Geert Ten Dam
Biographic Data
| ID | 388134 |
|---|---|
| NAME | Geert Ten Dam |
| GIVEN NAMES | Geert Ten |
| FAMILY NAME | Dam |
| SIGNATURE | TEN DAM G |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0003-2929-7920 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 526 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
On the Same Page? Examining Adolescents’ Civic Attitudes and the Role of Congruence in Civic Attitudes of Parents, Friends, and Classmates
Civic attitudes are crucial for a well-functioning democracy. Research shows these attitudes are influenced by adolescents’ families and peers. However, little is known about the interplay between these socializing agents. This study examines the role of similarity between parents’, friends’, and classmates’ trust in groups, institutions, and sources of information and positive attitudes toward people with a migration background. A total of 540 e…
Young Citizens Facing the Future: Understanding Adolescents’ Civic Engagement in Relation to Their Macrosocial Worries, and Civic Knowledge
As young citizens in an uncertain, complex and continuously changing world, adolescents have to navigate various societal challenges. This study explores whether civic engagement in adolescence relates to their macrosocial worries (negative expectations about the future of Europe and perceptions of global environmental threats). To deepen our understanding of individual differences in adolescents’ civic engagement, we use the concept of citizensh…
Citizenship in public, non-religious private and religious private schools. A comparison of student citizenship competences in Dutch secondary education
Social outcomes of education are crucial for both the individual and society. This paper focuses on the extent to which state-funded (non-)religious private and public schools differ in citizenship outcomes. Data were used on 123 schools from the International Civic and Citizenship Education Study 2016 in the Netherlands. Using multilevel analyses, we tested whether possible differences in school orientation can be understood from the characteris…
Track Differences in Civic and Democratic Engagement During Secondary Education: A New Panel Study From the Netherlands
Whether students educated in different ability tracks in secondary education develop different levels of civic and democratic engagement is yet unclear. To explore this issue, we focus on how schools bring students of different tracks and family backgrounds together, and whether such between-school differences are associated with varying growth rates in civic and democratic engagement during secondary education. Using newly collected 4-year panel…
Conditionally supporting freedom of speech: How cognitive sophistication and social identity affect adolescents’ support for freedom of speech and its restrictions
Democracy requires the socialization of young people into democratic values. Yet, support for these democratic values cannot be unconditional, because they conflict in concrete situations. This paper aims to explain to what extent and why young adolescents support freedom of speech in uncontested and contested situations. We combine insights from moral development, political socialization, and social identity theory as mechanisms behind support f…
What does society want adolescents to know about civics
Using a mixed-methods approach, this paper investigates current views within society about what civic knowledge is important for students leaving secondary education. We combined questionnaire data from a representative national sample with data from a multiple-case study among several focus groups of stakeholders with various roles in society. The results show that there is broad consensus in society about the civic knowledge that is important f…
Towards a Comprehensive School Effectiveness Model of Citizenship Education: An Empirical Analysis of Secondary Schools in The Netherlands
We still have only a limited understanding of the effectiveness of schools in promoting citizenship, the factors explaining this effectiveness and the way in which these aspects interact. Using elaborate cross-sectional data from students, teachers, team leaders and school leaders at 78 Dutch secondary schools, this study empirically examines a school effectiveness model of citizenship education in order to achieve a more comprehensive explanatio…
What Do Adolescents Know about Citizenship? Measuring Student's Knowledge of the Social and Political Aspects of Citizenship
This paper analyses how young people's citizenship knowledge is related to the different domains of citizenship in their daily lives. Based on a representative sample of some 5300 students in the third year of 80 Dutch secondary schools, our study relates citizenship knowledge to student background and school characteristics. The knowledge test developed for this study situates citizenship knowledge in the literature and the societal and politica…
Adolescent citizenship and educational track: A qualitative study on the development of views on the common good
Studies show adults’ attitudes towards citizenship to be related to their educational level. It has been claimed that higher educated people more often possess ‘good’ citizenship values. However, only limited insight exists into how differences in citizenship attitudes between adolescents from various educational tracks develop over time. In this qualitative longitudinal study, we investigate the perspectives of adolescents from different educati…
Growing into politics? The development of adolescents’ views on democracy over time
This study focuses on how views on democracy develop during adolescence. A total of 40 Dutch adolescents were interviewed in their second and fourth year of secondary education. The study shows that the interviewed adolescents do become more familiar with politics but do not develop more nuanced views towards democracy. As the adolescents age, a one-dimensional perspective on democracy becomes more apparent. In the interviewees’ perspective, demo…
