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Edyth Priscilla Campos Silva, Sérgio Torquato de Oliveira & Luiz Gustavo Franco. (2024) Evaluation of knowledge in science lessons: an analysis of epistemic practices in an 8th grade classroom. International Journal of Science Education 46:5, pages 462-484.
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Jo Inge Frøytlog. (2024) A network approach to teachers’ interactional management in whole-class discussions. Research Papers in Education 39:2, pages 229-248.
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Natasa Pantic, Jasperina Brouwer, Laura Thomas & Dominik Froehlich. (2023) The potential of mixed-method social network analysis for studying interaction between agency and structure in education. International Journal of Research & Method in Education 46:2, pages 187-199.
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Doug Lombardi, Ananya M. Matewos, Joshua Jaffe, Vivian Zohery, Svetha Mohan, Kellyann Bock & Sonia Jamani. (2022) Discourse and Agency during Scaffolded Middle School Science Instruction. Discourse Processes 59:5-6, pages 379-400.
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Clémentine Beauvais & Charlotte Ryland. (2021) ‘We actually created a good mood!’: metalinguistic and literary engagement through collaborative translation in the secondary classroom. Language, Culture and Curriculum 34:3, pages 288-306.
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Suna Ryu. (2020) The role of mixed methods in conducting design-based research. Educational Psychologist 55:4, pages 232-243.
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Jarod Kawasaki & William A. Sandoval. (2019) The Role of Teacher Framing in Producing Coherent NGSS-Aligned Teaching. Journal of Science Teacher Education 30:8, pages 906-922.
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Meghan Bathgate & Christian Schunn. (2017) The psychological characteristics of experiences that influence science motivation and content knowledge. International Journal of Science Education 39:17, pages 2402-2432.
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Sidney D'Mello, Ed Dieterle & Angela Duckworth. (2017) Advanced, Analytic, Automated (AAA) Measurement of Engagement During Learning. Educational Psychologist 52:2, pages 104-123.
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Jonathan C. Hilpert & Jenefer Husman. (2017) Instructional improvement and student engagement in post-secondary engineering courses: the complexity underlying small effect sizes. Educational Psychology 37:2, pages 157-172.
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Janice D. Gobert, Ryan S. Baker & Michael B. Wixon. (2015) Operationalizing and Detecting Disengagement Within Online Science Microworlds. Educational Psychologist 50:1, pages 43-57.
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Articles from other publishers (48)
Henrik Stigberg, Susanne Stigberg & Marianne Maugesten. (2024) Introducing teacher students to digital fabrication to support children’s mathematical learning. International Journal of Child-Computer Interaction 40, pages 100643.
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Leanne Bowler, Irene Lopatovska & Mark S. Rosin. (2023) Teen-adult interactions during the co-design of data literacy activities for the public library: insights from a natural language processing analysis of linguistic patterns. Information and Learning Sciences 125:3/4, pages 252-269.
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Ebru OCAKCI & Osman SAMANCI. (2024) Development of the “Social Studies Course Engagement Scale” for Elementary School Students. Journal of Education and Future:25, pages 15-30.
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Alejandra J. Magana, Aparajita Jaiswal, Theodora Loyce Amuah, Mariana Zamora Bula, Mohammad Shams Ud Duha & Jennifer C. Richardson. (2024) Characterizing Team Cognition Within Software Engineering Teams in an Undergraduate Course. IEEE Transactions on Education 67:1, pages 87-99.
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Yaming Jin. (2024) Motivating students to actively engage in EFL classrooms: Exploring the role of L2 grit and foreign language enjoyment. Learning and Motivation 85, pages 101960.
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Susan Bobbitt Nolen, Edward L. Michor & Milo D. Koretsky. (2023) Engineers, figuring it out: Collaborative learning in cultural worlds. Journal of Engineering Education 113:1, pages 164-194.
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Irit Vivante & Dana Vedder‐Weiss. (2022) Examining science teachers' engagement in professional development: A multimodal situated perspective. Journal of Research in Science Teaching 60:7, pages 1401-1430.
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Priya Sharma, Mahir Akgun & Qiyuan Li. (2023) Understanding student interaction and cognitive engagement in online discussions using social network and discourse analyses. Educational technology research and development.
