Acceso usuarios
Teaching historical contextualization: The construction of a reliable observation instrument
Tim Huijgen, Wim van de Grift, Carla Van Boxtel, Paul Holthuis
págs. 159-181
Getting out the most of the combination of working and learning: The case of teachers-in-training in Flanders
David Gijbels, Eva Kyndt, Lore Peeters, Wouter Schelfhout
págs. 183-199
Piret Soodla, Anna-Liisa Jõgi, Eve Kikas
págs. 201-218
Teaching interactive practices and burnout: A study on Italian teachers
Consuelo Mameli, Luisa Molinari
págs. 219-234
University lecturers’ emotional responses to and coping with student feedback: A Finnish case study
Sonja Lutovac, Raimo Kaasila, Jyrki Komulainen, Merja Maikkola
págs. 235-250
Sofia A. Mendes, Jon Lasser, Isabel M. P. Abreu-Lima, Leandro S. Almeida
págs. 251-269
Hong-Yu Cheng, Shu-Qiang Zhang
págs. 271-288
Participate or observe? Effects of economic classroom experiments on students’ economic literacy
Roel Grol, Esther Mirjam Sent, Bregje de Vries
págs. 289-310
On-entry assessment of school competencies and academic achievement: A comparison between Slovenia and Germany
Maša Vidmar, Frank Niklas, Wolfgang Schneider, Marcus Hasselhorn
págs. 311-331
