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Rhonda Di Biase, Elizabeth King, Jeana Kriewaldt, Catherine Reid & Mahtab Janfada. (2023) Insights into pedagogical renewal: examining international pre-service teachers’ changing conceptions of learner-centred education. Compare: A Journal of Comparative and International Education 53:5, pages 893-911.
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Rhonda Di Biase, Carmel Mesiti, Miriam Ham & David Clarke. (2023) The (in)visibility of pedagogical practices: Illustrations from three Asian-Pacific countries. Asia Pacific Journal of Education 43:2, pages 403-419.
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Seong Bock Hong & Jisu Han. (2023) Early childhood preservice teachers’ learning about children’s metacognitive thinking processes and constructivist pedagogy. Early Years 0:0, pages 1-16.
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Andrea Bernholt, Maria Lindfors & Mikael Winberg. (2021) Students’ Epistemic Beliefs in Sweden and Germany and Their Interrelations with Classroom Characteristics. Scandinavian Journal of Educational Research 65:1, pages 54-70.
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Selda Yıldırım & Hüseyin Hüsnü Yıldırım. (2019) Conceptions of Turkish mathematics teachers about the effectiveness of classroom teaching. International Journal of Mathematical Education in Science and Technology 50:8, pages 1152-1165.
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Rhonda Di Biase. (2019) Moving beyond the teacher-centred/learner-centred dichotomy: implementing a structured model of active learning in the Maldives. Compare: A Journal of Comparative and International Education 49:4, pages 565-583.
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Genevieve Marie Johnson. (2014) The ecology of interactive learning environments: situating traditional theory. Interactive Learning Environments 22:3, pages 298-308.
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Articles from other publishers (20)
Sarah Fine. (2023) Struggling toward symmetry: leadership for restorative justice and deeper learning at an urban charter school. Journal of Educational Administration.
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Gahyun Sung, Harum Bhinder, Tianyi Feng & Bertrand Schneider. (2023) Stressed or engaged? Addressing the mixed significance of physiological activity during constructivist learning. Computers & Education 199, pages 104784.
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Carmine Bianchi & Robinson Salazar Rua. (2020) A feedback view of behavioural distortions from perceived public service gaps at ‘street‐level’ policy implementation: The case of unintended outcomes in public schools. Systems Research and Behavioral Science 39:1, pages 63-84.
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Pekka Mertala. (2021) The pedagogy of multiliteracies as a code breaker: A suggestion for a transversal approach to computing education in basic education. British Journal of Educational Technology 52:6, pages 2227-2241.
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Nazzy Pakpour, Isabel Souto & Pamela Schaffer. (2021) Increasing Engagement during Online Learning through the Use of Interactive Slides. Journal of Microbiology & Biology Education 22:2.
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Vicente Miñana-Signes, Manuel Monfort-Pañego & Javier Valiente. (2021) Teaching Back Health in the School Setting: A Systematic Review of Randomized Controlled Trials. International Journal of Environmental Research and Public Health 18:3, pages 979.
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Gretchen Schneider Burton, Eugene Kennedy & Maria da Graça H. Vicente. (2019) Results from a 14-Year Intervention Program Designed to Impact Pursuit of a PhD in Research among Underrepresented Students in STEM Disciplines. Journal for STEM Education Research 2:2, pages 128-153.
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Penny Van Bergen & Mitch Parsell. (2018) Comparing radical, social and psychological constructivism in Australian higher education: a psycho-philosophical perspective. The Australian Educational Researcher 46:1, pages 41-58.
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