Ausgabe 3/2022
Inhalt (16 Artikel)
Open Access
Original Paper
Environment–attitude relationships: girls in inquiry-based mathematics classrooms in the United Arab Emirates
Jennifer M. Robinson, Jill M. Aldridge
Open Access
Original Paper
Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments
Zainun Misbah, Judith Gulikers, Wahyu Widhiarso, Martin Mulder
Original Paper
Development and preliminary validation of the moral authorship questionnaire
Rob Gertsen, Sharon Klaassen, René Butter
Original Paper
Argumentation-based learning with digital concept mapping and college students’ epistemic beliefs
Dorit Alt, Yoav Kapshuk
Original Paper
Coping with teaching in innovative learning spaces: challenges, insights and practices
Hava E. Vidergor
Original Paper
Innovative learning spaces: class management and universal design for learning
Irit Sasson, Itamar Yehuda, Shirley Miedijensky
Original Paper
Measure of opportunity: assessing equitable conditions to learn twenty-first century thinking skills
Ross C. Anderson, Paul Beach
Open Access
Original Paper
The perception problem: a comparison of teachers’ self-perceptions and students’ perceptions of instructional quality
Benedikt Wisniewski, Sebastian Röhl, Benjamin Fauth
Open Access
Design-based research with mARC ID model: designing experiential learning environments
Slaviša Radović, Hans G. K. Hummel, Marjan Vermeulen
Open Access
Original Paper
Giving feedback on peers’ concept maps as a learning experience: does quality of reviewed concept maps matter?
Natasha Dmoshinskaia, Hannie Gijlers, Ton de Jong
Original Paper
Exemplary in teaching outside school: a case study of Open School in Denmark
Lars Emmerik Damgaard Knudsen, Eva Gjessing
Open Access
Original Paper
Smart schools on the way: How school principals from Catalonia approach the future of education within the fourth industrial revolution
Jordi Mogas, Ramon Palau, Marta Fuentes, Gisela Cebrián
Original Paper
Factors enabling and constraining students’ collaborative online international learning experiences
Anisa Vahed
Original Paper
Gender differences among students undertaking iSTEM projects in multidisciplinary vs unidisciplinary STEM classrooms in government vs nongovermnment schools: Classroom emotional climate and attitudes
Felicity I. McLure, Rekha B. Koul, Barry J. Fraser
Open Access
Original Paper
Using student feedback about the learning environment as a starting point for co-construction
Jill M. Aldridge, Silvana Bianchet