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Veerman, E., Karssen, M., Volman, M., & Gaikhorst, L. (2023). The contribution of two funds of identity interventions to well-being related student outcomes in primary education. Learning, Culture and Social Interaction, 38, Article 100680. Advance online publication. https://doi.org/10.1016/j.lcsi.2022.100680[details]
Volman, M. L. L., Gaikhorst, L., & Veerman, E. H. (2023). Funds of knowledge/identity pedagogies and social justice in Dutch primary education. In M. Esteban Guitart (Ed.), Funds of knowledge and identity pedagogies for social justice: International perspectives and praxis from communities, classrooms, and curriculum (pp. 69-85). Routledge, Taylor & Francis Group. Advance online publication. https://doi.org/10.4324/9781003369851-8
Veerman, E. H., Danbury, E., Duarte, J., & Gaikhorst, L. (2023). Meertaligheid in het basisonderwijs: Handboek voor onderwijsprofessionals: Hoe benut je de meertaligheid van leerlingen op school en in de klas? Werkplaats Onderwijsonderzoek Amsterdam. https://openresearch.amsterdam/nl/page/98893/meertaligheid-in-het-basisonderwijs
2022
Boogaard, M., Gaikhorst, L., Veerman, E., Gassler, Y., de Graaf, S., Joosse, B., & Ravensteijn, R. (2022). Werken met buitenschoolse kennisbronnen van leerlingen: Handreiking voor leraren. Werkplaats Onderwijsonderzoek Amsterdam. [details]
Gaikhorst, L., Boogaard, M., Veerman, E. H., Ben Salah, R., Zijlstra, A. H., & Blikslager, D. (2023). Gelijke Onderwijskansen: drie aanpakken uit de Werkplaats Onderwijsonderzoek Amsterdam (WOA). Paper presented at Onderwijs Research Dagen (ORD).
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