Youth citizenship at the end of primary school: The role of language ability
Schools are expected to fulfil different types of goals, including citizenship development. An important question is to what extent schools can simultaneously promote different learning outcomes. In this paper, we investigate the relationship between language ability and youth citizenship. Using a representative sample of 2429 grade 6 pupils (age 11–13) in 138 primary schools in the Netherlands, our findings confirm that language ability is stron…
Contemplating modes of assessing citizenship competences
Improving the quality of education through self-evaluation in Dutch secondary schools
Democracy always comes first’: Adolescents’ views on decision-making in everyday life and political democracy
Research shows adolescents to be positively oriented towards democracy, but little is known about what it actually means to them and what their views are on decision-making in both everyday situations and political democracy. To gain insight into these aspects of adolescents’ democratic views, we have interviewed 40 Dutch adolescents from second grade of different types of high school. Potential conflict between various democratic principles prev…
Effects of transfer-oriented curriculum on multiple behaviors in the Netherlands
Many school health promotion curricula address a single health behavior, without paying attention to potential learning effects in associated behavioral domains. We developed an innovative curriculum about smoking and safe sex that also focused on promoting students' transfer of knowledge, skills and attitudes to other domains. In a quasi-experimental study involving 1107 students (Grades 7 and 8) in the Netherlands, the curriculum was compared w…
Citizenship orientations and knowledge in primary and secondary education
Despite widespread attention to citizenship in educational practice, knowledge of the citizenship of students is still fragmented. We therefore present a comprehensive framework to integrate empirical data and theoretical insights into the citizenship of young people today. To develop and validate the framework, we conducted exploratory and confirmative factor analyses on measures of citizenship attitudes, skills, reflection and knowledge for a s…
Fostering teachers' professional development for citizenship education
Gender-inclusive game-based learning in secondary education
Boys show a stronger preference for digital entertainment games than girls. For this reason, it may be that game-based learning is more acceptable to boys than to girls. Yet game-based learning might improve the performance of both boys and girls, depending upon the instructional design. In a quasi-experimental study with a secret-trail game, effects were examined on students' subject-matter knowledge. Analysis of covariance revealed that both bo…
Researching how and what teachers learn from innovating their own educational practices: The ins and outs of a high-quality design
This article describes experiences with a qualitative research project into teachers’ learning from innovating their own educational practices. Decades of New Public Management (NPM) in the Netherlands, with its top-down and businesslike approach to areas of public interest, obscured the learning and innovating capacity of teachers, teams, and schools. Merely studying the learning processes which take place at a teacher level would present insuff…
Citizenship in young people's daily lives: Differences in citizenship competences of adolescents in the Netherlands
The results of a nationwide study of the citizenship competences of adolescents in the Netherlands are presented from the perspective of democratic citizenship in this article. Citizenship competences are defined as the knowledge, skills, attitudes and reflection needed by young people in a democratic and multicultural society to adequately fulfil social tasks that are part of their daily lives. The Citizenship Competences Questionnaire was admin…
Inclusiveness of ICT in secondary education: Students’ appreciation of ICT tools
This paper presents the results of a study on students’ appreciation of information and communication technology (ICT) applications in schools for general secondary education. We investigate to what extent students from different gender and ethnic backgrounds appreciate various characteristics of ICT tools. The research question is, ‘How are students’ characteristics related to their appreciation of ICT tools in secondary education?’ A survey was…
‘This baby…it isn't alive.’ Towards a community of learners for vocational orientation
The aim of this study is to contribute to the innovation of pre‐vocational education, in particular, students' orientation at possible future occupations. From our theoretical understanding, vocational orientation that makes sense to students requires them to be part of a ‘community of learners for vocational orientation’. In such a community, students are stimulated to learn deliberately while participating in vocational practices. In this artic…
Two instructional designs for dialogic citizenship education: An effect study
Background Despite the renewed interest in citizenship education, relatively little is known about effective ways to realize citizenship education in the classroom. In the literature on citizenship education, dialogue is considered to be a crucial element. However, there is very little, if any, empirical research into the different ways to stimulate dialogue. Aim The main aim of this study is to arrive at an understanding of how citizenship educa…
