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Slaviša Radović, Hans G. K. Hummel & Marjan Vermeulen. (2023) The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines. Teaching in Higher Education 28:6, pages 1173-1190.
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Janne Olavi Väätäjä. (2023) A community of practice approach to the co-development of digital pedagogy: a case study of primary school teacher education practicum. European Journal of Teacher Education 0:0, pages 1-18.
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Leena Ripatti-Torniainen & Leena Mikkola. (2023) Journalism Education as Scientific Education: Research University Students’ Engagement with Knowledge. Journalism Studies 24:2, pages 270-287.
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Arttu Mykkänen, Päivi Kupila & Asko Pekkarinen. (2022) Impact of students’ prior work experiences on their perceptions of practicums as support for their professional development. European Early Childhood Education Research Journal 30:5, pages 686-700.
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Slaviša Radović, Olga Firssova, Hans G. K. Hummel & Marjan Vermeulen. (2021) Strengthening the ties between theory and practice in higher education: an investigation into different levels of authenticity and processes of re- and de-contextualisation. Studies in Higher Education 46:12, pages 2710-2725.
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Sue Ashley, Harmen Schaap & Elly de Bruijn. (2021) Identifying Changes in International Business Undergraduates’ Conceptual Understanding. Scandinavian Journal of Educational Research 65:7, pages 1295-1308.
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Susanne Forsgren, Tanja Christensson, Gudrun Rudolfsson & Åsa Rejnö. (2021) To Attend or Not—The Reasoning Behind Nursing Students’ Attendance at Lectures: A Qualitative Study. Scandinavian Journal of Educational Research 65:3, pages 500-509.
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S. Defruyt, P. Wylleman, N. Stambulova, S. Cecić Erpič, M. Graczyk & K. De Brandt. (2021) Competencies of dual career support providers (DCSPs): A scenario-specific perspective. International Journal of Sport and Exercise Psychology 19:1, pages 43-60.
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Nur Atiqah Raduan & Seung-Il Na. (2020) An integrative review of the models for teacher expertise and career development. European Journal of Teacher Education 43:3, pages 428-451.
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Tarja-Riitta Hurme, Marjaana Puurtinen & Hans Gruber. (2019) When “doing” matters: The emergence of group–level regulation in planning for a music lesson. Music Education Research 21:1, pages 52-70.
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Articles from other publishers (22)
Chatchai Chatpinyakoop, Philip Hallinger & Parinya Showanasai. (2024) Assessing the effects of online simulation-based learning on skills in managing change for corporate sustainability. The International Journal of Management Education 22:2, pages 100960.
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Stefan E. Huber, Kristian Kiili, Steve Nebel, Richard M. Ryan, Michael Sailer & Manuel Ninaus. (2024) Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning. Educational Psychology Review 36:1.
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Kimberly Johnson, George P. Ernest Gbamanja & Andrew Unisa Dumbuya. (2023) Inclusion and Special Needs Education in Sierra Leone: Developing Local Expertise by Elevating Content and Context Connections. Journal of Special Education Preparation 3:3, pages 72-77.
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Renata Vidart Klafke, Maik Arnold & Claudia Tania Picinin. (2023) The abyss between theory and practice in business education: a reflection from teaching in Brazilian and German institutions of higher education. Discover Global Society 1:1.
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Slaviša Radović, Olga Firssova, Hans GK Hummel & Marjan Vermeulen. (2021) Improving academic performance: Strengthening the relation between theory and practice through prompted reflection. Active Learning in Higher Education 24:2, pages 139-154.
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Elif Eda Miskioğlu, Caitlyn Aaron, Caroline Bolton, Kaela M. Martin, Madeline Roth, Sanjeev M. Kavale & Adam R. Carberry. (2023) Situating intuition in engineering practice. Journal of Engineering Education 112:2, pages 418-444.
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Susanne Narciss & Joerg Zumbach. 2023. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching
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Ria den Hertog & Henny P. A. Boshuizen. (2021) Learning Professional Knowledge: Bachelor Nursing Students’ Experiences in Learning and Knowledge Quality Outcomes in a Competence-Based Curriculum. Vocations and Learning 15:1, pages 21-47.
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Kevin Muirhead, Leah Macaden, Keith Smyth, Colin Chandler, Charlotte Clarke, Rob Polson & Chris O’Malley. (2022) The characteristics of effective technology-enabled dementia education: a systematic review and mixed research synthesis. Systematic Reviews 11:1.
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Susanne Narciss & Jörg Zumbach. 2020. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching
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Jill E. Stefaniak & Hyejin Hwang. (2021) A systematic review of how expertise is cultivated in instructional design coursework. Educational Technology Research and Development 69:6, pages 3331-3366.
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Erica Bouw, Ilya Zitter & Elly de Bruijn. (2020) Designable elements of integrative learning environments at the boundary of school and work: a multiple case study. Learning Environments Research 24:3, pages 487-517.
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Susanne Narciss, Elsa Hammer, Gregor Damnik, Kerstin Kisielski & Hermann Körndle. (2020) Promoting Prospective Teacher Competencies for Designing, Implementing, Evaluating, and Adapting Interactive Formative Feedback Strategies. Psychology Learning & Teaching 20:2, pages 261-278.
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Harald E. Otto & Ferruccio Mandorli. (2021) Advancing formative assessment in MCAD education: The visual analytics of parametric feature-based solid models. Advanced Engineering Informatics 48, pages 101308.
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Michael St.Pierre & James M. Nyce. (2020) How novice and expert anaesthetists understand expertise in anaesthesia: a qualitative study. BMC Medical Education 20:1.
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Richard H. Swan, Kenneth J. Plummer & Richard E. West. (2020) Toward functional expertise through formal education: identifying an opportunity for higher education. Educational Technology Research and Development 68:5, pages 2551-2568.
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Andries S. Koster, Aukje K. Mantel-Teeuwisse, Herman J. Woerdenbag, Wilhelmina M. C. Mulder, Bob Wilffert, Tom Schalekamp, Henk Buurma, Ingeborg Wilting & Marnix P. D. Westein. (2020) Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands. Pharmacy 8:3, pages 117.
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Erica Bouw, Ilya Zitter & Elly de Bruijn. (2019) Characteristics of learning environments at the boundary between school and work – A literature review. Educational Research Review 26, pages 1-15.
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Ian M. Kinchin. 2019. Ensuring Quality in Professional Education Volume II. Ensuring Quality in Professional Education Volume II
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Quincy Elvira, Simon Beausaert, Mien Segers, Jeroen Imants & Ben Dankbaar. (2015) Development and validation of a Supportive Learning Environment for Expertise Development Questionnaire (SLEED-Q). Learning Environments Research 19:1, pages 17-41.
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