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Uit de studentenhandleiding van Orthopedagogiek: Onderwijsfactoren

De tentamenstof voor Orthopedagogiek: Onderwijsfactoren bestaat uit:

College 1:

• Higgen, S., & Mösko, M. (2020). Mental health and cultural and linguistic diversity as challenges in school? An interview study on the implications for students and teachers. PLoS ONE, 15, 1-21 (e0236160)
• Link: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0236160
• McCoy, S., & Banks, J. (2012). Simply Academic? Why children with special educational needs don’t like school. European Journal of Special Needs Education, 27, 81-97. Doi: 10.1080/08856257.2011.640487

College 2:

• Walker, S., & Graham, L. (2021). At risk students and teacher-student relationships: student characteristics, attitudes to school and classroom climate. International Journal of Inclusive Education, 25, 896-913. Doi: 10.1080/13603116.2019.1588925
• McCoy, S., Shevlin, M., & Rose, R. (2020). Secondary school transition for students with special educational needs in Ireland. European Journal of Special Needs Education, 35, 154-170. Doi: 10.1080/08856257.2019.1628338

College 3:

• Zurbriggen, C.L.A., Hofmann, V., Lehofer, M., & Schwab, S. (2023). Social classroom climate and personalized instruction as predictors of students’ social participation. International Journal of Inclusive Education, 27, 1223-1238. Doi: 10.1080/13603116.2021.1882590
• Grütter, J., & Meyer, B. (2014). Intergroup friendship and children’s intentions for social exclusion in integrative classrooms: the moderating role of teachers’ diversity beliefs. Journal of Applied Social Psychology, 44, 481–494. Doi: 10.1111/jasp.12240

College 4:

• Trane, F.E., & Wilcutt, E.G. (2023). Attention-Deficit/Hyperactivity Disorder and academic functioning: Reading, writing, and math abilities in a community sample of youth with and without ADHD. Research on Child and Adolescent Psychopathology, 51, 583-596. https://doi.org/10.1007/s10802-022-01004-1
• Morgan, P. L., Farkas, G., Hillemeier, M. M., Pun, W. H., & Maczuga, S. (2019). Kindergarten children's executive functions predict their second‐grade academic achievement and behavior. Child development, 90(5), 1802-1816. https://doi.org/10.1111/cdev.13095

College 5:

• Garcia, T., Rodriguez, C., Betts, L., Areces, D., & Gonzalez-Castro, P. (2016). How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels. Learning and Individual Differences, 49, 25-31.
• Kroesbergen, E.H., Huijsmans, M.D.E., & Kleemans, T. (2022). The heterogeneity of mathematical learning disabilities: Consequences for research and practice. International Electronic Journal of Elementary Education, 14, 227-241.

College 6:

• Catts, H.W., & Petscher, Y. (2022). A cumulative risk and resilience model of dyslexia. Journal of Learning Disabilities, 53, 171-184.
• Griskell, H.L., Gámez, P.B., & Lesaux, N.K. (2020). Assessing middle school dual language learners’ and English-only students’ motivation to participate in classroom discussion. Learning and Individual Differences, 77, 101799.

College 7:

• Prunty, M., & Barnett, A.L. (2017). Understanding handwriting difficulties: A comparison of children with and without motor impairment. Cognitive Neuropsychology, 34, 205-218
• Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14-30.