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Jeanne Ting Chowning. (2023) “We All Sort of Jump to That Relationship Piece”: Science Teachers’ Collaborative Professional Learning about the Role of Relationships in Argumentation. Cognition and Instruction 41:4, pages 436-471.
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Bárbara Brizuela, Susanne Strachota, Sophia Raymond, Sofía Savid & Maria Blanton. (2023) “Tia was the right one:” mathematical authority and trust among first graders. Mathematical Thinking and Learning 0:0, pages 1-23.
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Tammy D. Lee, Carrie Lee, Mark Newton, Paul Vos, Jennifer Gallagher, Daniel Dickerson & Camryn Regenthal. (2023) Peer to Peer vs. Virtual Rehearsal Simulation Rehearsal Contexts: Elementary Teacher Candidates’ Scientific Discourse Skills Explored. Journal of Science Teacher Education 0:0, pages 1-22.
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Ana M. Velásquez, Diego F. Mendoza & Sanjay K. Nanwani. (2023) Becoming a competent classroom manager: A case-study of a preservice teacher education course. Teaching Education 34:2, pages 147-169.
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Eva-Lena Forslind, Stefan Hrastinski & Ingrid Forsler. (2023) Digital peer feedback on visual ideas: a study of eighth-grade students in visual art. Interactive Learning Environments 0:0, pages 1-18.
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Sandra Becker & Michele Jacobsen. (2023) A year at the improv: the evolution of teacher and student identity in an elementary school makerspace. Teaching Education 34:1, pages 1-18.
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Ronan O’Brien, Oliver McGarr & Raymond Lynch. (2022) Students’ perceptions of lecturer power and authority in a higher education PBL business programme. Teaching in Higher Education 27:5, pages 615-631.
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Yian Hoon Lim, Joon Kiat Lee, Weiliang Ng & Tang Wee Teo. (2022) Implementation of PCM in a Singapore school: Impact on students’ learning outcomes. The Journal of Educational Research 115:1, pages 25-36.
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Sami Lehesvuori & Jaume Ametller. (2021) Exploring coherence and authorship in pedagogical link-making in science. International Journal of Science Education 43:17, pages 2791-2813.
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Kathleen Quardokus Fisher & Milo D. Koretsky. (2021) Socially enabled actors: the emerging authorship of fixed-term instructional faculty to enact and sustain organizational change. Higher Education Research & Development 40:6, pages 1268-1282.
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Laura D. Carsten Conner, Laura E. Oxtoby & Suzanne M. Perin. (2021) Power and positionality shape identity work during a science research apprenticeship for girls. International Journal of Science Education 43:11, pages 1880-1893.
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Tammy D. Lee & Bonnie Glass. (2021) Moving talk forward: novice science teachers approximate the practice of leading science discourse. International Journal of Science Education 43:8, pages 1314-1340.
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Joanna Joseph Jeyaraj & Navé Wald. (2020) Students’ reflections on barriers to promoting higher education’s social purposes in the classroom. Teaching in Higher Education 25:8, pages 976-991.
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Youngae Choi. (2020) A preschooler's agency: why relational types of agency emerge in peer interactions?. Early Child Development and Care 190:10, pages 1525-1536.
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Gavin Tierney, Alexandra Goodell, Susan Bobbitt Nolen, Nathanie Lee, Lisé Whitfield & Robert D. Abbott. (2020) (Re)Designing for Engagement in a Project-based AP Environmental Science Course. The Journal of Experimental Education 88:1, pages 72-102.
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Niral Shah & Colleen M. Lewis. (2019) Amplifying and Attenuating Inequity in Collaborative Learning: Toward an Analytical Framework. Cognition and Instruction 37:4, pages 423-452.
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Allison Hintz & Kersti Tyson. (2015) Complex Listening: Supporting Students to Listen As Mathematical Sense-makers. Mathematical Thinking and Learning 17:4, pages 296-326.
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Julian P. Dziubinski. (2014) Does feeling part of a learning community help students to do well in their A-levels? Exploring teacher–student relationships. Research in Post-Compulsory Education 19:4, pages 468-480.
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Michelle E. Jordan & Reuben R. McDaniel$suffix/text()$suffix/text(). (2014) Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity. Journal of the Learning Sciences 23:4, pages 490-536.
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Dermot Francis Donnelly, Oliver McGarr & John O'Reilly. (2014) ‘Just Be Quiet and Listen to Exactly What He's Saying': Conceptualising power relations in inquiry-oriented classrooms. International Journal of Science Education 36:12, pages 2029-2054.
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Jill Denner, Linda Werner, Shannon Campe & Eloy Ortiz. (2014) Pair Programming: Under What Conditions Is It Advantageous for Middle School Students?. Journal of Research on Technology in Education 46:3, pages 277-296.
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Randi A. Engle, Jennifer M. Langer-Osuna & Maxine McKinney de Royston. (2014) Toward a Model of Influence in Persuasive Discussions: Negotiating Quality, Authority, Privilege, and Access Within a Student-Led Argument. Journal of the Learning Sciences 23:2, pages 245-268.
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Christine Howe & Manzoorul Abedin. (2013) Classroom dialogue: a systematic review across four decades of research. Cambridge Journal of Education 43:3, pages 325-356.
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Mijung Kim & Hoe
Teck Tan. (2013) A Collaborative Problem-solving Process Through Environmental Field Studies. International Journal of Science Education 35:3, pages 357-387.
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KellyA. Forrest, KathyR. Judd & JodiR. Davison. (2012) Coming to know within ‘healthy uncertainty’: an autoethnography of engagement and transformation in undergraduate education. Teaching in Higher Education 17:6, pages 710-721.
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Lori A. Reinsvold & Kathryn F. Cochran. (2012) Power Dynamics and Questioning in Elementary Science Classrooms. Journal of Science Teacher Education 23:7, pages 745-768.
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Rupert Herrenkohl, Tammy Tasker & Barbara White. (2011) Pedagogical Practices to Support Classroom Cultures of Scientific Inquiry. Cognition and Instruction 29:1, pages 1-44.
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JeffreyP. Dorman. (2008) Determinants of classroom environment in Queensland secondary schools: a multilevel reanalysis. Educational Research and Evaluation 14:5, pages 429-444.
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Josh Radinsky. (2008) Students' Roles in Group-Work with Visual Data: A Site of Science Learning. Cognition and Instruction 26:2, pages 145-194.
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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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Monisha Pasupathi, Katarzyna Alderman & David Shaw. (2007) Talking the Talk: Collaborative Remembering and Self-Perceived Expertise. Discourse Processes 43:1, pages 55-77.
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Leslie Rupert Herrenkohl. (2006) Intellectual Role Taking: Supporting Discussion in Heterogeneous Elementary Science Classes. Theory Into Practice 45:1, pages 47-54.
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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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Iris Tabak & Eric Baumgartner. (2004) The Teacher as Partner: Exploring Participant Structures, Symmetry,
and Identity Work in Scaffolding. Cognition and Instruction 22:4, pages 393-429.
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