Citations (122)
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Michelle E. Forsythe, Brett A. Criswell, Anna Maria Arias, Joshua A. Ellis, Lawrence Escalada, Heather J. Johnson, Amy B. Palmeri, Jessica Riccio & Margaret E. Parker. (2022) The Framework for Analyzing Video in Science Teacher Education (FAVSTE). Journal of Science Teacher Education 33:6, pages 621-640.
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Sofie van der Meij, Myrte Gosen & Annerose Willemsen. (2022) ‘Yes? I have no idea’: teacher turns containing epistemic disclaimers in upper primary school whole-class discussions. Classroom Discourse 0:0, pages 1-23.
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Chaonan Liu, Dayna L. Dreger, Shiyao Liu, Ala Samarapungavan, Stephanie M. Gardner, Kari L. Clase & Nancy Pelaez. (2022) The Conceptual Analysis of Disciplinary Evidence (CADE) framework as a guide for evidentiary reasoning: A practical implementation in a Hardy-Weinberg Equilibrium (HWE) laboratory investigation. Journal of Biological Education 0:0, pages 1-25.
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Anniken Furberg & Kenneth Silseth. (2022) Invoking student resources in whole-class conversations in science education: A sociocultural perspective. Journal of the Learning Sciences 31:2, pages 278-316.
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Kenneth Silseth & Hans Christian Arnseth. (2022) Weaving together the past, present and future in whole class conversations: analyzing the emergence of a hybrid educational chronotope connecting everyday experiences and school science. Mind, Culture, and Activity 29:1, pages 60-74.
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Iris Tabak. (2022) Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect. Cognition and Instruction 40:1, pages 171-177.
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Folashadé Solomon, Dionne Champion, Mariah Steele & Tracey Wright. (2022) Embodied physics: Utilizing dance resources for learning and engagement in STEM. Journal of the Learning Sciences 31:1, pages 73-106.
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Kimberly M. Sheridan, Xiaorong Zhang & Abigail W. Konopasky. (2022) Strategic shifts: How studio teachers use direction and support to build learner agency in the figured world of visual art. Journal of the Learning Sciences 31:1, pages 14-42.
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Iris Tabak. (2020) Post-truth GPS: Detour at truth, take the long route to useful knowledge. Educational Psychologist 55:3, pages 181-186.
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May Jadallah, Hyun-Sook Kang, Alycia M. Hund & Elizabeth M. Kirby. (2020) The indexical nature of classroom discourse: the role of technology integration. Classroom Discourse 11:1, pages 41-60.
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Jianlan Wang. (2020) Scrutinising the positions of students and teacher engaged in argumentation in a high school physics classroom. International Journal of Science Education 42:1, pages 25-49.
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Sanna Brauer, Anne-Maria Korhonen & Pirkko Siklander. (2019) Online scaffolding in digital open badge-driven learning. Educational Research 61:1, pages 53-69.
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Jianwei Zhang, Dan Tao, Mei-Hwa Chen, Yanqing Sun, Darlene Judson & Sarah Naqvi. (2018) Co-Organizing the Collective Journey of Inquiry With Idea Thread Mapper. Journal of the Learning Sciences 27:3, pages 390-430.
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Aliza Segal, Itay Pollak & Adam Lefstein. (2017) Democracy, voice and dialogic pedagogy: the struggle to be heard and heeded. Language and Education 31:1, pages 6-25.
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Shoaib Ahmed Malik. (2017) Revisiting and re-representing scaffolding: The two gradient model. Cogent Education 4:1.
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Jianlan Wang & Gayle A. Buck. (2016) Understanding a High School Physics Teacher’s Pedagogical Content Knowledge of Argumentation. Journal of Science Teacher Education 27:5, pages 577-604.
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Daniela K. DiGiacomo & Kris D. Gutiérrez. (2016) Relational Equity as a Design Tool Within Making and Tinkering Activities. Mind, Culture, and Activity 23:2, pages 141-153.
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Meghan Bathgate, Amanda Crowell, Christian Schunn, Mac Cannady & Rena Dorph. (2015) The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation. International Journal of Science Education 37:10, pages 1590-1612.
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Sungho Kim & Brian Hand. (2015) An Analysis of Argumentation Discourse Patterns in Elementary Teachers’ Science Classroom Discussions. Journal of Science Teacher Education 26:3, pages 221-236.
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Olivia Levrini, Paola Fantini, Giulia Tasquier, Barbara Pecori & Mariana Levin. (2015) Defining and Operationalizing Appropriation for Science Learning. Journal of the Learning Sciences 24:1, pages 93-136.
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Gloriana González & Anna F. DeJarnette. (2015) Teachers’ and Students’ Negotiation Moves When Teachers Scaffold Group Work. Cognition and Instruction 33:1, pages 1-45.
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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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Rory Glass & Alandeom W. Oliveira. (2014) Science Language Accommodation in Elementary School Read-Alouds. International Journal of Science Education 36:4, pages 577-609.