Social competence as an educational goal: The role of the ethnic composition and the urban environment of the school
Learning and the development of social identities in the subjects Care and Technology
This article discusses the way in which social identities structure the learning processes of students in two subjects in the Dutch secondary school curriculum—Care and Technology. It analyses interviews with 23 students and their teachers with a view to explaining the disappointing results in these subjects in terms of breaking through gender and class‐related preferences and learning outcomes. The subjects Care and Technology refer to social pr…
Getting Smart: Feminist Research and Pedagogy with/in the Postmodern
A Life Jacket or an Art of Living: Inequality in Social Competence Education
After a period in which the emphasis in education was on “the basics,” increasing attention has been paid at the turn of the century to the “moral task of education” in the Netherlands. Schools are not only expected to prepare students for further education and/or the labour market but also for participating in society in the broadest sense, for example, in politics, care, and culture. In this article we will focus on one aspect of students’ deve…
Citizenship in young people's daily lives: Differences in citizenship competences of adolescents in the Netherlands
The results of a nationwide study of the citizenship competences of adolescents in the Netherlands are presented from the perspective of democratic citizenship in this article. Citizenship competences are defined as the knowledge, skills, attitudes and reflection needed by young people in a democratic and multicultural society to adequately fulfil social tasks that are part of their daily lives. The Citizenship Competences Questionnaire was admin…
Towards a Comprehensive School Effectiveness Model of Citizenship Education: An Empirical Analysis of Secondary Schools in The Netherlands
We still have only a limited understanding of the effectiveness of schools in promoting citizenship, the factors explaining this effectiveness and the way in which these aspects interact. Using elaborate cross-sectional data from students, teachers, team leaders and school leaders at 78 Dutch secondary schools, this study empirically examines a school effectiveness model of citizenship education in order to achieve a more comprehensive explanatio…
Learning through participation. The potential of school-based teacher education for developing a professional identity
Fostering teachers' professional development for citizenship education
Democracy always comes first’: Adolescents’ views on decision-making in everyday life and political democracy
Research shows adolescents to be positively oriented towards democracy, but little is known about what it actually means to them and what their views are on decision-making in both everyday situations and political democracy. To gain insight into these aspects of adolescents’ democratic views, we have interviewed 40 Dutch adolescents from second grade of different types of high school. Potential conflict between various democratic principles prev…
Social competence as an educational goal: The role of the ethnic composition and the urban environment of the school
Equal but Different: Contradictions in the development of gender identity in the 1990s
At the present time, youngsters develop gender identities in a context in which contradictory discourses exist on femininity and masculinity. They have to accommodate both the fact that gender is an important structuring category in society and the fact that many people currently consider gender inequality to be undesirable. This article argues that an understanding of the ambivalences in current discourses on gender provides the key to the devel…
Teaching Women's History in Secondary Education: Constructing Gender Identity
Women's history was included as a compulsory examination subject for all secondary school students in the Netherlands in 1990 and 1991. We present some of the results of a research project regarding the impact of teaching women's history to young women. Three levels of women's history content included in the curriculum and the exam are identified—women in traditionally male roles, women in traditionally female roles, and gender as a historical co…
Growing into politics? The development of adolescents’ views on democracy over time
This study focuses on how views on democracy develop during adolescence. A total of 40 Dutch adolescents were interviewed in their second and fourth year of secondary education. The study shows that the interviewed adolescents do become more familiar with politics but do not develop more nuanced views towards democracy. As the adolescents age, a one-dimensional perspective on democracy becomes more apparent. In the interviewees’ perspective, demo…
Feminist research and educational policy
This article considers the potential contribution to equal educational opportunities policy of recent insights from feminist theory and research inspired by postmodernism. First, a general outline of this contribution is presented by means of a discussion of three twin concepts, which recent debates in feminist theory have centred on: socialization and construction, equality and difference, and diversity and generality. Second, three recent targe…
Conceptualising Gender Differences in Educational Research: The case of the Netherlands
This article analyses educational research on gender inequality carried out in the Netherlands between 1982 and 1991. It can be regarded as a case study on the conceptualisation of the problem of gender inequality in education. In the Netherlands two types of research can be identified: policy‐orientated research, which was largely concerned with primary and secondary education, and action research which developed from within and focused on adult…
