Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

How student characteristics affect girls' and boys' verbal engagement in physics instruction

16 references·11 citing·49 second hop

FromToDepth

this work references cited by second hop

References

1977The Measurement of Observer Agreement for Categorical Data81,000 cited
1997Handbook of educational psychology4,825 cited
2003Attitudes towards science: A review of the literature and its implications3,150 cited
2007PISA 2006: Science Competencies for Tomorrow's World765 cited
1999Children's Talk and the Development of Reasoning in the Classroom697 cited
1980On the cognitive benefits of teaching.621 cited
2008The teacher's role in promoting collaborative dialogue in the classroom618 cited
2006Dialogue in the Classroom515 cited
1990Chapter 3: Opportunities, Achievement, and Choice: Women and Minority Students in Science and Mathematics452 cited
2004The cultural production of science in reform‐based physics: Girls' access, participation, and resistance385 cited
1996Individual differences in affective and conative functions.363 cited
2000Computers, Teachers, Peers: Science Learning Partners282 cited
2002Promoting girls' interest and achievement in physics classes for beginners271 cited
2004Self-to-prototype matching as a strategy for making academic choices. Why high school students do not like math and science257 cited
1994Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

254 cited

2004Motivational Influences on Student Participation in Classroom Learning Activities232 cited

Cited by

2014Through the lens of teacher professional development components: the ‘Dialogic Video Cycle’ as an innovative program to foster classroom dialogue74 cited
2018How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy74 cited
2020How does learners’ behavior attract preservice teachers’ attention during teaching?69 cited
2017An Exploration of Students’ Science Learning Interest Related to Their Cognitive Anxiety, Cognitive Load, Self-Confidence and Learning Progress Using Inquiry-Based Learning With an iPad67 cited
2015Fostering and scaffolding student engagement in productive classroom discourse: Teachers' practice changes and reflections in light of teacher professional development67 cited
2020How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement65 cited
2018Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom.65 cited
2020Student hand-raising as an indicator of behavioral engagement and its role in classroom learning57 cited
2019Exploring student hand-raising across two school subjects using mixed methods: An investigation of an everyday classroom behavior from a motivational perspective55 cited
2017How many are talking? The role of collectivity in dialogic teaching44 cited
2014Stereotype als Einflussfaktoren auf die Motivation und die Einschätzung der eigenen Fähigkeiten bei Studentinnen in MINT-Fächern21 cited