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A. Postma,A. Jonkers,D. M. Mehta,W. A. Kamps,S. S. N. de Graafeachers and principals and supporting educators in the development of situated and dynamic conditions for learning, through school-university partnerships. .• The centrality of positive, caring teacher – student relationships, foregrounding emotional connection as a key component of effective lear
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W. Sizoo,J. Hollemaneachers and principals and supporting educators in the development of situated and dynamic conditions for learning, through school-university partnerships. .• The centrality of positive, caring teacher – student relationships, foregrounding emotional connection as a key component of effective lear
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J. A. M. Frederikseachers and principals and supporting educators in the development of situated and dynamic conditions for learning, through school-university partnerships. .• The centrality of positive, caring teacher – student relationships, foregrounding emotional connection as a key component of effective lear
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D. A. Bosch modules is more natural than the notion of free modules, it became clear that principal ideal domains needed to be replaced by Dedekind rings; this is much less traditional in the literature — but not more dif978-3-662-52505-0978-3-642-41269-1Series ISSN 2197-4209 Series E-ISSN 2197-4217
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J. B. Posner conditions for learning, through school-university partnerships. .• The centrality of positive, caring teacher – student relationships, foregrounding emotional connection as a key component of effective lear978-94-6300-133-5
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B. Juel-Jensen conditions for learning, through school-university partnerships. .• The centrality of positive, caring teacher – student relationships, foregrounding emotional connection as a key component of effective lear978-94-6300-133-5
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