Citizenship orientations and knowledge in primary and secondary education
Despite widespread attention to citizenship in educational practice, knowledge of the citizenship of students is still fragmented. We therefore present a comprehensive framework to integrate empirical data and theoretical insights into the citizenship of young people today. To develop and validate the framework, we conducted exploratory and confirmative factor analyses on measures of citizenship attitudes, skills, reflection and knowledge for a s…
The gender inclusiveness of a women's history curriculum in secondary education
Educational policies on migrants and minorities in the Netherlands: Success or failure
In common with other European countries, the Dutch government has pursued an active educational policy on migrants and minorities focusing on integration. This article presents the results of a study into the objectives and results of this policy between 1970 and 2002. Were the desired objectives achieved or were the outcomes of the educational policy the opposite of what was intended? To what extent did the integration policy in the Netherlands …
Care for Citizenship: An Analysis of the Debate on the Subject Care
In 1993 the subject Care was introduced as a compulsory subject in Dutch secondary schools. This article analyzes the heated discussion preceding this decision which raised fundamental issues concerning “citizenship” and the objectives of education. Both opponents and proponents used the same oppositions in the debate, namely, the private sphere versus the public sphere, and cognitive education versus practical and moral education. We argue that …
Conditionally supporting freedom of speech: How cognitive sophistication and social identity affect adolescents’ support for freedom of speech and its restrictions
Democracy requires the socialization of young people into democratic values. Yet, support for these democratic values cannot be unconditional, because they conflict in concrete situations. This paper aims to explain to what extent and why young adolescents support freedom of speech in uncontested and contested situations. We combine insights from moral development, political socialization, and social identity theory as mechanisms behind support f…
What Do Adolescents Know about Citizenship? Measuring Student's Knowledge of the Social and Political Aspects of Citizenship
This paper analyses how young people's citizenship knowledge is related to the different domains of citizenship in their daily lives. Based on a representative sample of some 5300 students in the third year of 80 Dutch secondary schools, our study relates citizenship knowledge to student background and school characteristics. The knowledge test developed for this study situates citizenship knowledge in the literature and the societal and politica…
Youth citizenship at the end of primary school: The role of language ability
Schools are expected to fulfil different types of goals, including citizenship development. An important question is to what extent schools can simultaneously promote different learning outcomes. In this paper, we investigate the relationship between language ability and youth citizenship. Using a representative sample of 2429 grade 6 pupils (age 11–13) in 138 primary schools in the Netherlands, our findings confirm that language ability is stron…
Learning and the development of social identities in the subjects Care and Technology
This article discusses the way in which social identities structure the learning processes of students in two subjects in the Dutch secondary school curriculum—Care and Technology. It analyses interviews with 23 students and their teachers with a view to explaining the disappointing results in these subjects in terms of breaking through gender and class‐related preferences and learning outcomes. The subjects Care and Technology refer to social pr…
Ways of Knowing and Patterns of Reasoning: Women and men in adult secondary education
Unlike most studies on gender and learning, which use general theoretical frameworks (and instruments) on student learning, this article investigates the Epistemological Reflection Model which has been developed from a gender perspective. This cognitive development model includes four hierarchically ordered ways of knowing, and two patterns of reasoning within each of these ways of knowing. The patterns of reasoning are assumed to be gender-relat…
Citizenship in public, non-religious private and religious private schools. A comparison of student citizenship competences in Dutch secondary education
Social outcomes of education are crucial for both the individual and society. This paper focuses on the extent to which state-funded (non-)religious private and public schools differ in citizenship outcomes. Data were used on 123 schools from the International Civic and Citizenship Education Study 2016 in the Netherlands. Using multilevel analyses, we tested whether possible differences in school orientation can be understood from the characteris…
Track Differences in Civic and Democratic Engagement During Secondary Education: A New Panel Study From the Netherlands
Whether students educated in different ability tracks in secondary education develop different levels of civic and democratic engagement is yet unclear. To explore this issue, we focus on how schools bring students of different tracks and family backgrounds together, and whether such between-school differences are associated with varying growth rates in civic and democratic engagement during secondary education. Using newly collected 4-year panel…
Adolescent citizenship and educational track: A qualitative study on the development of views on the common good
