| Teacher-student interaction on wikis: Fostering collaborative learning and writing |
12 |
| Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction |
10 |
| What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk |
9 |
| Knowledge co-construction activities and task-related monitoring in scripted collaborative learning |
9 |
| Social learning through rural communities of practice: Empirical evidence from farming households in the Vietnamese Mekong Delta |
9 |
| Deconflating the ZPD and instructional scaffolding: Retranslating and reconceiving the zone of proximal development as the zone of next development |
8 |
| The material and social constitution of interest |
7 |
| The Three Domains for Dialogue: A framework for analysing dialogic approaches to teaching and learning |
7 |
| The relationship between conceptions of learning and academic outcomes in middle school students according to gender differences |
7 |
| The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case |
6 |
| Digital labour in school: Smartphones and their consequences in classrooms |
5 |
| Researching reinterpretations of educational activity in dialogic interactions during a fieldtrip |
5 |
| Does a good argument make a good answer? Argumentative reconstruction of children's justifications in a second order false belief task |
4 |
| Do children express curiosity at school? Exploring children's experiences of curiosity inside and outside the school context |
4 |
| Teacher education students' strategic activities in challenging collaborative learning situations |
4 |
| Interconnections between the discursive framing of space-time and the interpretation of a collaborative task |
4 |
| The fullness of life: Learner interests and educational experiences |
4 |
| Dual-eye-tracking Vygotsky: A microgenetic account of a teaching/ learning collaboration in an embodied-interaction technological tutorial for mathematics |
4 |
| Effects of an interculturally enriched collaboration script on student attitudes, behavior, and learning performance in a CSCL environment |
4 |
| Play in adult-child interaction: Institutional multi-party interaction and pedagogical practice in a toddler classroom |
4 |
| Teaching for the 21st century: A case for dialogic pedagogy |
4 |
| Sociomateriality as a partner in the polyphony of students positioning |
3 |
| Talking, reading, and writing like an educational psychologist: The role of discourse practices in graduate students' professional identity development |
3 |
| 'Being stuck'. Analyzing text-planning activities in digitally rich upper secondary school classrooms |
3 |
| The aim of the game: A pedagogical tool to support young children's learning through play |
3 |
| Interest development and learning in choice-based, in-school, making activities: The case of a 3D printer |
3 |
| John Dewey, subject purposes and schools of tomorrow: A centennial reappraisal of the educational contribution of physical education |
3 |
| Art on the move: The role of joint attention in visitors' encounters with artworks |
3 |
| Identity, tools and existential spaces |
3 |
| Emotional and playful stance taking in joint play between adults and very young children |
3 |
| Children's explorations of the concept of spinning in preschool: Science learning in mediated activity |
3 |
| Constituting play connection with very young children: Adults' active participation in play |
3 |
| The developing knowledge and identity of an Asian-American teacher: The influence of a China study abroad experience |
2 |
| Uncovering the pedagogical potential of texts: Curriculum materials in classroom interaction in first language and literature education |
2 |
| Connecting to the outside: Cultural resources teachers use when contextualizing instruction |
2 |
| Scaffolding primary teachers in designing and enacting language-oriented science lessons: Is handing over to independence a fata morgana? |
2 |
| Just plain peers across social networks: Peer-feedback networks nested in personal and academic networks in higher education |
2 |
| The interplay between parental argumentative strategies, children's reactions and topics of disagreement during family conversations |
2 |
| A discursive approach to the analysis of epistemic cognition |
2 |
| Becoming professional through dialogical learning: How language activity shapes and (re-) organizes the dialogical self's voicings and positions |
2 |
| Exploring the ontological dimension of dialogic education through an evaluation of the impact of Internet mediated dialogue across cultural difference |
2 |
| Children's experiencing of their transition from preschool to first grade: A visual narrative study |
2 |
| The emergence of children's interest orientations during early childhood: When predisposition meets opportunity |
2 |
| Triggering and maintaining interest in early phases of interest development |
2 |
| Affective atmospheres and skatepark sessions: The spatiotemporal contours of interest |
2 |
| Socially responsive classrooms for students with special educational needs and disabilities |
2 |
| Research techniques and methodologies to assess social learning in participatory environmental governance |
2 |
| Discourse acquisition in peer talk - The case of argumentation among kindergartners |
2 |
| Smartphones in classrooms: Reading, writing and talking in rapidly changing educational spaces |
2 |
| How do Moroccan-Dutch parents (re)construct their parenting practices? Post-migration parenthood as a social site for learning and identity |
2 |
