Citations (25)
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Garth Stahl, Laura Scholes, Sarah McDonald, Reece Mills, Jo Lunn Brownlee & Barbara Comber. (2024) Scoping review of conceptions of literacy in middle school science. Research Papers in Education 39:1, pages 134-154.
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Ronald W. Rinehart, Mason Kuhn & Todd M. Milford. (2022) The relationship between epistemic cognition and dialogic feedback in elementary and middle school science classrooms. Research in Science & Technological Education 40:3, pages 389-406.
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Yih-Lin Belinda Jiang, Li-Jen Kuo & Stephanie M. Moody. (2022) Cross-language transfer: a single case study on the acquisition of argumentative reasoning. Bilingual Research Journal 45:1, pages 99-119.
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Heidi Lammassaari, Lauri Hietajärvi, Kirsti Lonka, Sufen Chen & Chin-Chung Tsai. (2021) Teachers’ epistemic beliefs and reported practices in two cultural contexts. Educational Studies 0:0, pages 1-25.
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Laura Scholes, Garth Stahl, Barbara Comber, Sarah McDonald & Jo Lunn Brownlee. (2021) ‘We don’t read in science’: student perceptions of literacy and learning science in middle school. Cambridge Journal of Education 51:4, pages 451-466.
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Ji Hong & Dionne Cross Francis. (2020) Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research. Educational Psychologist 55:4, pages 208-219.
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Jo Lunn Brownlee, Leonie Rowan, Mary Ryan, Sue Walker, Terri Bourke & Peter Churchward. (2019) Researching teacher educators’ preparedness to teach to and about diversity: investigating epistemic reflexivity as a new conceptual framework. Asia-Pacific Journal of Teacher Education 47:3, pages 230-250.
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Kathleen Horgan & Fíodhna Gardiner-Hyland. (2019) Irish student teachers’ beliefs about self, learning and teaching: a longitudinal study. European Journal of Teacher Education 42:2, pages 151-174.
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Barbara K. Hofer. (2017) Shaping the Epistemology of Teacher Practice Through Reflection and Reflexivity. Educational Psychologist 52:4, pages 299-306.
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Patricia A. Alexander. (2017) Reflection and Reflexivity in Practice Versus in Theory: Challenges of Conceptualization, Complexity, and Competence. Educational Psychologist 52:4, pages 307-314.
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Florian C. Feucht, Jo Lunn Brownlee & Gregory Schraw. (2017) Moving Beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education. Educational Psychologist 52:4, pages 234-241.
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Brian Hand, Gavin Fulmer & Jee Kyung Suh. Examining teacher transition pathways towards knowledge generation environments. Journal of Education for Teaching 0:0, pages 1-15.
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Articles from other publishers (13)
Katie Makar. (2023) Primary teachers’ early and retrospective instructional vision of mathematical inquiry. Journal of Educational Change 25:1, pages 173-196.
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Ylva Backman, Alina Reznitskaya, Viktor Gardelli & Ian A. G. Wilkinson. (2023) Beyond Structure: Using the Rational Force Model to Assess Argumentative Writing. Written Communication 40:2, pages 555-585.
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Leila E. Ferguson, Ivar Bråten, Magne Skibsted Jensen & Ulf Rune Andreassen. (2022) A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice. Journal of Teacher Education 74:1, pages 55-68.
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Shigehiro Kinda. (2022) Effects of Instructor’s “Task Knowledge” and “Learning-Process Knowledge” on Educational Desirability Judgment教授者の課題知識と学習過程知識が教授学習法の望ましさ判断に及ぼす影響. The Japanese Journal of Educational Psychology 70:4, pages 333-346.
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Catherine Lammert, Jee Kyung Suh, Brian Hand & Gavin Fulmer. (2022) Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches?. Teaching and Teacher Education 116, pages 103747.
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Benzi Slakmon. (2022) Effects of dialogic education on sensemaking: Changes in teachers' narrative structure. Teaching and Teacher Education 115, pages 103748.
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Shiri Mor-Hagani & Sarit Barzilai. (2022) The multifaceted nature of teachers' epistemic growth: Exploring teachers' perspectives on growth in epistemic performance. Teaching and Teacher Education 115, pages 103714.
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Mustafa CANKARA & Şirin YILMAZ. (2021) İLKOKUL FEN BİLİMLERİ DERSLERİNDE SINIF ÖĞRETMENLERİNİN SÖYLEMLERİNİN İNCELENMESİINVESTIGATION OF PRIMARY SCHOOL TEACHERS’ DISCOURSES IN PRIMARY SCHOOL SCIENCE COURSES. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 34:3, pages 1204-1244.
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Emine Büşra TURHAN & Ahmet KILINÇ. (2021) MONOLOJİK VE DİYALOJİK ÖĞRETİM YAPAN İKİ FEN BİLİMLERİ ÖĞRETMENİNİN KAVRAMSAL ÖĞRETİMLERİNİN KIYASLANMASITHE COMPARISON OF ONE MONOLOGIC AND ONE DIALOGIC SCIENCE TEACHER REGARDING CONCEPTUAL TEACHING. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 34:2, pages 624-657.
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Leila E. Ferguson & Ingeborg Krange. (2020) Hvordan fremme kritisk tenkning i grunnskolen?. Norsk pedagogisk tidsskrift 104:2, pages 194-205.
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Carita Kiili, Ivar Bråten, Nina Kullberg & Paavo H.T. Leppänen. (2020) Investigating elementary school students’ text-based argumentation with multiple online information resources. Computers & Education 147, pages 103785.
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Heidi Salmento & Mari Murtonen. 2019. Redefining Scientific Thinking for Higher Education. Redefining Scientific Thinking for Higher Education
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Jo Lunn Brownlee, Sue Walker, Eva Johansson, Laura Scholes & Mary Ryan. 2018. Values Education in Early Childhood Settings. Values Education in Early Childhood Settings
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