"Spanish as a foreign language" teachers' profiles: inclusive beliefs, teachers' perceptions of student outcomes in the TCLA program, burnout, and experience
Antonio José Rojas Tejada, Raquel M. Cruz del Pino, Moshé Tatar, Pablo Sayans Jiménez
págs. 285-298
Knowledge about word structure in beginning readers: what specific links are there with word reading and spelling?
Monique Sanchez, Annie Magnan, Jean Ecalle
págs. 299-317
Consistency in teachers' judgments
Luisa Canal, Nicolao Bonini, Rocco Micciolo, Katya Tentori
págs. 319-327
How do teachers perceive cheating students? Beliefs about cues to deception and detection accuracy in the educational field
Tamara Marksteiner, Marc-André Reinhard, Oliver Dickhäuser, Siegfried L. Sporer
págs. 329-350
Teacher's perceptions of their significance towards their students: the effects of cultural background, gender, and school role
Moshé Tatar, Ruba Da'as
págs. 351-367
A phenomenological reinterpretation of Horner's fear of success in terms of social class
Jo-Hanna Ivers, Paul Downes
págs. 369-388
School type differences in attainment of developmental goals in students with visual impairment and sighted peers
Jens P. Pfeiffer, Martin Pinquart, Hannes Münchow
págs. 389-402
Cognitively demanding learning materials with texts and instructional pictures: teachers' diagnostic skills, pedagogical beliefs and motivation
Nele McElvany, Sascha Schroeder, Jürgen Baumert, Wolfgang Schnotz, Holger Horz, Mark Ullrich
págs. 403-420
The development of students' use of additive and proportional methods along primary and secondary school
Salvador Llinares Ciscar, Ceneida Fernández Verdú, Wim Van Dooren, Dirk De Bock, Lieven Verschaffel
págs. 421-438
The jigsaw technique and self-efficacy of vocational training students: a practice report
Céline Darnon, Céline Buchs, Delphine Desbar
págs. 439-449
© 2001-2024 Fundación Dialnet · Todos los derechos reservados
Coordinado por: