontwikkeling van jongeren en normatieve professionaliteit van docenten: dilemma's in theorie en praktijk. Waardenwerk, 15(56), 19-28. http://swptijdschriften.nl/Magazine/Article/2223
  • Open Access
    Bron, J., & Veugelers, W. (2014). Kunnen leerlingen in het VO een rol spelen in het bepalen van hun leerplan? Pedagogiek, 34(1), 25-41. http://www.pedagogiek-online.nl/index.php/pedagogiek/article/viewFile/470/466
  • Bron, J., & Veugelers, W. (2014). Why we need to involve our students in curriculum design: five arguments for student voice. Curriculum and Teaching Dialogue, 16(1), 125-139.
  • de Groot, I., Goodson, I. F., & Veugelers, W. (2014). Dutch adolescents' narratives about democracy: 'I know what democracy means, but not what it means to me'. Cambridge Journal of Education, 44(2), 271-292. https://doi.org/10.1080/0305764X.2014.897686
  • Veugelers, W., de Groot, I., & Nollet, F. (2014). Higher education and citizenship development. In A. Teodoro, & M. Guilherme (Eds.), European and Latin American higher education between mirrors: conceptual frameworks and policies of equity and social cohesion (pp. 179-196). SensePublishers. https://doi.org/10.1007/978-94-6209-545-8_13
  • Luttenberg, J., Carpay, T., & Veugelers, W. (2013). Educational reform as a dynamic system of problems and solutions: Towards an analytic instrument. Journal of Educational Change, 14(3), 335-352. https://doi.org/10.1007/s10833-012-9196-z
  • Carpay, T., Luttenberg, J., Veugelers, W., & Pieters, J. (2013). Harmony and disharmony in an educational reform conmcert: towards a Parson's inspired dynamic model of tuning. Journal of Curriculum Studies, 45(6), 814-837. https://doi.org/10.1080/00220272.2012.739204
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