Eindhoven School of Education
|Slangen, L.A.M.P.||Teaching Robotics in Primary School||2016|
|Kock, Z.D.Q.P.||Toward physics education in agreement with the nature of science: Grade 9 electricity as a case||2016|
|Beer, H.T. de||Exploring Instantaneous Speed in Grade Five. A design Research||2016|
|Bogert, N.J. van den||On Teachers' visual perception and interpretation of classroom events using eye tracking and collaborative tagging methodologies||2016|
|Want, A.C. van der||Teachers' Interpersonal Role Identity||2015|
|Griethuijsen, R.A.L.F. van||Relationships between stuidents' interest in science, views of science and science teaching in upper primary and lower secondary education||2015|
|Coninx, N.S.||Measuring effectiveness of synchronous coaching using bug-in-ear device of pre-service teachers||2014|
|Goméz Puente, S.M.||Design-based learning : exploring an educational approach for engineering education||2014|
|Marée, T.J.||Scripted collaborative enriched skeleton concept mapping to foster meaningful learning||2013|
|Pillen, M.T.||Professional identity tensions of beginning teachers||2013|
|Keuvelaar-van den Bergh, L.||Teacher feedback during active learning : the development and evaluation of a professional development program||2013|
|Gorissen, P.J.B.||Facilitating the use of recorded lectures : analysing students' interactions to understand their navigational needs||2013|
|Diggelen, M.R. van||Effects of a self-assessment procedure on VET teachers' competencies in coaching students' reflection skills.||2013|
|Linden, W. van der||A design-based approach to introducing student teachers in conducting and using research||2012|
|Doppenberg, J.||Collaborative teacher learning. Settings, foci and powerful moments||2012|
|Vrijnsen-de Corte, M.||Researching the Teacher-Researcher. Practice-based research in Dutch professional development schools.||2012|
|Dehing, A.J.M.||Preparing students for workplace learning in higher engineering education||2012|
|Ketelaar, E.||Teachers and innovations: on the role of ownership, sense-making, and agency||2012|
|Putter, L. de||Science teachers designing context-based curriculum materials: developing context-based teaching competence||2012|
|Saeli, M.||Teaching programming for secondary school||2012|
|Stiphout, I. van||The development of algebraic proficiency||2011|
|Cornelissen, F.||Knowledge Processes in School-University Reseach Networks||2011|
|Kraemer, J.M.||Oplossingsmethoden voor aftrekken tot 100||2011|
|Bruin-Muurling, G.||The development of proficiency in the fraction domain||2010|
|Vos, M.A.J.||Interaction between teachers and teaching materials: on the implementation of context-based chemistry education||2010|
|Bakker, G. de.||Allocated only reciprocal peer support via instant messaging as a candidate for decreasing the tutoring load of teachers||2010|
|Van Bragt, C.A.C.||Students' educational careers in Higher Education: A search into key factors regarding study outcome||2010|
|Crasborn, F.J.A.J. en Hennissen, P.P.M.||The skilled mentor. Mentor teachers' use and acquisition of supervisory skills||2010|
|Mittendorff, K.M.||Career conversations in senior secondary vocational education||2010|
|Koopman, M.||Students' goal orientations, information processing strategies and knowledge development in competence-based pre-vocational secondary education||2010|
|Oemar Said, E.||De Da Vinci Case: een onderzoek naar de relaties tussen vernieuwende leeromgevingen en de motivatie en regulatievoorkeuren van leerlingen in het MBO||2009|
|Rohaan, E.J.||Testing teacher knowledge for technology teaching in primary schools||2009|
|Raessens, B.A.M.||De E-kubus: een analysemodel voor curricula||2009|
|Rajuan, M.||Student teachers’ perceptions of learning to teach as a basis for supervision of the mentoring relationship||2008|
|Hooreman, R.||Synchronous coaching of trainee teachers: an experimental approach||2008|
|Sande, R.A.W. van de.||Competentiegerichtheid en scheikunde leren: over metacognitieve opvattingen, leerresultaten en leeractiviteiten||2007|
Electronic versions of the most recent theses are included in the TU/e Repository. These electronic versions are made available as widely as possible (open access). If a department does not grant open access, access will be campus-only. The publications may then be viewed only by TU/e staff and students who are logged into the TU/e network.
Paper versions of theses that have not yet been digitized may be requested by TU/e students and staff for review from our Stackroom.
When possible theses that have been requested for review are digitized afterwards, so that they are available on-line in full text.
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2.2. The IEC has not received the thesis: there is also no catalog record (metadata).