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Jos Beishuizen
Jos Beishuizen
Professor of Higher Education, Vrije Universiteit Amsterdam
Geverifieerd e-mailadres voor vu.nl
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Scaffolding in teacher–student interaction: A decade of research
J Van de Pol, M Volman, J Beishuizen
Educational psychology review 22, 271-296, 2010
23122010
The relation between intellectual and metacognitive skills from a developmental perspective
MVJ Veenman, P Wilhelm, JJ Beishuizen
Learning and instruction 14 (1), 89-109, 2004
7122004
Developing a teacher identity in the university context: A systematic review of the literature
T Van Lankveld, J Schoonenboom, M Volman, G Croiset, J Beishuizen
Higher education research & development 36 (2), 325-342, 2017
4652017
Students’ and teachers’ cognitions about good teachers
JJ Beishuizen, E Hof, CM Van Putten, S Bouwmeester, JJ Asscher
British Journal of Educational Psychology 71 (2), 185-201, 2001
3072001
Patterns of contingent teaching in teacher–student interaction
J Van de Pol, M Volman, J Beishuizen
Learning and Instruction 21 (1), 46-57, 2011
2322011
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
J Van de Pol, M Volman, F Oort, J Beishuizen
Instructional Science 43, 615-641, 2015
2302015
Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint
MVJ Veenman, JJ Beishuizen
Learning and instruction 14 (6), 621-640, 2004
2152004
A conceptual framework for research on self-regulated learning
J Beishuizen, K Steffens
Self-regulated learning in technology enhanced learning environments, 1-19, 2011
1582011
Promoting teacher scaffolding in small-group work: A contingency perspective
J van de Pol, M Volman, J Beishuizen
Teaching and teacher education 28 (2), 193-205, 2012
1512012
Teacher scaffolding in small-group work: An intervention study
J van de Pol, M Volman, F Oort, J Beishuizen
Journal of the Learning Sciences 23 (4), 600-650, 2014
1382014
Student learning experience as indicator of teaching quality
Z Zerihun, J Beishuizen, W Van Os
Educational Assessment, Evaluation and Accountability 24, 99-111, 2012
1372012
The challenges of beginning teachers in urban primary schools
L Gaikhorst, J Beishuizen, B Roosenboom, M Volman
European Journal of Teacher Education 40 (1), 46-61, 2017
1272017
Studying textbooks: Effects of learning styles, study task, and instruction
J Beishuizen, E Stoutjesdijk, K Van Putten
Learning and Instruction 4 (2), 151-174, 1994
1201994
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 …
L Gaikhorst, JJ Beishuizen, IM Korstjens, MLL Volman
Teaching and Teacher Education 42, 23-33, 2014
1152014
Content effects in self-directed inductive learning
P Wilhelm, JJ Beishuizen
Learning and instruction 13 (4), 381-402, 2003
1152003
Contribution of a professional development programme to the quality and retention of teachers in an urban environment
L Gaikhorst, JJ Beishuizen, BJH Zijlstra, MLL Volman
European Journal of Teacher Education 38 (1), 41-57, 2015
1132015
Study strategies in a computer assisted study environment
JJ Beishuizen, ET Stoutjesdijk
Learning and instruction 9 (3), 281-301, 1999
1071999
Does a community of learners foster self‐regulated learning?
J Beishuizen
Technology, Pedagogy and Education 17 (3), 183-193, 2008
942008
Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers
T Van Lankveld, J Schoonenboom, RA Kusurkar, M Volman, J Beishuizen, ...
Advances in Health Sciences Education 22, 601-622, 2017
782017
The sustainability of a teacher professional development programme for beginning urban teachers
L Gaikhorst, JJJ Beishuizen, BJH Zijlstra, MLL Volman
Cambridge journal of education 47 (1), 135-154, 2017
752017
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Artikelen 1–20