Studies show adults’ attitudes towards citizenship to be related to their educational level. It has been claimed that higher educated people more often possess ‘good’ citizenship values. However, only limited insight exists into how differences in citizenship attitudes between adolescents from various educational tracks develop over time. In this qualitative longitudinal study, we investigate the perspectives of adolescents from different educati…
Conceptualising Gender Differences in Educational Research: The case of the Netherlands
This article analyses educational research on gender inequality carried out in the Netherlands between 1982 and 1991. It can be regarded as a case study on the conceptualisation of the problem of gender inequality in education. In the Netherlands two types of research can be identified: policy‐orientated research, which was largely concerned with primary and secondary education, and action research which developed from within and focused on adult…
Integration and Professionalization of Women's Care in the Netherlands
In this article we present women's care in the Netherlands as a case study of the effects of a government's policy favoring integration. Women's care has been expanded considerably over the past fifteen years, both inside and outside of the institutional framework. Most of these initiatives started without substantial governmental support. In the 1980s the Dutch government subsidized five national women's care projects. The government assigned an…
Getting Smart: Feminist Research and Pedagogy with/in the Postmodern
Feminist research and educational policy
This article considers the potential contribution to equal educational opportunities policy of recent insights from feminist theory and research inspired by postmodernism. First, a general outline of this contribution is presented by means of a discussion of three twin concepts, which recent debates in feminist theory have centred on: socialization and construction, equality and difference, and diversity and generality. Second, three recent targe…
Drop‐out from adult education: Social environment, school culture and perceptions
This article concerns drop‐out from daytime education for adults. Special attention is paid to gender differences. According to the theoretical framework developed by Tinto, the level of integration in the academic system and the social system of the institute is an important determining factor in drop‐out. Research carried out by, for example, Woodley and Parlett and Bean and Metzner emphasizes the importance of two social systems in drop‐out: t…
Teaching Women's History in Secondary Education: Constructing Gender Identity
Women's history was included as a compulsory examination subject for all secondary school students in the Netherlands in 1990 and 1991. We present some of the results of a research project regarding the impact of teaching women's history to young women. Three levels of women's history content included in the curriculum and the exam are identified—women in traditionally male roles, women in traditionally female roles, and gender as a historical co…
The gender inclusiveness of a women's history curriculum in secondary education
Ways of Knowing and Patterns of Reasoning: Women and men in adult secondary education
Unlike most studies on gender and learning, which use general theoretical frameworks (and instruments) on student learning, this article investigates the Epistemological Reflection Model which has been developed from a gender perspective. This cognitive development model includes four hierarchically ordered ways of knowing, and two patterns of reasoning within each of these ways of knowing. The patterns of reasoning are assumed to be gender-relat…
Care for Citizenship: An Analysis of the Debate on the Subject Care
In 1993 the subject Care was introduced as a compulsory subject in Dutch secondary schools. This article analyzes the heated discussion preceding this decision which raised fundamental issues concerning “citizenship” and the objectives of education. Both opponents and proponents used the same oppositions in the debate, namely, the private sphere versus the public sphere, and cognitive education versus practical and moral education. We argue that …
Equal but Different: Contradictions in the development of gender identity in the 1990s
At the present time, youngsters develop gender identities in a context in which contradictory discourses exist on femininity and masculinity. They have to accommodate both the fact that gender is an important structuring category in society and the fact that many people currently consider gender inequality to be undesirable. This article argues that an understanding of the ambivalences in current discourses on gender provides the key to the devel…
A multilevel meta‐analysis of gender differences in learning orientations
Background . Reviewing gender differences in learning processes does not result in a clear and coherent picture of the magnitude and direction of gender differences (Severiens & ten Dam, 1994). The results not only differ on several dimensions but at times they are actually contradictory. Aims . The aim of the present study is to obtain a more coherent picture of gender differences in learning orientations. Samples . To provide this picture, a me…
The leeway of qualitative educational research: A case study
This article presents a case study into the question of how research-internal and research-external factors influence the leeway of qualitative research, and ultimately determine which questions can and cannot be addressed in research. First an overview is presented of the position of qualiative research in the field of education in The Netherlands. This position is then analysed by situating educational research in the particular research politi…
A Life Jacket or an Art of Living: Inequality in Social Competence Education
