Teaching historical contextualization: the construction of a reliable observation instrument Tim HuijgenWim van de GriftPaul Holthuis OriginalPaper Open access 28 March 2016 Pages: 159 - 181
Getting out the most of the combination of working and learning: the case of teachers-in-training in Flanders David GijbelsEva KyndtWouter Schelfhout OriginalPaper 03 June 2016 Pages: 183 - 199
Relationships between teachers’ metacognitive knowledge and students’ metacognitive knowledge and reading achievement Piret SoodlaAnna-Liisa JõgiEve Kikas OriginalPaper 23 February 2016 Pages: 201 - 218
Teaching interactive practices and burnout: a study on Italian teachers Consuelo MameliLuisa Molinari OriginalPaper 18 February 2016 Pages: 219 - 234
University lecturers’ emotional responses to and coping with student feedback: a Finnish case study Sonja LutovacRaimo KaasilaMerja Maikkola OriginalPaper 19 April 2016 Pages: 235 - 250
All different or all the same? Exploring the diversity of professional practices in Portuguese school psychology Sofia A. MendesJon LasserLeandro S. Almeida OriginalPaper 29 March 2016 Pages: 251 - 269
Examining the relationship between holistic/analytic style and classroom learning behaviors of high school students Hong-Yu ChengShu-Qiang Zhang OriginalPaper 28 January 2016 Pages: 271 - 288
Participate or observe? Effects of economic classroom experiments on students’ economic literacy Roel GrolEsther-Mirjam SentBregje de Vries OriginalPaper 06 February 2016 Pages: 289 - 310
On-entry assessment of school competencies and academic achievement: a comparison between Slovenia and Germany Maša VidmarFrank NiklasMarcus Hasselhorn OriginalPaper 25 February 2016 Pages: 311 - 331