Self-evaluation - Technische Universiteit Eindhoven

Appendices self-evaluation research programme ESoE
preferred situation in terms of the context, process and outcomes of research.
European Journal of Teacher Education, in press.
Scientific book chapters
Brok, P.J. den, Want, A.C. van der, Beijaard, D. & Wubbels, Th. (2013). The interpersonal dimension
in the classroom: a model of teachers' interpersonal role identity, appraisal and teacher-student
relationships. In M. Newberry, A. Gallant & P. Riley (Eds.), Emotion in school:
understanding how the hidden curriculum influences relationships, leadership, teaching, and
learning. Emerald Publishers, in press.
Putter - Smits, L.G.A. de, Taconis, R., Driel, J.H. van & Jochems, W.M.G. (2013). Measuring
constructivist aspects of context-based learning environments in Dutch science classrooms. In
R Taconis & P.J. den Brok (Eds.), Teachers creating context based learning environments in
science. Rotterdam: Sense Publishers, accepted for publication.
Vrijnsen - de Corte, M.C.W., Brok, P.J. den, Bergen, T.C.M. & Kamp, M.J.A. (2013). Teachers’
perceptions of the school as a learning environment for practice-based research: testing a
model that describes relations between input, process and outcome variables. In M.S. Khine &
B.J. Fraser (Eds.), Structural equation modelling in learning environments research., accepted
for publication.
Professional publications
Schaik, M. van & Koopman, M. (2013). Kennis van betekenis voor vmbo-leerlingen. In M. van Schaik
& J. van der Waals (Eds.), Het VMBO van dichbij : bewegen tussen theorie en praktijk.
Amsterdam: Uitgeverij SWP, in press.
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