After a period in which the emphasis in education was on “the basics,” increasing attention has been paid at the turn of the century to the “moral task of education” in the Netherlands. Schools are not only expected to prepare students for further education and/or the labour market but also for participating in society in the broadest sense, for example, in politics, care, and culture. In this article we will focus on one aspect of students’ deve…
Critical thinking as a citizenship competence: Teaching strategies
Comparison of Dutch ethnic minority and majority engineering students: Social and academic integration
Study careers of minority students in Dutch higher education are still less successful compared with the careers of majority students. Minority students still seem to experience more difficulties than majority students. Vincent Tinto’s twin concepts of academic and social integration are used here to explore the experiences of minority and majority students in Dutch higher engineering education. Based on a small‐scale interview study, it is shown…
Educational policies on migrants and minorities in the Netherlands: Success or failure
In common with other European countries, the Dutch government has pursued an active educational policy on migrants and minorities focusing on integration. This article presents the results of a study into the objectives and results of this policy between 1970 and 2002. Were the desired objectives achieved or were the outcomes of the educational policy the opposite of what was intended? To what extent did the integration policy in the Netherlands …
Learning through participation. The potential of school-based teacher education for developing a professional identity
Learning and the development of social identities in the subjects Care and Technology
This article discusses the way in which social identities structure the learning processes of students in two subjects in the Dutch secondary school curriculum—Care and Technology. It analyses interviews with 23 students and their teachers with a view to explaining the disappointing results in these subjects in terms of breaking through gender and class‐related preferences and learning outcomes. The subjects Care and Technology refer to social pr…
Social competence as an educational goal: The role of the ethnic composition and the urban environment of the school
Two instructional designs for dialogic citizenship education: An effect study
Background Despite the renewed interest in citizenship education, relatively little is known about effective ways to realize citizenship education in the classroom. In the literature on citizenship education, dialogue is considered to be a crucial element. However, there is very little, if any, empirical research into the different ways to stimulate dialogue. Aim The main aim of this study is to arrive at an understanding of how citizenship educa…
‘This baby…it isn't alive.’ Towards a community of learners for vocational orientation
The aim of this study is to contribute to the innovation of pre‐vocational education, in particular, students' orientation at possible future occupations. From our theoretical understanding, vocational orientation that makes sense to students requires them to be part of a ‘community of learners for vocational orientation’. In such a community, students are stimulated to learn deliberately while participating in vocational practices. In this artic…
Inclusiveness of ICT in secondary education: Students’ appreciation of ICT tools
This paper presents the results of a study on students’ appreciation of information and communication technology (ICT) applications in schools for general secondary education. We investigate to what extent students from different gender and ethnic backgrounds appreciate various characteristics of ICT tools. The research question is, ‘How are students’ characteristics related to their appreciation of ICT tools in secondary education?’ A survey was…
Citizenship in young people's daily lives: Differences in citizenship competences of adolescents in the Netherlands
The results of a nationwide study of the citizenship competences of adolescents in the Netherlands are presented from the perspective of democratic citizenship in this article. Citizenship competences are defined as the knowledge, skills, attitudes and reflection needed by young people in a democratic and multicultural society to adequately fulfil social tasks that are part of their daily lives. The Citizenship Competences Questionnaire was admin…
Researching how and what teachers learn from innovating their own educational practices: The ins and outs of a high-quality design
This article describes experiences with a qualitative research project into teachers’ learning from innovating their own educational practices. Decades of New Public Management (NPM) in the Netherlands, with its top-down and businesslike approach to areas of public interest, obscured the learning and innovating capacity of teachers, teams, and schools. Merely studying the learning processes which take place at a teacher level would present insuff…
Gender-inclusive game-based learning in secondary education
Boys show a stronger preference for digital entertainment games than girls. For this reason, it may be that game-based learning is more acceptable to boys than to girls. Yet game-based learning might improve the performance of both boys and girls, depending upon the instructional design. In a quasi-experimental study with a secret-trail game, effects were examined on students' subject-matter knowledge. Analysis of covariance revealed that both bo…
Psychology (33 works) · Sociology (29 works) · Political science (28 works) · Pedagogy (25 works) · Social Psychology (22 works) · Mathematics education (19 works) · Educator Training and Historical Pedagogy (15 works) · Social Psychology (15 works) · Law (14 works) · Global Education and Multiculturalism (13 works)