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Kason Ka Ching Cheung & Kevin W. H. Tai. (2023) The use of intercoder reliability in qualitative interview data analysis in science education. Research in Science & Technological Education 41:3, pages 1155-1175.
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Mara Kirdani-Ryan, Amy J. Ko & Emilia A. Borisova. (2023) “Taught to be automata”: Examining the departmental role inshaping initial career choices of computing students. Computer Science Education 0:0, pages 1-27.
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David DeLiema, Ashley Hufnagle, V.N. Vimal Rao, Justin Baker, Jesslyn Valerie & Jasmine Kim. (2023) Methodological innovations at the intersection of video-based educational research traditions: Reflections on relevance, data selection, and phenomena of interest. International Journal of Research & Method in Education 46:1, pages 19-36.
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Maarit Arvaja, Anneli Sarja & Paula Rönnberg. (2022) Pre-service subject teachers’ personal teacher characterisations after the pedagogical studies. European Journal of Teacher Education 45:5, pages 653-669.
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Maarit Arvaja & Anneli Sarja. (2021) Dialogic Tensions in Pre-Service Subject Teachers’ Identity Negotiations. Scandinavian Journal of Educational Research 65:2, pages 318-330.
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Daniel Morales-Doyle, Maria Varelas, David Segura & Marcela Bernal-Munera. (2021) Access, Dissent, Ethics, and Politics: Pre-service Teachers Negotiating Conceptions of the Work of Teaching Science for Equity. Cognition and Instruction 39:1, pages 35-64.
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Leontien W. M. Bossink, Annette A. J. Van der Putten & Carla Vlaskamp. (2020) Physical-activity support for people with intellectual disabilities: a theory-informed qualitative study exploring the direct support professionals’ perspective. Disability and Rehabilitation 42:25, pages 3614-3620.
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Leema K. Berland, Rosemary S. Russ & Cori P. West. (2020) Supporting the Scientific Practices through Epistemologically Responsive Science Teaching. Journal of Science Teacher Education 31:3, pages 264-290.
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C. Aaron Price & A. Chiu. (2018) An experimental study of a museum-based, science PD programme’s impact on teachers and their students. International Journal of Science Education 40:9, pages 941-960.
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Emma Hospelhorn & Josh Radinsky. (2017) Method for Analyzing Gestural Communication in Musical Groups. Discourse Processes 54:7, pages 504-523.
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Josh Radinsky & Iris Tabak. (2017) Outgoing Editors’ Note: The Journal of the Learning Sciences as a Mirror of Trends in the Field. Journal of the Learning Sciences 26:1, pages 1-6.
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Charles Hoch, Moira Zellner, Dan Milz, Josh Radinsky & Leilah Lyons. (2015) Seeing is not believing: cognitive bias and modelling in collaborative planning. Planning Theory & Practice 16:3, pages 319-335.
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Iris Tabak & Josh Radinsky. (2014) Editors’ Note. Journal of the Learning Sciences 23:1, pages 1-3.
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