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Frontiers in Psychology|July 18, 2017
Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students' Writing DevelopmentPaula López, Mark Torrance, Gert Rijlaarsdam, et al.The British Journal of Educational Psychology|December 24, 2002
The dimensionality of speaking and writing: a multilevel factor analysis of situational, task and school effectsHans Kuhlemeier, Huub van den Bergh, Gert RijlaarsdamFrontiers in Psychology|July 22, 2021
Validation of the Writing Strategies Questionnaire in the Context of Primary Education: A Multidimensional Measurement ModelOlga Arias-Gundín, Sara Real, Gert Rijlaarsdam, et al.The British Journal of Educational Psychology|February 20, 2009
Two instructional designs for dialogic citizenship education: an effect studyJaap Schuitema, Wiel Veugelers, Gert Rijlaarsdam, et al.The British Journal of Educational Psychology|February 2, 2013
The effect of observational learning on students' performance, processes, and motivation in two creative domainsTalita Groenendijk, Tanja Janssen, Gert Rijlaarsdam, et al.The British Journal of Educational Psychology|October 3, 2007
The effects of adapting a writing course to students' writing strategiesMarleen Kieft, Gert Rijlaarsdam, David Galbraith, et al.The British Journal of Educational Psychology|November 26, 2014
Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognitionMarie-Thérèse van de Kamp, Wilfried Admiraal, Jannet van Drie, et al.The British Journal of Educational Psychology|May 8, 2004
Teachers' task demands, students' test expectations, and actual test contentHein Broekkamp, Bernadette H A M Van Hout-Wolters, Huub Van den Bergh, et al.Pageof 1