SPEL En SPELEn OP de HU - Tilburg University, The Netherlands

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61
bijlage
CV & publicaties
Van der Aalsvoort, G., Ketelaars, M., & Karemaker, J. (2005).
Social play by young at­risk children: a microgenetic approach
to the study of emergent collaboration and numeracy. Journal of
Education, 35, 159­180.
Van der Aalsvoort, G. M., Van Tol, A. M., & Karemaker, A. M.
(2004). Social Play of Young Children At­Risk of Learning
Difficulties: a situated performance? International Journal of
Disability, Development and Education, 51, 151­171.
Van der Aalsvoort, D. (2003). (Van) samen spelen kan je leren.
De wereld van het jonge kind, 31, 71­74.
Van der Aalsvoort, G. M., & Lidz, C. S. (2002). Reciprocity in
dynamic assessment in classrooms: taking contextual influences
into account. In G.M. Van der Aalsvoort, W.C.M. Resing, &
A.J.J.M. Ruijssenaars (Eds.), Learning potential assessment and
cognitive training: Actual Research and Perspectives in theory
building and methodology. Amsterdam: JAI/Elsevier, 111­147.
Van der Aalsvoort, G. M., & Harinck, F. J. H. (2001).
Scaffolding: classroom teaching behavior for use with young
students with learning disabilities. Journal of Classroom
Interaction, 36/2, 37/1, 1, 29­40.
Van der Aalsvoort, G. M., & Harinck, F. J.H. (2000). Studying
Social Interaction in Instruction and Learning: Methodological
Approaches and Problems. In H. Cowie & G. van der Aalsvoort
(Eds.), Social Interaction in Learning and Instruction. The Meaning
of Discourse for the Construction of Knowledge. Amsterdam:
Pergamon Press, 5­20.