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Jen Munson. (2023) Enacted identity: Broadening conceptions of teacher learning. Mind, Culture, and Activity 0:0, pages 1-19.
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Tom D. Pering & Luke Temple. (2023) Engaging geography students through innovation in statistics teaching. Journal of Geography in Higher Education 47:4, pages 613-636.
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Nicholas C. Johnson, Megan L. Franke, Noreen M. Webb, Marsha Ing, Eric Burnheimer & Joy Zimmerman. (2023) “What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement. Cognition and Instruction 41:3, pages 348-380.
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Anna F. DeJarnette. (2022) What do correct answers reveal? The interpersonal and mathematical aspects of students’ interactions during groupwork in seventh grade mathematics. Journal of the Learning Sciences 31:4-5, pages 509-544.
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Maya Israel, Moon Y. Chung, Quentin M. Wherfel & Saddeddine Shehab. (2020) A descriptive analysis of academic engagement and collaboration of students with autism during elementary computer science. Computer Science Education 30:4, pages 444-468.
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Keith Morrison, Alejandro Salcedo Garcia & Sin Teng Wong. (2020) Group work and cultural characteristics in a Chinese school. Educational Research and Evaluation 26:1-2, pages 75-115.
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Makomosela Qhobela & Eunice Kolitsoe Moru. (2020) Understanding the Use of Classroom Talk by Newly Trained Physics Teachers in Lesotho. African Journal of Research in Mathematics, Science and Technology Education 24:1, pages 81-91.
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Eisuke Saito, Thi Diem Hang Khong, Yasunobu Sumikawa, Miki Watanabe & Arif Hidayat. (2020) Comparative institutional analysis of participation in collaborative learning. Cogent Education 7:1.
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Christine Howe, Sara Hennessy, Neil Mercer, Maria Vrikki & Lisa Wheatley. (2019) Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?. Journal of the Learning Sciences 28:4-5, pages 462-512.
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Thi Diem Hang Khong, Eisuke Saito & Robyn M. Gillies. (2019) Key issues in productive classroom talk and interventions. Educational Review 71:3, pages 334-349.
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Janneke van de Pol, Neil Mercer & Monique Volman. (2019) Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction. Journal of the Learning Sciences 28:2, pages 206-239.
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Aoibhinn Ni Shuilleabhain & Aidan Seery. (2018) Enacting curriculum reform through lesson study: a case study of mathematics teacher learning. Professional Development in Education 44:2, pages 222-236.
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Jon C. Wiebel & Vesta T. Silva. (2018) Why We Say it Like That: Making Rhetorical Practices Explicit for Students in Disciplinary and Interdisciplinary Courses. College Teaching 66:1, pages 24-30.
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Irina Engeness & Anne Edwards. (2017) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools. Scandinavian Journal of Educational Research 61:6, pages 650-667.
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Ruth M. C. Newman. (2017) Engaging talk: one teacher's scaffolding of collaborative talk. Language and Education 31:2, pages 130-151.
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R. Hofmann & N. Mercer. (2016) Teacher interventions in small group work in secondary mathematics and science lessons. Language and Education 30:5, pages 400-416.
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Alyssa R. Gonzalez-DeHass & Patricia P. Willems. (2016) Nurturing Self-Regulated Learners: Teacher, Peer, and Parental Support of Strategy Instruction. The Educational Forum 80:3, pages 294-309.
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Emma M. Mercier, Steven E. Higgins & Andrew Joyce-Gibbons. (2016) The effects of room design on computer-supported collaborative learning in a multi-touch classroom. Interactive Learning Environments 24:3, pages 504-522.
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Eisuke Saito & Matthew Atencio. (2016) Pedagogical content knowledge in action: its impromptu development by an expert practitioner. Pedagogy, Culture & Society 24:1, pages 101-121.
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Julia Sutherland. (2015) Going ‘meta’: using a metadiscoursal approach to develop secondary students’ dialogic talk in small groups. Research Papers in Education 30:1, pages 44-69.
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Dennis Fung & Christine Howe. (2014) Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum. Cambridge Journal of Education 44:2, pages 245-270.
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RobynM. Gillies. (2013) Productive academic talk during inquiry-based science. Pedagogies: An International Journal 8:2, pages 126-142.
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Rosa Valls & Leonidas Kyriakides. (2013) The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education 43:1, pages 17-33.
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Sarah MacQuarrie, Christine Howe & James Boyle. (2012) Exploring the characteristics of small groups within science and English secondary classrooms. Cambridge Journal of Education 42:4, pages 527-546.
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RobynM. Gillies & Michael Boyle. (2011) Teachers’ reflections of cooperative learning (CL): a two‐year follow‐up. Teaching Education 22:1, pages 63-78.
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Alev Gunes Uzun. (2024) The development of mathematical argumentation: A case study on two mathematics classrooms. International Electronic Journal of Mathematics Education 19:2, pages em0778.
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Cynthia M. D'Angelo & Robin Jephthah Rajarathinam. (2024) Speech analysis of teaching assistant interventions in small group collaborative problem solving with undergraduate engineering students. British Journal of Educational Technology.
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Megan Franke, Juliet Lee & Christine Roberts. (2024) “I See Her Able to Stay on Track”: How School Structures Shape Elementary Teachers’ Reported Characterizations and Supports for Students in Mathematics. Teachers College Record: The Voice of Scholarship in Education 126:1, pages 89-114.
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Manuela Foster, Marion Diener, Susanne Schnepel & Elisabeth Moser Opitz. (2023) Individuelle Lernunterstützung in der Arbeitsphase einer standardisierten Mathematikstunde im ersten Schuljahr – eine VideostudieIndividual learning support in the working phase of a standardized mathematics lesson in grade 1—a video study. Unterrichtswissenschaft.
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Wu-Yuin Hwang, Kinnosuke Manabe & Tzu-Hsin Huang. (2023) Collaborative guessing game for EFL learning with kinesthetic recognition. Thinking Skills and Creativity 48, pages 101297.
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Edith Bouton & Christa S.C. Asterhan. (2023) In pursuit of a more unified method to measuring classroom dialogue: The dialogue elements to compound constructs approach. Learning, Culture and Social Interaction 40, pages 100717.
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Manuel Bächtold, Gwen Pallarès, Kévin De Checchi & Valérie Munier. (2022) Combining debates and reflective activities to develop students' argumentation on socioscientific issues. Journal of Research in Science Teaching 60:4, pages 761-806.
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Baruch B. Schwarz. (2022) Orchestrating multiple groups in a mathematics classroom through semiotic mediation. The Journal of Mathematical Behavior 66, pages 100966.
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Jerome I. Rotgans & Jennifer A. Cleland. (2021) Dyadic explanations during preparatory self‐study enhance learning: A randomised controlled study. Medical Education 55:9, pages 1091-1099.
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