Huub van den Bergh
Affiliations: | Utrecht University, UiL-OTS |
Website:
https://www.uu.nl/medewerkers/HHvandenBergh/ProfielGoogle:
"Huub van den Bergh"Children
Sign in to add trainee| Hein Broekkamp | grad student | Utrecht University, UiL-OTS | |
| Klaske Elving | grad student | Utrecht University, UiL-OTS | |
| Marleen Kieft | grad student | Utrecht University, UiL-OTS | |
| Ton Koet | grad student | Utrecht University, UiL-OTS | |
| Milan Kríz | grad student | ||
| Sven de Maeyer | grad student | Utrecht University, UiL-OTS | |
| Rita Rymenans | grad student | Utrecht University, UiL-OTS | |
| Marion Tillema | grad student | Utrecht University, UiL-OTS | |
| Lieve Verheyden | grad student | Utrecht University, UiL-OTS | |
| Daphne van Weijen | grad student | Utrecht University, UiL-OTS |
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Publications
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| Bogaerds-Hazenberg STM, Evers-Vermeul J, van den Bergh H. (2022) What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum. Reading and Writing. 1-27 |
| Groenendijk T, Janssen T, Rijlaarsdam G, et al. (2013) The effect of observational learning on students' performance, processes, and motivation in two creative domains. The British Journal of Educational Psychology. 83: 3-28 |
| van Veen R, Evers-Vermeul J, Sanders T, et al. (2013) The influence of input on connective acquisition: a growth curve analysis of English because and German weil. Journal of Child Language. 40: 1003-31 |
| Kieft M, Rijlaarsdam G, Galbraith D, et al. (2007) The effects of adapting a writing course to students' writing strategies. The British Journal of Educational Psychology. 77: 565-78 |
| Broekkamp H, Van Hout-Wolters BH, Van den Bergh H, et al. (2004) Teachers' task demands, students' test expectations, and actual test content. The British Journal of Educational Psychology. 74: 205-20 |
| Kuhlemeier H, van den Bergh H, Rijlaarsdam G. (2002) The dimensionality of speaking and writing: a multilevel factor analysis of situational, task and school effects. The British Journal of Educational Psychology. 72: 467-82 |