Teaching and learning in a multilingual Europe: findings from a cross-European study
Julie E. Dockrell, T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M. Martins, O. Sousa, S. Castro, H. B. Søndergaard Knudsen, P. Donau, B. Haznedar, M. Mikulajová, N. Gerdzhikova
págs. 293-320
Correction to: Teaching and learning in a multilingual Europe: findings from a cross-European study
págs. 321-323
págs. 325-340
The effects of perceived parental math support on middle school students’ math engagement: the serial multiple mediation of math self-efficacy and math enjoyment
págs. 341-354
Is dealing with errors in the classroom specific for school subjects?: A study of the error climate in mathematics, German, and English
págs. 355-373
págs. 375-389
Emotional profiles regarding maths among primary school children: A two-year longitudinal study
Lourdes Mata, Vera Monteiro, Francisco Peixoto, Natalie de Nóbrega dos Santos, Cristina Sanches, Marta Gomes
págs. 391-415
Review of research on teacher emotion during 1985–2019: a descriptive quantitative analysis of knowledge production trends
págs. 417-438
Multidimensional profiles of learning orientations and school achievement: a person-oriented approach in middle-school students
Giulia Vettori, Claudio Vezzani, Lucia Bigozzi, Giuliana Pinto
págs. 439-458
Welcoming mobile children at school: institutional responses and new questions
Laure Kloetzer, Sara Clarke-Habibi, Teuta Mehmeti, Tania Zittoun
págs. 459-488
The links between students’ relationships with teachers, likeability among peers, and bullying victimization: the intervening role of teacher responsiveness
Claudio Longobardi, Serena Ferrigno, Giulia Gullotta, Davide Marengo, Tomas Jungert, Robert Thornberg
págs. 489-506
Correction to: The links between students’ relationships with teachers, likeability among peers, and bullying victimization: the intervening role of teacher responsiveness: the intervening role of teacher responsiveness
Claudio Longobardi, Serena Ferrigno, Giulia Gullotta, Davide Marengo, Tomas Jungert, Robert Thornberg
págs. 507-508
págs. 509-530
Low-stakes performance testing in Germany by the VERA assessment: analysis of the mode effects between computer-based testing and paper-pencil testing
págs. 531-549
Learning by teaching face-to-face: the contributions of preparing-to-teach, initial-explanation, and interaction phases
págs. 551-566
págs. 567-584
First-year students’ social adjustment process in professional higher education: key experiences and their occurrence over time
págs. 585-604
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