Acceso usuarios
Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?
Anneke C. Timmermans, Hans Kuyper, Greetje Werf
págs. 459-478
Can closeness, conflict, and dependency be used to characterize students' perceptions of the affective relationship with their teacher?: Testing a new child measure in middle childhood
Helma M. Y. Koomen, Francine C. Jellesma
págs. 479-497
The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement
Sofie Lietaert, Debora Roorda, Ferre Laevers, Karine Verschueren, Bieke De Fraine
págs. 498-518
The relationship between teacher burnout and student motivation
Bo Shen, Nate McCaughtry, Jeffrey J. Martin, Alex C. Garn, Noel Kulik, Mariane Fahlman
págs. 519-532
Reading and spelling skills in German third graders: Examining the role of student and context characteristics
Antje Suchodoletz, Ross A. A. Larsen, Catherine Gunzenhauser, Anika Fäsche
págs. 533-550
The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure
Giuliana Pinto, Christian Tarchi, Lucia Bigozzi
págs. 551-569
A comparison of technologically mediated and face-to-face help-seeking sources
Philip M. Reeves, Rayne A. Sperling
págs. 570-584
