“Let us discuss math”; Effects of shift‐problem lessons on mathematical discussions and level raising in early algebra von Calor, Sharon M., Dekker, Rijkje, van Drie, Jannet P., Zijlstra, Bonne J. H., Volman, Monique L. L.

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Correction to: “Let us discuss math”; Effects of shift-problem lessons on mathematical discussions and level raising in early algebra von Calor, Sharon M., Dekker, Rijkje, van Drie, Jannet P., Zijlstra, Bonne J. H., Volman, Monique L. L.

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Historical Reasoning: Towards a Framework for Analyzing Students' Reasoning about the Past von van Drie, Jannet, van Boxtel, Carla

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Teaching historical thinking and reasoning: Construction of an observation instrument von Gestsdóttir, Súsanna Margrét, Boxtel, Carla, Drie, Jannet

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The Effects of Explicit Teaching of Strategies, Second-Order Concepts, and Epistemological Underpinnings on Students' Ability to Reason Causally in History von Stoel, Gerhard L., van Drie, Jannet P., van Boxtel, Carla A. M.

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Writing about historical significance: The effects of a reading-to-write instruction von van Driel, Johan, Drie, Jannet van, van Boxtel, Carla

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Writing to Learn History: An Instructional Design Study von Holdinga, Lieke, Van Drie, Jannet, Janssen, Tanja, Rijlaarsdam, Gert

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Narratives and Multiperspectivity in Dutch Secondary School History Textbooks von Kropman, Marc, van Boxtel, Carla, van Drie, Jannet

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Theoretical triangulation as an approach for revealing the complexity of a classroom discussion von van Drie, Jannet, Dekker, Rijkje

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Student teacher professional growth on teaching historical thinking and reasoning: A case study on the use of an observation instrument von Gestsdóttir, Súsanna Margrét, van Drie, Jannet, van Boxtel, Carla

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Multiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons von Kropman, Marc, Van Boxtel, Carla, Van Drie, Jannet

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Epistemic beliefs and written historical reasoning: Exploring their relationship von Sendur, Kristin A., van Drie, Jannet, van Boxtel, Carla

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Struggling with historical significance: Reasoning, reading, and writing processes von van Driel, Johan, van Drie, Jannet, van Boxtel, Carla

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Improving writing in social studies through professional development: Effects on teachers’ beliefs, classroom practice and students’ writing von van Drie, Jannet, Janssen, Tanja, Groenendijk, Talita

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Writing in History: Effects of writing instruction on historical reasoning and text quality von Van Drie, J., Braaksma, M., Van Boxtel, C.

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The influence of multiperspectivity in history texts on students’ representations of a historical event von Kropman, Marc, van Drie, Jannet, van Boxtel, Carla

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Students evaluating the trustworthiness of historical sources and internet sources: A comparison von van der Eem, Maartje, van Drie, Jannet, Brand‐Gruwel, Saskia, van Boxtel, Carla

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Undergraduate L2 students’ performance when evaluating historical sources for reliability von Sendur, Kristin A., van Boxtel, Carla, van Drie, Jannet

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"That's in the Time of the Romans!" Knowledge and Strategies Students Use to Contextualize Historical Images and Documents von van Boxtel, Carla, van Drie, Jannet

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Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs von Stoel, Gerhard, Logtenberg, Albert, Wansink, Bjorn, Huijgen, Tim, van Boxtel, Carla, van Drie, Jannet

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