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Clark A. Chinn. (2016) Outgoing Editor's Statement: A Perspective on EP and Debates in Education. Educational Psychologist 51:1, pages 3-6.
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Julianne C. Turner & Susan Bobbitt Nolen. (2015) Introduction: The Relevance of the Situative Perspective in Educational Psychology. Educational Psychologist 50:3, pages 167-172.
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Vincent Greenier, Jalil Fathi & Seyyed-Foad Behzadpoor. (2023) Teaching for creativity in an EFL context: The predictive roles of school climate, teaching enthusiasm, and metacognition. Thinking Skills and Creativity 50, pages 101419.
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Paris Kalathas & Jennifer Parham-Mocello. (2023) Math+CS: Comparing Teaching Candidates in a Methods Course and Pre-Service Teachers in a Math and Technology Course. Math+CS: Comparing Teaching Candidates in a Methods Course and Pre-Service Teachers in a Math and Technology Course.
Zhuoyao Cui & Haochen Yang. (2023) From Game Elements to Active Learning Intentions: Exploring the Driving Factors in Digital Learning Platforms. SAGE Open 13:4.
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Stella Vosniadou, Michael J. Lawson, Erin Bodner, Helen Stephenson, David Jeffries & I Gusti Ngurah Darmawan. (2023) Using an extended ICAP-based coding guide as a framework for the analysis of classroom observations. Teaching and Teacher Education 128, pages 104133.
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Alexander Renkl. (2023) Lernprozesse und deren Förderung theoretisch verstehen: Von kleinen Fortschritten, von gegenwärtig priorisierten, aber nicht ausreichenden Abhilfen und von einem WunschzettelUnderstanding learning processes and how to support them on a theoretical level: about little progress, about currently prioritized but insufficient remedies, and about a wish list. Unterrichtswissenschaft 51:1, pages 39-62.
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Timothy Hurt, Eric Greenwald, Sara Allan, Matthew A. Cannady, Ari Krakowski, Lauren Brodsky, Melissa A. Collins, Ryan Montgomery & Rena Dorph. (2023) The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators. International Journal of STEM Education 10:1.
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Jeffrey Alan Greene. (2021) Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model. Metacognition and Learning 16:3, pages 651-666.
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Saba Qadhi & Alan Floyd. (2021) Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar. Education Sciences 11:4, pages 160.
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Joshua Danish, Asmalina Saleh, Alejandro Andrade & Branden Bryan. (2016) Observing complex systems thinking in the zone of proximal development. Instructional Science 45:1, pages 5-24.
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Hye-Kyoung Joe, Phil Hiver & Ali H. Al-Hoorie. (2017) Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences 53, pages 133-144.
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Steven J. Zuiker, Kate T. Anderson, Michelle E. Jordan & Olivia G. Stewart. (2016) Complementary lenses: Using theories of situativity and complexity to understand collaborative learning as systems-level social activity. Learning, Culture and Social Interaction 9, pages 80-94.
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William A. Sandoval, Jeffrey A. Greene & Ivar Bråten. (2016) Understanding and Promoting Thinking About Knowledge. Review of Research in Education 40:1, pages 457-496.
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