TO WHAT EXTENT ARE INTERNATIONAL PRIMARY SCHOOL TEACHERS IN THE IB CURRICULUM QUALIFIED TO TEACH ENVIRONMENTAL ISSUES?
Ann-Kathrin Mayer (Student)
I’m not your stereotype: gendering entrepreneurial education (EE)
Stoker, Saskia (Lectoraat Ondernemerschap); Wakkee, Ingrid (Kenniscentrum Fbe); Martens, Jeanne
Taking into account patient preferences in personalised care
Ria den Hertog (Onderzoeker); Theo Niessen
Teachers’ pedagogical content knowledge of two specific historical contexts captured and compared
Hanneke Tuithof (Onderzoeker); Jannet van Drie (Onderzoeker); Larike Bronkhorst (Onderzoeker); Leen Dorsman (Onderzoeker); Jan van Tartwijk (Onderzoeker)
Event diagrams
Floor Kamphorst (Onderzoeker); Elwin Savelsbergh (Onderzoeker); Marjolein Vollebregt (Onderzoeker); Wouter van Joolingen (Onderzoeker)
Do goal clarification and process feedback positively affect students’ need-based experiences?
Christa Krijgsman; Tim Mainhard; Lars Borghouts; Jan van Tartwijk; Leen Haerens
El significado de las declaraciones de misión para la práctica escolar y el desarrollo profesional
Ransom, Bradley; Vlachopoulos, Dimitrios
English as a Medium of Learning (EML) in Schools: Part 1
Bentley, Kay; Dale, Liz (Faculteit Onderwijs En Opvoeding (Foo))
Twelve tips to teach culturally sensitive palliative care
Suurmond, J (Jeanine) (Phd); Lanting, K (Katja) (Researcher); Voogd, X (Xanthe) de (Researcher); Oueslati, R (Roukayya) (Researcher); Boland, G (Gudule) (Phd); Muijsenbergh, M (Maria) van den (Professor)
Bumpy moments considered as critical incidents in dialogue: professional identity of technical VET-teachers
K. Vloet; E.B. Klatter; S. Janssen; G. Kessels




























