Zobrazeno 1 - 10
of 95
pro vyhledávání: '"Akkerman, S.F."'
Autor:
Slot, E.M., Vulperhorst, J.P., Bronkhorst, L.H., van der Rijst, R.M., Wubbels, T., Akkerman, S.F.
Publikováno v:
In Learning, Culture and Social Interaction March 2020 24
Akademický článek
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Autor:
Akkerman, S.F.
Publikováno v:
In International Journal of Educational Research 2011 50(1):21-25
Akademický článek
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Recent studies have shown that students’ interests are decisive in making a substantiated higher education choice, yet do not indicate how students decide which interests they aim to pursue. This study aimed to find the considerations students have
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______101::9e836301eeaf3b06a6654dc705fafefe
https://dspace.library.uu.nl/handle/1874/407744
https://dspace.library.uu.nl/handle/1874/407744
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.
Autor:
Wansink, B.G.J., Akkerman, S.F., Haenen, J.P.P., Vermunt, Jan, Wubbels, T., Leerstoel van Gog, Leerstoel Vermunt, Leerstoel Wubbels, Education and Learning: Development in Interaction
Publikováno v:
Journal of Social Studies Research, 41(1), 11. Elsevier
In recent decades we witnessed ongoing debates about the objectives of history education, with different underlying epistemological perspectives. This qualitative study explored prospective history teachers' beliefs about these objectives of history
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d6efe5a26b127fe1d206b3fbed53fda8
https://doi.org/10.1016/j.jssr.2015.10.003
https://doi.org/10.1016/j.jssr.2015.10.003
Autor:
Mesker, Peter, Wassink, Hartger, Akkerman, S.F., Bakker, C., LS Didactiek van Levensbesch. vorming, OFR - Religious Studies, Education and Learning: Development in Interaction
Publikováno v:
Cogent Education, 15(8). Taylor and Francis Ltd.
Cogent Education, Vol 5, Iss 1 (2018)
Cogent Education, Vol 5, Iss 1 (2018)
A boundary is a metaphor for an experience of discontinuity wherein a socio-cultural difference is perceived as a challenge or obstacle in action or interaction. This case study explores eight student teachers’ perceptions of boundaries during an i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::81033eb78f65b98da01ef790ab6ca010
https://dspace.library.uu.nl/handle/1874/368272
https://dspace.library.uu.nl/handle/1874/368272
Interest in science, technology, engineering and mathematics (STEM) has lately received attention in research due to a gap between the number of STEM students and the needs of the labour market. As interest seems to be one of the most important facto
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______101::3e7be77b364527751f1d9931b4726b19
https://dspace.library.uu.nl/handle/1874/375307
https://dspace.library.uu.nl/handle/1874/375307
This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______101::19b0cb49a6fc48c828f0b312f7b9ee25
https://dspace.library.uu.nl/handle/1874/358457
https://dspace.library.uu.nl/handle/1874/358457