1. Teaching historical contextualization: the construction of a reliable observation instrument

   • Tim Huijgen
   • Wim van de Grift
   • Paul Holthuis

   OriginalPaper Open access 28 March 2016 Pages: 159 - 181

   

2. Getting out the most of the combination of working and learning: the case of teachers-in-training in Flanders

   • David Gijbels
   • Eva Kyndt
   • Wouter Schelfhout

   OriginalPaper 03 June 2016 Pages: 183 - 199

3. Relationships between teachers’ metacognitive knowledge and students’ metacognitive knowledge and reading achievement

   • Piret Soodla
   • Anna-Liisa Jõgi
   • Eve Kikas

   OriginalPaper 23 February 2016 Pages: 201 - 218

   

4. Teaching interactive practices and burnout: a study on Italian teachers

   • Consuelo Mameli
   • Luisa Molinari

   OriginalPaper 18 February 2016 Pages: 219 - 234

5. University lecturers’ emotional responses to and coping with student feedback: a Finnish case study

   • Sonja Lutovac
   • Raimo Kaasila
   • Merja Maikkola

   OriginalPaper 19 April 2016 Pages: 235 - 250

6. All different or all the same? Exploring the diversity of professional practices in Portuguese school psychology

   • Sofia A. Mendes
   • Jon Lasser
   • Leandro S. Almeida

   OriginalPaper 29 March 2016 Pages: 251 - 269

7. Examining the relationship between holistic/analytic style and classroom learning behaviors of high school students

   • Hong-Yu Cheng
   • Shu-Qiang Zhang

   OriginalPaper 28 January 2016 Pages: 271 - 288

   

8. Participate or observe? Effects of economic classroom experiments on students’ economic literacy

   • Roel Grol
   • Esther-Mirjam Sent
   • Bregje de Vries

   OriginalPaper 06 February 2016 Pages: 289 - 310

   

9. On-entry assessment of school competencies and academic achievement: a comparison between Slovenia and Germany

   • Maša Vidmar
   • Frank Niklas
   • Marcus Hasselhorn

   OriginalPaper 25 February 2016 Pages: 311 - 331