Nanke Dokter

234 Stimuleren van schoolse taalvaardigheid bij rekenen Sluijsmans, D. & K. Struyven (2014). Quality assurance in assessment: An introduction to this special issue. Studies in Educational Evaluation , 43 , 1-4. Smit, J. (2013). Scaffolding language in multilingual mathematics classrooms (diss. Utrecht University). Snow, C., H. Cancini, P. Gonzalez & E. Shriberg (1989). Giving formal definitions: An oral language correlate of school literacy. In D. Bloome (ed.), Classrooms and literacy . Norwood, NJ: Ablex, 233-249. Spanjers, I.A.E., K.D. Könings, J. Leppink & J.J.G. van Merriënboer (2014). Blended leren: Hype of verrijking van het onderwijs? Rapportage voor Kennisnet. Ontleend aan https://onderzoek.kennisnet.nl/app/uploads/2016/12/KennisnetverslagBlendedL eren.pdf Stein, M., R. Engle, M. Smith & E. Hughes (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning , 10 (4), 313-340. Straetmans G.J.J.M. & P.F. Sanders (2001). Beoordelen van competenties van docenten (brochure EPS-reeks 05). Utrecht: Drukkerij van Mechelen. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (eds.), Input in second language acquisition . Rowley, MA: Newbury House, 235-253. Swain, M. (2005). The output hypotheses: Theory and research. In E. Hinkel (ed.), Handbook of research in second language teaching and learning . Mahway, NJ: Lawrence Erlbaum Associates, 471-483. Swanborn, P. (2010). Basisboek sociaal onderzoek . Den Haag: Boom Onderwijs. Swet, J. & L. Munneke (2017). Praktijkgericht onderzoeken in het onderwijs . Den Haag: Boom Onderwijs. TAL-team i.s.m. Freudenthalinstituut (1999). Jonge kinderen leren rekenen. Tussendoelen Annex Leerlijnen . Groningen: Wolters-Noordhoff. Tellings, A., M. Hulsbosch, A. Vermeer & A. van den Bosch (2014). BasiLex: An 11.5- million-words corpus of Dutch texts written for children. Computational Linguistics in the Netherlands , 4, 191-208 . Tomasello, M. (2000). Do young children have adult syntactic competence? Cognition , 74 (3), 209-253. Uccelli, P., C.D. Barr, C.L. Dobbs, E. Phillips Galloway, A. Meneses & E. Sanchez (2015). Core Academic Language Skills (CALS): An expanded operational construct and a novel instrument to chart school-relevant language proficiency in pre- adolescent and adolescent learners. Applied Psycholinguistics , 36 (5), 1077-1109. Uccelli, P., Ö. Demir ‐ Lira, M. Rowe, S. Levine & S. Goldin ‐ Meadow (2019). Children’s early decontextualized talk predicts academic language proficiency in midadolescence. Child Development , 90 (5), 1650-1663. Veel, R. (1999). Language, knowledge and authority in school mathematics. In F. Christie (ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes . London: Continuum, 185-216.