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Anouschka van Leeuwen, Lisette Hornstra & Barbara Flunger. (2023) Need supportive collaborative learning: are teachers necessary or do students support each other’s basic psychological needs?. Educational Studies 49:1, pages 131-146.
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Matti Hiltunen, Sirpa Kärkkäinen & Tuula Keinonen. (2020) Biology student teachers’ dialogic talk in inquiry-based instruction. Journal of Biological Education 54:3, pages 300-314.
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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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Rachel Lam & Manu Kapur. (2018) Preparation for Future Collaboration: Cognitively Preparing for Learning From Collaboration. The Journal of Experimental Education 86:4, pages 546-559.
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Yan Ping Xin, Jia Liu, Sarah R. Jones, Ron Tzur & Luo Si. (2016) A preliminary discourse analysis of constructivist-oriented mathematics instruction for a student with learning disabilities. The Journal of Educational Research 109:4, pages 436-447.
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Janneke van de Pol, Monique Volman, Frans Oort & Jos Beishuizen. (2014) Teacher Scaffolding in Small-Group Work: An Intervention Study. Journal of the Learning Sciences 23:4, pages 600-650.
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Nicole C. Barnes & Daniel Urbankowski. (2014) Planning, Implementing, and Assessing an Authentic Performance Task in Middle Grades Classrooms. Middle School Journal 45:5, pages 17-24.
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Karin Forslund Frykedal & Eva Hammar Chiriac. (2014) Group Work Management in the Classroom. Scandinavian Journal of Educational Research 58:2, pages 222-234.
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Neil Mercer. (2013) The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn. Educational Psychologist 48:3, pages 148-168.
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Jenni Salminen, Maritta Hännikäinen, Pirjo-Liisa Poikonen & Helena Rasku-Puttonen. (2013) A Descriptive Case Analysis of Instructional Teaching Practices in Finnish Preschool Classrooms. Journal of Research in Childhood Education 27:2, pages 127-152.
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Corey Webel. (2013) High School Students' Goals for Working Together in Mathematics Class: Mediating the Practical Rationality of Studenting. Mathematical Thinking and Learning 15:1, pages 24-57.
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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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KarlG. D. Bailey. (2012) Faith-Learning Integration, Critical Thinking Skills, and Student Development in Christian Education. Journal of Research on Christian Education 21:2, pages 153-173.
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Leema
K. Berland. (2011) Explaining Variation in How Classroom Communities Adapt the Practice of Scientific Argumentation. Journal of the Learning Sciences 20:4, pages 625-664.
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Paul Black, Mark Wilson & Shih-Ying Yao. (2011) Road Maps for Learning: A Guide to the Navigation of Learning Progressions. Measurement: Interdisciplinary Research and Perspectives 9:2-3, pages 71-123.
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Johanna Bluemink, Raija Hämäläinen, Tony Manninen & Sanna Järvelä. (2010) Group-level analysis on multiplayer game collaboration: how do the individuals shape the group interaction?. Interactive Learning Environments 18:4, pages 365-383.
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Tarja-Riitta Hurme, Kaarina Merenluoto & Sanna Järvelä. (2009) Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: a case study. Educational Research and Evaluation 15:5, pages 503-524.
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Indigo Esmonde. (2009) Explanations in Mathematics Classrooms: A Discourse Analysis. Canadian Journal of Science, Mathematics and Technology Education 9:2, pages 86-99.
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MitchellJ. Nathan & Suyeon Kim. (2009) Regulation of Teacher Elicitations in the Mathematics Classroom. Cognition and Instruction 27:2, pages 91-120.
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