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Scaffolding in Teacher—Student Interaction: A Decade of Research

Educational psychology review, 2010-09, Vol.22 (3), p.271-296

2010

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The sustainability of a teacher professional development programme for beginning urban teachers

Cambridge journal of education, 2017-01, Vol.47 (1), p.135-154

2017

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Does excellence matter? The influence of potential for excellence on students' motivation for specific collaborative tasks

Studies in higher education (Dorchester-on-Thames), 2018-11, Vol.43 (11), p.2059-2071

2018

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The relation between intellectual and metacognitive skills from a developmental perspective

Learning and instruction, 2004-02, Vol.14 (1), p.89-109

2004

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Induction of beginning teachers in urban environments: An exploration of the support structure and culture for beginning teachers at primary schools needed to improve retention of primary school teachers

Teaching and teacher education, 2014-08, Vol.42, p.23-33

2014

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Contribution of a professional development programme to the quality and retention of teachers in an urban environment

European journal of teacher education, 2015-01, Vol.38 (1), p.41-57

2015

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Developing a teacher identity in the university context: a systematic review of the literature

Higher education research and development, 2017-02, Vol.36 (2), p.325-342

2017

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Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint

Learning and instruction, 2004-12, Vol.14 (6), p.621-640

2004

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The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Instructional science, 2015-09, Vol.43 (5), p.615-641

2015

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Teacher Scaffolding in Small-Group Work: An Intervention Study

The Journal of the learning sciences, 2014-10, Vol.23 (4), p.600-650

2014

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The challenges of beginning teachers in urban primary schools

European journal of teacher education, 2017-01, Vol.40 (1), p.46-61

2017

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Promoting teacher scaffolding in small-group work: A contingency perspective

Teaching and teacher education, 2012-02, Vol.28 (2), p.193-205

2012

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Patterns of contingent teaching in teacher–student interaction

Learning and instruction, 2011-02, Vol.21 (1), p.46-57

2011

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The role of teaching courses and teacher communities in strengthening the identity and agency of teachers at university medical centres

Teaching and teacher education, 2017-10, Vol.67, p.399-409

2017

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Student learning experience as indicator of teaching quality

Educational assessment, evaluation and accountability, 2012-05, Vol.24 (2), p.99-111

2012

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Self-study in a community of learning researchers: What can we do to help teachers/teacher educators benefit from our research?

European educational research journal EERJ, 2007-12, Vol.6 (4), p.411-423

2007

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Does a community of learners foster self-regulated learning?

Technology, pedagogy and education, 2008-10, Vol.17 (3), p.183-193

Beishuizen, Jos

2008

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Informal teacher communities enhancing the professional development of medical teachers: a qualitative study

BMC medical education, 2016-04, Vol.16 (108), p.109-109, Article 109

2016

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Career guidance and student success in Dutch higher vocational education

Studies in higher education (Dorchester-on-Thames), 2015-11, Vol.40 (10), p.1947-1961

2015

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Asking Questions During Self-Directed Inductive Learning: Effects on Learning Outcome and Learning Processes

Interactive learning environments, 2004-12, Vol.12 (3), p.251-264

2004

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The Introduction of Portfolios in Higher Education: a comparative study in the UK and the Netherlands

European journal of education, 2006-09, Vol.41 (3-4), p.491-508

2006

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Supporting divergent and convergent production of test items for teachers in higher education

Thinking skills and creativity, 2016-06, Vol.20, p.1-16

2016

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Study strategies in a computer assisted study environment

Learning and instruction, 1999, Vol.9 (3), p.281-301

1999

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Pre-university Chemistry Students in a Mimicked Scholarly Peer Review

International journal of science education, 2014-01, Vol.36 (15), p.2514-2533

2014

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Learning to teach inquiry with ICT

Physics education, 2018, Vol.53 (1), p.15003

2018

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Scaffolding in Teacher—Student Interaction: A Decade of Research

The sustainability of a teacher professional development programme for beginning urban teachers

Does excellence matter? The influence of potential for excellence on students' motivation for specific collaborative tasks

The relation between intellectual and metacognitive skills from a developmental perspective

Induction of beginning teachers in urban environments: An exploration of the support structure and culture for beginning teachers at primary schools needed to improve retention of primary school teachers

Contribution of a professional development programme to the quality and retention of teachers in an urban environment

Developing a teacher identity in the university context: a systematic review of the literature

Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Teacher Scaffolding in Small-Group Work: An Intervention Study

The challenges of beginning teachers in urban primary schools

Promoting teacher scaffolding in small-group work: A contingency perspective

Patterns of contingent teaching in teacher–student interaction

The role of teaching courses and teacher communities in strengthening the identity and agency of teachers at university medical centres

Student learning experience as indicator of teaching quality

Self-study in a community of learning researchers: What can we do to help teachers/teacher educators benefit from our research?

Does a community of learners foster self-regulated learning?

Informal teacher communities enhancing the professional development of medical teachers: a qualitative study

Career guidance and student success in Dutch higher vocational education

Asking Questions During Self-Directed Inductive Learning: Effects on Learning Outcome and Learning Processes

The Introduction of Portfolios in Higher Education: a comparative study in the UK and the Netherlands

Supporting divergent and convergent production of test items for teachers in higher education

Study strategies in a computer assisted study environment

Pre-university Chemistry Students in a Mimicked Scholarly Peer Review

Learning to teach inquiry with ICT

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