Page 213 - The SpeakTeach method - Esther de Vrind

Leiden University Graduate School of Teaching PhD dissertation series
Hoeflaak, A. (1994). Decoderen en interpreteren: een onderzoek naar het gebruik van strategieën bij het beluisteren van Franse nieuwsteksten.
Verhoeven, P. (1997). Tekstbegrip in het onderwijs klassieke talen.
Meijer, P.C. (1999). Teachers’ practical knowledge: Teaching reading comprehension in secondary
education.
Zanting, A. (2001). Mining the mentor’s mind: The elicitation of mentor teachers’ practical knowledge by prospective teachers.
Uhlenbeck, A.M. (2002). The development of an assessment procedure for beginning teachers of English as a foreign language.
Oolbekkink-Marchand, H.W. (2006). Teachers’ perspectives on self-regulated learning: An exploratory study in secondary and university education.
Henze-Rietveld, F.A. (2006). Science teachers’ knowledge development in the context of educational innovation.
Mansvelder-Longayroux, D.D. (2006). The learning portfolio as a tool for stimulating reflection by student teachers.
Meirink, J.A. (2007). Individual teacher learning in a context of collaboration in teams.
Nijveldt, M.J. (2008). Validity in teacher assessment: An exploration of the judgement processes of
assessors.
Bakker, M.E.J. (2008). Design and evaluation of video portfolios: Reliability, generalizability, and validity of an authentic performance assessment for teachers.
Oonk, W. (2009). Theory-enriched practical knowledge in mathematics teacher education.
Visser-Wijnveen, G.J. (2009). The research-teaching nexus in the humanities: Variations among academics.
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