Nicolette Van Halem
Nicolette Van Halem
Research Scholar, University of California, San Diego, department of educational studies
Geverifieerd e-mailadres voor ucsd.edu
Titel
Geciteerd door
Geciteerd door
Jaar
Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics
P Warwick, M Vrikki, JD Vermunt, N Mercer, N van Halem
Zdm 48 (4), 555-569, 2016
822016
Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions
M Vrikki, P Warwick, JD Vermunt, N Mercer, N Van Halem
Teaching and teacher education 61, 211-224, 2017
782017
The impact of Lesson Study professional development on the quality of teacher learning
JD Vermunt, M Vrikki, N van Halem, P Warwick, N Mercer
Teaching and Teacher Education 81, 61-73, 2019
462019
Tracking Patterns in Self-Regulated Learning Using Students' Self-Reports and Online Trace Data.
N van Halema, C van Klaveren, H Drachsler, M Schmitz, I Cornelisz
Frontline Learning Research 8 (3), 140-163, 2020
112020
Formative assessment in teacher talk during lesson studies
N van Halem, SL Goei, SF Akkerman
International Journal for Lesson and Learning Studies, 2016
72016
Implementing a new mathematics curriculum in England: District Research Lesson Study as a driver for student learning, teacher learning and professional dialogue
P Dudley, P Warwick, M Vrikki, JD Vermunt, N Mercer, N van Halem, ...
Theory and Practice of Lesson Study in Mathematics, 285-315, 2019
62019
The effects of implementation barriers in virtually proctored examination: A randomised field experiment in Dutch higher education
N van Halem, C van Klaveren, I Cornelisz
Higher Education Quarterly 75 (2), 333-347, 2021
22021
Investigating the relationships between online activity, learning strategies and grades to create learning analytics-supported learning designs
M Schmitz, M Scheffel, E van Limbeek, N van Halem, I Cornelisz, ...
European conference on technology enhanced learning, 311-325, 2018
12018
Oefent een leerling meer door niveaudifferentiatie?: Het effect van data-gestuurde differentiatie op leerinspanning en de rol van eerder behaalde cijfers
N Van Halem, C Van Klaveren, I Cornelisz
Pedagogische studiŽn 94 (3), 182-195, 2017
12017
A Question of Trust: The Arcadia Unified Better Together Project
N van Halem
2020
Agency
C van der Veen, N van Halem
Zone 19 (2), 12-12, 2020
2020
Agency. De Reeks
C van der Veen, N van Halem
Zone, 2020
2020
ACLA WORKING PAPER SERIES
N VAN HALEM, C VAN KLAVEREN, I CORNELISZ
2019
The Effects of Implementation Barriers In Remote Online Proctored Examination: A Randomised Field Experiment in Dutch Higher Education.
N van Halem, C van Klaveren, I Cornelisz
2019
Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs
N van Halem, I Cornelisz, C van Klaveren, R Bemelmans, H Drachsler
Lifelong Technology-Enhanced Learning: 13th European Conference on†…, 2018
2018
Does a student practice more by level differentiation? The effect of data driven differentiation on learning effort and the role of previously obtained figures
N van Halem, C van Klaveren, I Cornelisz
PEDAGOGISCHE STUDIEN 94 (3), 182-195, 2017
2017
Connecting observations of student and teacher learning
P Warwick, M Vrikki, JD Vermunt, N Mercer, N van Halem
2016
Een analyse van leerling-centraal onderwijs in relatie tot onderwijsuitkomsten en beleidsinstrumenten.
I Cornelisz, N van Halem
Onderwijsraad, 2016
2016
LEARN! Vrije Universiteit Amsterdam
N van Halem
Het systeem kan de bewerking nu niet uitvoeren. Probeer het later opnieuw.
Artikelen 1–19