Who benefits from a historical writing intervention? Empirical evidence from secondary schools

dc.contributor.authorWaldis Weber, Monika
dc.contributor.authorvan Loon, Kevin
dc.contributor.authorStuder, Dominic
dc.contributor.authorNitsche, Martin
dc.date.accessioned2026-04-28T13:12:37Z
dc.date.issued2021-08
dc.event19th Biennial EARLI Conference
dc.event.end2021-08-27
dc.event.start2021-08-23
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/56611
dc.language.isoen
dc.relation.ispartofEuropean Association for Research on Learning and Instruction (EARLI Online).
dc.spatialOnline
dc.subject.ddc370 - Erziehung, Schul- und Bildungswesen
dc.titleWho benefits from a historical writing intervention? Empirical evidence from secondary schools
dc.type06 - Präsentation
dspace.entity.typePublication
fhnw.InventedHereYes
fhnw.ReviewTypeLectoring (ex ante)
fhnw.affiliation.hochschulePädagogische Hochschule FHNWde_CH
fhnw.affiliation.institutInstitut Forschung und Entwicklungde_CH
relation.isAuthorOfPublicationde5014bb-d390-4d6f-a1f5-63b85e41416c
relation.isAuthorOfPublication37f0f5ff-a490-45ff-9a8d-023203db3749
relation.isAuthorOfPublicationf2c96b75-0b60-4263-876b-fda7ccf0490b
relation.isAuthorOfPublication90b65018-fd1a-4a08-a4f0-5c06c0f3eea2
relation.isAuthorOfPublication.latestForDiscoveryde5014bb-d390-4d6f-a1f5-63b85e41416c
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