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Nicolette Van Halem
Nicolette Van Halem
Research Scholar, University of California, San Diego, department of educational studies
Geverifieerd e-mailadres voor ucsd.edu
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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
1142017
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
1122016
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
972019
Formative assessment in teacher talk during lesson studies
N van Halem, SL Goei, SF Akkerman
International Journal for Lesson and Learning Studies, 2016
142016
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
132020
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
72021
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 Halem, ...
Theory and Practice of Lesson Study in Mathematics, 285-315, 2019
72019
Investigating the relationships between online activity, learning strategies and grades to create learning analytics-supported learning designs
M Schmitz, M Scheffel, E Limbeek, N Halem, I Cornelisz, C Klaveren, ...
European conference on technology enhanced learning, 311-325, 2018
42018
Tracking patterns in self-regulated learning using students' self-reports and online trace data
N Halem, C Klaveren, H Drachsler, M Schmitz, I Cornelisz
Frontline learning research 8 (3), 140-163, 2020
22020
Accommodating Agency-Supportive Learning Environments in Formal Education
N van Halem
sine nomine, 2022
12022
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
Een analyse van leerling-centraal onderwijs in relatie tot onderwijsuitkomsten en beleidsinstrumenten.
I Cornelisz, N van Halem
Onderwijsraad, 2016
12016
Identifying high impact school improvements using conditional mean independent correlations and growth functions
N van Halem, I Cornelisz, A Daly, C van Klaveren
International Journal of Research & Method in Education, 1-18, 2022
2022
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
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
ACLA Working Paper Series 20192, 2019
2019
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 StudiŽn 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
VU Research Portal
N Van Halem, C Van Klaveren, H Drachsler, M Schmitz, I Cornelisz
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Artikelen 1–19