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Authority and accountability in light of disciplinary practices in science
16 references·2 citing·36 second hop
Authority and accountability in light of disciplinary practices in science (2013)Authority and accountability in light of …TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse (2004)TAPping into argumentation: D…Enhancing the quality of argumentation in school science (2004)Enhancing the quality of argu…Supporting and Promoting Argumentation Discourse in Science Education (2002)Supporting and Promoting Argu…Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom (2002)Guiding Principles for Foster…Establishing the norms of scientific argumentation in classrooms (2000)Establishing the norms of sci…Sociomathematical Norms, Argumentation, and Autonomy in Mathematics (1996)Sociomathematical Norms, Argu…National Science Education Standards (1996)National Science Education St…National Science Education Standards (1995)National Science Education St…Classroom lessons: integrating cognitive theory and classroom practice (1995)Classroom lessons: integratin…Guided Discovery in a Community of Learners (1994)Guided Discovery in a Communi…Voices of the Mind: A Sociocultural Approach to Mediated Action (1991)Voices of the Mind: A Sociocu…The Skills of Argument (1991)The Skills of ArgumentClassroom discourse. The language of teaching and learning (1990)Classroom discourse. The lang…Classroom Discourse: The Language of Teaching and Learning (1988)Classroom Discourse: The Lang…The Dialogic Imagination: Four Essays (1982)The Dialogic Imagination: Fou…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…A Multidimensional Framework of Collaborative Groups’ Disciplinary Engagement (2022)A Multidimensional Framework …“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching (2021)“Well that's how the kids fee…Conditions of Knowledge: An Introduction to Epistemology and Education (1966)Conditions of Knowledge: An Introduction to Epistemology and Education (1983)Informal logic: a handbook for critical argumentation (1990)The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997)Why do humans reason? Arguments for an argumentative theory (2011)Handbook of Self-Regulation of Learning and Performance (2017)The consequences of modernity (1990)Risk Society: Towards a New Modernity (1993)Risk Society, Towards a New Modernity (1994)Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals (2008)PISA 2012 Assessment and Analytical Framework (2013)When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching (1990)On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin (1991)Handbook of research design in mathematics and science education (2000)Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life (2007)Mathematics teachers’ “learning to notice” in the context of a video club (2007)Effects of Video Club Participation on Teachers' Professional Vision (2008)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)The laboratory in science education: Foundations for the twenty‐first century (2003)Informal reasoning regarding socioscientific issues: A critical review of research (2004)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)The National Science Education Standards (2013)A pedagogy of Multiliteracies Designing Social Futures (1996)Multiliteracies: Lit Learning (2005)“Multiliteracies”: New Literacies, New Learning (2009)Identity and agency in cultural worlds (1999)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Reconsidering research on teachers’ professional identity (2004)Towards a theory of leadership practice: a distributed perspective (2004)Learning by Expanding (2014)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1995National Science Education Standards7,888 cited
  • 1982The Dialogic Imagination: Four Essays7,540 cited
  • 1991Voices of the Mind: A Sociocultural Approach to Mediated Action4,099 cited
  • 1988Classroom Discourse: The Language of Teaching and Learning3,067 cited
  • 2000Establishing the norms of scientific argumentation in classrooms2,328 cited
  • 1991The Skills of Argument2,124 cited
  • 1996Sociomathematical Norms, Argumentation, and Autonomy in Mathematics2,005 cited
  • 1996National Science Education Standards1,849 cited
  • 2004Enhancing the quality of argumentation in school science1,686 cited
  • 2004TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse1,548 cited
  • 1990Classroom discourse. The language of teaching and learning1,405 cited
  • 2002Supporting and Promoting Argumentation Discourse in Science Education1,214 cited
  • 2002Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom1,211 cited
  • 1995Classroom lessons: integrating cognitive theory and classroom practice

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1,180 cited
  • 1994Guided Discovery in a Community of Learners1,152 cited
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    • 2021“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching47 cited
    • 2022A Multidimensional Framework of Collaborative Groups’ Disciplinary Engagement21 cited