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van de Kamp, M-T., Admiraal, W., Coertjens, L., Goossens, M., & Rijlaarsdam, G. (2022). The relationship of types of exploration activities with originality of visual arts designs. Journal of Creative Behavior, 56(1), 108-124. Advance online publication. https://doi.org/10.1002/jocb.519[details]
van de Kamp, M-T., Admiraal, W., & Rijlaarsdam, G. (2016). Becoming original: Effects of strategy instruction. Instructional Science, 44(6), 543-566. https://doi.org/10.1007/s11251-016-9384-y[details]
van de Kamp, M-T., Admiraal, W., van Drie, J., & Rijlaarsdam, G. (2015). Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognition. British Journal of Educational Psychology, 85(1), 47-58. Advance online publication. https://doi.org/10.1111/bjep.12061[details]
Admiraal, W., Hoeksma, M., van de Kamp, M-T., & van Duin, G. (2011). Assessment of teacher competence using video portfolios: reliability, construct validity and consequential validity. Teaching and Teacher Education, 27(6), 1019-1028. https://doi.org/10.1016/j.tate.2011.04.002[details]
2014
van de Kamp, M-T. (2014). Hybride kunsteducatie: hoe ga je in je onderwijspraktijk om met de curriculumtheorie? Kunstzone : Tijdschrift voor Kunst en Cultuur in het Onderwijs, 2014(5), 42-44. [details]
van de Kamp, M. T. A. (speaker) (11-3-2012). Nascholing kunst analyseren en examentraining, Vakdidactische nascholing CNA/ILO-UvA/Expertisecentrum Kunsttheorie, Amsterdam.
2017
van de Kamp, M. T. A. (2017). Reimagine, redesign and transform: Enhancing generation and exploration in creative problem finding processes in visual arts education . [Thesis, fully internal, Universiteit van Amsterdam]. [details]
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