1.

Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teac...

2.

Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teac...

3.

Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teac...

4.

Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teac...

5.

Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teac...

6.

Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teac...

7.

Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teac...

8.

Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teac...

9.

Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teac...

1.

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

2.

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

3.

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

4.

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

5.

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

6.

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

7.

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

8.

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

9.

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

1.

Characteristics of test items focusing on meaningful learning and of the criteria used to judge and mark them: a case study in pre-vocational geography education in the Netherlands

2.

Characteristics of test items focusing on meaningful learning and of the criteria used to judge and mark them: a case study in pre-vocational geography education in the Netherlands

3.

Characteristics of test items focusing on meaningful learning and of the criteria used to judge and mark them: a case study in pre-vocational geography education in the Netherlands

4.

Characteristics of test items focusing on meaningful learning and of the criteria used to judge and mark them: a case study in pre-vocational geography education in the Netherlands

1.

How do the German and Dutch Curriculum Contexts influence (the Use of) Geography Textbooks?

2.

How do the German and Dutch Curriculum Contexts influence (the Use of) Geography Textbooks?

3.

How do the German and Dutch Curriculum Contexts influence (the Use of) Geography Textbooks?

4.

How do the German and Dutch Curriculum Contexts influence (the Use of) Geography Textbooks?

5.

How do the German and Dutch Curriculum Contexts influence (the Use of) Geography Textbooks?

6.

How do the German and Dutch Curriculum Contexts influence (the Use of) Geography Textbooks?

7.

How do the German and Dutch Curriculum Contexts influence (the Use of) Geography Textbooks?

8.

How do the German and Dutch Curriculum Contexts influence (the Use of) Geography Textbooks?

9.

How do the German and Dutch Curriculum Contexts influence (the Use of) Geography Textbooks?

1.

Identifying powerful geographical knowledge in integrated curricula in Dutch schools

2.

Identifying powerful geographical knowledge in integrated curricula in Dutch schools

3.

Identifying powerful geographical knowledge in integrated curricula in Dutch schools

4.

Identifying powerful geographical knowledge in integrated curricula in Dutch schools

5.

Identifying powerful geographical knowledge in integrated curricula in Dutch schools

6.

Identifying powerful geographical knowledge in integrated curricula in Dutch schools

7.

Identifying powerful geographical knowledge in integrated curricula in Dutch schools

8.

Identifying powerful geographical knowledge in integrated curricula in Dutch schools

9.

Identifying powerful geographical knowledge in integrated curricula in Dutch schools

1.

De noodzaak van meer integratie van sociale en fysische geografie in het universitair onderwijs in Nederland ; The need for a more integrated approach between human and physical ge...

2.

De noodzaak van meer integratie van sociale en fysische geografie in het universitair onderwijs in Nederland ; The need for a more integrated approach between human and physical ge...

3.

De noodzaak van meer integratie van sociale en fysische geografie in het universitair onderwijs in Nederland ; The need for a more integrated approach between human and physical ge...

4.

De noodzaak van meer integratie van sociale en fysische geografie in het universitair onderwijs in Nederland ; The need for a more integrated approach between human and physical ge...

5.

De noodzaak van meer integratie van sociale en fysische geografie in het universitair onderwijs in Nederland ; The need for a more integrated approach between human and physical ge...

6.

De noodzaak van meer integratie van sociale en fysische geografie in het universitair onderwijs in Nederland ; The need for a more integrated approach between human and physical ge...

7.

De noodzaak van meer integratie van sociale en fysische geografie in het universitair onderwijs in Nederland ; The need for a more integrated approach between human and physical ge...

8.

De noodzaak van meer integratie van sociale en fysische geografie in het universitair onderwijs in Nederland ; The need for a more integrated approach between human and physical ge...

9.

De noodzaak van meer integratie van sociale en fysische geografie in het universitair onderwijs in Nederland ; The need for a more integrated approach between human and physical ge...

1.

Geography teachers’ Practices regarding Summative Assessment: A Study of Pre-Vocational Education in the Netherlands

2.

Geography teachers’ Practices regarding Summative Assessment: A Study of Pre-Vocational Education in the Netherlands

3.

Geography teachers’ Practices regarding Summative Assessment: A Study of Pre-Vocational Education in the Netherlands

4.

Geography teachers’ Practices regarding Summative Assessment: A Study of Pre-Vocational Education in the Netherlands

1.

World-mindedness of students and their geography education at international (IB-DP) and regular schools in the Netherlands

2.

World-mindedness of students and their geography education at international (IB-DP) and regular schools in the Netherlands

3.

World-mindedness of students and their geography education at international (IB-DP) and regular schools in the Netherlands

4.

World-mindedness of students and their geography education at international (IB-DP) and regular schools in the Netherlands

5.

World-mindedness of students and their geography education at international (IB-DP) and regular schools in the Netherlands

1.

Meaningful learning and summative assessment in geograpgy education: An analysis in secondary education in the Netherlands

2.

Meaningful learning and summative assessment in geograpgy education: An analysis in secondary education in the Netherlands

3.

Meaningful learning and summative assessment in geograpgy education: An analysis in secondary education in the Netherlands

4.

Meaningful learning and summative assessment in geograpgy education: An analysis in secondary education in the Netherlands

1.

The need for a more integrated approach between human and physical geography at university-level education in the Netherlands

2.

The need for a more integrated approach between human and physical geography at university-level education in the Netherlands

3.

The need for a more integrated approach between human and physical geography at university-level education in the Netherlands

4.

The need for a more integrated approach between human and physical geography at university-level education in the Netherlands

5.

The need for a more integrated approach between human and physical geography at university-level education in the Netherlands

6.

The need for a more integrated approach between human and physical geography at university-level education in the Netherlands

7.

The need for a more integrated approach between human and physical geography at university-level education in the Netherlands

8.

The need for a more integrated approach between human and physical geography at university-level education in the Netherlands

9.

The need for a more integrated approach between human and physical geography at university-level education in the Netherlands