H.W. Steenbeek
H.W. Steenbeek
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Explaining after by before: Basic aspects of a dynamic systems approach to the study of development
P van Geert, H Steenbeek
Developmental review 25 (3-4), 408-442, 2005
The dynamics of scaffolding
P van Geert, H Steenbeek
New ideas in Psychology 23 (3), 115-128, 2005
The emergence of learning-teaching trajectories in education: A complex dynamic systems approach
H Steenbeek, P van Geert
Nonlinear dynamics, psychology, and life sciences 17 (2), 233-267, 2013
A theory and dynamic model of dyadic interaction: Concerns, appraisals, and contagiousness in a developmental context
HW Steenbeek, PLC van Geert
Developmental Review 27 (1), 1-40, 2007
An empirical validation of a dynamic systems model of interaction: do children of different sociometric statuses differ in their dyadic play?
H Steenbeek, P Van Geert
Developmental science 11 (2), 253-281, 2008
A dynamic network model to explain the development of excellent human performance
RJR Den Hartigh, MWG Van Dijk, HW Steenbeek, PLC Van Geert
Frontiers in Psychology 7, 532, 2016
Scaffolding dynamics and the emergence of problematic learning trajectories
H Steenbeek, L Jansen, P van Geert
Learning and Individual Differences 22 (1), 64-75, 2012
A dynamic systems model of dyadic interaction during play of two children
H Steenbeek, P van Geert
European Journal of Developmental Psychology 2 (2), 105-145, 2005
The good, the bad and the ugly? The dynamic interplay between educational practice, policy and research
P Van Geert, H Steenbeek
Complicity: An International Journal of Complexity and Education 11 (2), 2014
A complexity and dynamic systems approach to development: measurement, modeling, and research
P Van Geert, H Steenbeek
Mind, brain, and education. Cambridge University Press, 2005
A process approach to children's understanding of scientific concepts: A longitudinal case study
S Van Der Steen, H Steenbeek, M Van Dijk, P Van Geert
Learning and Individual Differences 30, 84-91, 2014
Teaching students with Autism Spectrum Disorders: What are the needs of educational professionals?
S Van Der Steen, CH Geveke, AT Steenbakkers, HW Steenbeek
Teaching and Teacher Education 90, 103036, 2020
Assessment of preschooler’s scientific reasoning in adult–child interactions: What is the optimal context?
HB Meindertsma, MWG van Dijk, HW Steenbeek, PLC van Geert
Research in Science Education 44, 215-237, 2014
Stability of three methods for two-dimensional sociometric status determination based on the procedure of Asher, Singleton, Tinsley and Hymel
GH Maassen, H Steenbeek, P Geert
Social Behavior and Personality: an international journal 32 (6), 535-550, 2004
Ask, don't tell; A complex dynamic systems approach to improving science education by focusing on the co-construction of scientific understanding
S van Vondel, H Steenbeek, M van Dijk, P van Geert
Teaching and Teacher Education 63, 243-253, 2017
Modeling development and change
W Lowie, T Caspi, P Van Geert, H Steenbeek
A dynamic approach to second language development, 99-122, 2011
Understanding mind, brain, and education as a complex, dynamic developing system: Measurement, modeling, and research
P Van Geert, H Steenbeek
The educated brain: Essays in neuroeducation, 71-94, 2008
Application of skill theory to compare scientific reasoning of young children in different tasks
H Meindertsma, MWG Van Dijk, H Steenbeek, PLC Van Geert
Netherlands Journal of Psychology 67 (1), 9-19, 2012
Monte Carlo techniques: Statistical simulation for developmental data 1
P van Geert, H Steenbeek, S Kunnen
A dynamic systems approach to adolescent development, 43-51, 2012
Differences in problems of motivation in different special groups
ES Kunnen, HW Steenbeek
Child: Care, Health and Development 25 (6), 429-446, 1999
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