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Münevver Subaşı Çolak, Gülşen Koçak, Yasemin Taş & Sündüs Yerdelen. (2023) The influence of teachers’ need-support profiles on students’ collective engagement in science classes: An observational study based on self-determination theory. International Journal of Contemporary Educational Research 10:1, pages 25-41.
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Daniela Schlütz, Ada Fehr, Malin Fecke & Christin Tellisch. (2023) Partizipative Mediendidaktik als Gateway für ziviles Engagement von Heranwachsenden und die Rolle persönlicher Lernumgebungen. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, pages 229-255.
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Hannah T. Nennig, Nicole E. States, Marika T. Montgomery, Sidney G. Spurgeon & Renée S. Cole. (2023) Student interaction discourse moves: characterizing and visualizing student discourse patterns. Disciplinary and Interdisciplinary Science Education Research 5:1.
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Yunpeng Ma, Mingzhang Zuo, Yujie Yan, Kunyu Wang & Heng Luo. (2022) How Do K–12 Students’ Perceptions of Online Learning Environments Affect Their Online Learning Engagement? Evidence from China’s COVID-19 School Closure Period. Sustainability 14:23, pages 15691.
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Christine Lee Bae, Martinique A. Sealy, Lauren Cabrera, Jessica R. Gladstone & Daphne Mills. (2022) Hybrid discourse spaces: A mixed methods study of student engagement in U.S. science classrooms. Contemporary Educational Psychology 71, pages 102108.
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Hamed Mohammad Hosseini, Jalil Fathi, Ali Derakhshesh & Sepideh Mehraein. (2022) A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners. Frontiers in Psychology 13.
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Kirsi Korkealehto & Vera Leier. 2022. Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries. Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries
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Bianka Troll, Cathleen Heil, Marcus Pietsch & Michael Besser. (2022) Netzwerkbasierte Betrachtung von ko-konstruktiven Interaktionsprozessen im Unterricht – Ein Ansatz zur Beschreibung und Analyse von Angebot und NutzungA network-based view of co-constructive interaction processes in classrooms—An approach to the description and analysis of opportunity and use. Unterrichtswissenschaft 50:2, pages 237-263.
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Ya-Jiuan Ho, Jon-Chao Hong, Jian-Hong Ye, Po-Hsi Chen, Liang-Ping Ma & Yu-Ju Chang Lee. (2022) Effects of Helicopter Parenting on Tutoring Engagement and Continued Attendance at Cram Schools. Frontiers in Psychology 13.
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Ashley Hunt, Sara E. Rimm-Kaufman, Eileen G. Merritt & Nicole Bowers. (2020) “Because the Sun Is Really Not That Big”. The Elementary School Journal 121:2, pages 256-282.
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Johnmarshall Reeve, Sung Hyeon Cheon & Hyungshim Jang. (2020) How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power. Contemporary Educational Psychology 62, pages 101899.
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Christine L. Bae, Morgan Les DeBusk-Lane & Ashlee M. Lester. (2020) Engagement profiles of elementary students in urban schools. Contemporary Educational Psychology 62, pages 101880.
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Hasan TABAK & Fatih ŞAHİN. (2020) Ortaöğretim Kurumlarında Bir Ders Saati Süresinin Gözlemi. Türk Eğitim Bilimleri Dergisi 18:1, pages 351-367.
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Kayla Heffernan, Steven Peterson, Avi Kaplan & Kristie J. Newton. (2020) Intervening in Student Identity in Mathematics Education: An Attempt to Increase Motivation to Learn Mathematics. International Electronic Journal of Mathematics Education 15:3, pages em0597.
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Piia Näykki, Jaana Isohätälä, Sanna Järvelä, Johanna Pöysä-Tarhonen & Päivi Häkkinen. (2017) Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study. International Journal of Computer-Supported Collaborative Learning 12:3, pages 251-279.
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David J. Shernoff, Sean Kelly, Stephen M. Tonks, Brett Anderson, Robert F. Cavanagh, Suparna Sinha & Beheshteh Abdi. (2016) Student engagement as a function of environmental complexity in high school classrooms. Learning and Instruction 43, pages 52-60.
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