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Christopher J. Harris, Rachel S. Phillips & William R. Penuel. (2012) Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms. Journal of Science Teacher Education 23:7, pages 769-788.
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Joanne Lobato, Bohdan Rhodehamel & Charles Hohensee. (2012) “Noticing” as an Alternative Transfer of Learning Process. Journal of the Learning Sciences 21:3, pages 433-482.
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AlandeomW. Oliveira. (2011) Science Communication in Teacher Personal Pronouns. International Journal of Science Education 33:13, pages 1805-1833.
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Jianwei Zhang, Huang-Yao Hong, Marlene Scardamalia, Chew Lee Teo & Elizabeth
A. Morley. (2011) Sustaining Knowledge Building as a Principle-Based Innovation at an Elementary School. Journal of the Learning Sciences 20:2, pages 262-307.
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MichaelJ. Ford. (2010) Critique in academic disciplines and active learning of academic content. Cambridge Journal of Education 40:3, pages 265-280.
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MarindaK. Harrell-Levy & JenniferL. Kerpelman. (2010) Identity Process and Transformative Pedagogy: Teachers as Agents of Identity Formation. Identity 10:2, pages 76-91.
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Alandeom W. Oliveira. (2010) Developing Elementary Teachers’ Understandings of Hedges and Personal Pronouns in Inquiry-Based Science Classroom Discourse. Journal of Science Teacher Education 21:1, pages 103-126.
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EleniA. Kyza. (2009) Middle-School Students’ Reasoning About Alternative Hypotheses in a Scaffolded, Software-Based Inquiry Investigation. Cognition and Instruction 27:4, pages 277-311.
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Vandana Thadani, RonaldH. Stevens & Annie Tao. (2009) Measuring Complex Features of Science Instruction: Developing Tools to Investigate the Link Between Teaching and Learning. Journal of the Learning Sciences 18:2, pages 285-322.
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Jianwei Zhang, Marlene Scardamalia, Richard Reeve & Richard Messina. (2009) Designs for Collective Cognitive Responsibility in Knowledge-Building Communities. Journal of the Learning Sciences 18:1, pages 7-44.
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Susan Jurow, Rogers Hall & JasmineY. Ma. (2008) Expanding the Disciplinary Expertise of a Middle School Mathematics Classroom: Re-Contextualizing Student Models in Conversations With Visiting Specialists. Journal of the Learning Sciences 17:3, pages 338-380.
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CindyE. Hmelo-Silver & HowardS. Barrows. (2008) Facilitating Collaborative Knowledge Building. Cognition and Instruction 26:1, pages 48-94.
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Emilio Sánchez, J. Ricardo García, Nadezhna Castellano, Raquel de Sixte, Andrea Bustos & Héctor García-Rodicio. (2008) Qué, cómo y quién: tres dimensiones para analizar la práctica educative. Culture and Education 20:1, pages 95-118.
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Cecily Ornelles. (2007) Providing Classroom-Based Intervention to At-Risk Students to Support Their Academic Engagement and Interactions With Peers. Preventing School Failure: Alternative Education for Children and Youth 51:4, pages 3-12.
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Sadhana Puntambekar, Agnes Stylianou & Jessica Goldstein. (2007) Comparing Classroom Enactments of an Inquiry Curriculum: Lessons Learned From Two Teachers. Journal of the Learning Sciences 16:1, pages 81-130.
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Jouni Viiri & Heikki Saari. (2006) Teacher Talk Patterns in Science Lessons: Use in Teacher Education. Journal of Science Teacher Education 17:4, pages 347-365.
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Lindsay L. Cornelius & Leslie Rupert Herrenkohl. (2004) Power in the Classroom:
How the Classroom Environment
Shapes Students' Relationships With Each Other and With Concepts. Cognition and Instruction 22:4, pages 467-498.
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Joseph L. Polman. (2004) Dialogic Activity Structures for Project-Based Learning Environments. Cognition and Instruction 22:4, pages 431-466.
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. (2004) Introduction to Special Issue: Investigating Participant Structures
in the Context of Science Instruction. Cognition and Instruction 22:4, pages 389-392.
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Iris Tabak. (2004) Reconstructing Context: Negotiating the Tension Between Exogenous and Endogenous Educational Design. Educational Psychologist 39:4, pages 225-233.
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Fan Ouyang. Fostering the instructor-student collaborative partnership in China’s higher education: A three-iterative action research. Innovations in Education and Teaching International 0:0, pages 1-15.
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Xiao Liu. (2023) Chinese EAP Teachers’ Identity Development: A Comparative Analysis of Teacher Metaphors From Students and Teachers. SAGE Open 13:4.
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Zeynep Çakmak Gürel. (2023) Teaching mathematical modeling in the classroom: Analyzing the scaffolding methods of teachers. Teaching and Teacher Education 132, pages 104253.
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Iris Tabak & Ilana Dubovi. (2023) What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19. Science Education 107:5, pages 1071-1100.
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