Effects of summer schools: Who benefits the most? von Monfrance, Mélanie, Haelermans, Carla, Schils, Trudie

Volltext

A Randomized Field Experiment Using Self-Reflection on School Behavior to Help Students in Secondary School Reach Their Performance Potential von Feron, Eva, Schils, Trudie

Volltext

Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study von Golle, Jessika, Schils, Trudie, Borghans, Lex, Rose, Norman

Volltext

Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education? von Beckers, Jorrick, Bolkenbaas, Sandra, Verbree, Anne-Roos, Schils, Trudie, van Gog, Tamara, de Bruin, Anique

Volltext

Who are the low educational achievers? An analysis in relation to gender, emotional stability and conscientiousness von Wehner, Caroline, Schils, Trudie

Volltext

Co-designing formative assessment practices: A collaboration between elementary school teachers and researchers to conceptualize and implement formative assessment as a unified pra... von Goertzen, Lars, Schils, Trudie, Heeneman, Sylvia

Volltext

Early retirement in Germany, the Netherlands, and the United Kingdom: A longitudinal analysis of individual factors and institutional regimes von Schils, Trudie

Volltext

When Academic Achievement (Also) Reflects Personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to Explain Differential Associations Between Achievement Measu... von Hübner, Nicolas, Spengler, Marion, Nagengast, Benjamin, Borghans, Lex, Schils, Trudie, Trautwein, Ulrich

Volltext

Disentangling aspects of teacher identity learning from reflective blogs: The development of a category system von Graus, Marcel, van de Broek, Ankie, Hennissen, Paul, Schils, Trudie

Volltext

Positive social relationships with peers and teachers as moderators of the Big-Fish-Little-Pond Effect von Schwabe, Franziska, Korthals, Roxanne, Schils, Trudie

Volltext

Track placement and the development of cognitive and non-cognitive skills von Korthals, Roxanne, Schils, Trudie, Borghans, Lex

Volltext

Who Benefits from Attending the Higher Track? The Effect of Track Assignment on Skill Development and the Role of Relative Age von Cotofan, Maria, Diris, Ron, Schils, Trudie

Volltext

Why do low-educated workers invest less in further training? von Fouarge, Didier, Schils, Trudie, Grip, Andries de

Volltext

The Effect of Early Retirement Incentives on the Training Participation of Older Workers von Fouarge, Didier, Schils, Trudie

Volltext

Gender gaps in primary school achievement von Golsteyn, Bart H.H., Schils, Trudie

Volltext

Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education? von Beckers, Jorrick, Bolkenbaas, Sandra, Verbree, Anne Roos, Schils, Trudie, van Gog, Tamara, de Bruin, Anique

Volltext

Sectoral variation in collectively agreed employment protection: Evidence from Dutch flexicurity von Schils, Trudie, Houwing, Hester

Volltext

Does the Teacher Beat the Test? The Value of the Teacher’s Assessment in Predicting Student Ability von Feron, Eva, Schils, Trudie, Weel, Bas ter

Volltext

The effect of early retirement incentives on the training participation of older workers von Fouarge, Didier, Schils, Trudie

Volltext

Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education? von Beckers, Jorrick, Verbree, Anne-Roos, Schils, Trudie, van Gog, Tamara, De Bruin, Anique

Volltext bestellen