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Cited by

• 2005What is the role for ICT‐based assessment in universities?126 cited
• 2015Developing Resilient Agency in Learning: The Internal Structure of Learning Power95 cited
• 2019(Re)Introducing Vygotsky’s Thought: From Historical Overview to Contemporary Psychology73 cited
• 2008Learning an Additional Language Through Dialogic Inquiry72 cited
• 2005Cognitive Tools for Writing: Scaffolding the Performance of Students through Technology67 cited
• 2013“You must eat the salad because it is nutritious”. Argumentative strategies adopted by parents and children in food-related discussions at mealtimes66 cited
• 2019UNDERSTANDING VYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT FOR LEARNING64 cited
• 2002Building Blocks for Young Children's Mathematical Development62 cited
• 2008Weaving the texture of school change60 cited
• 2022“Doing research is not beyond my reach”: The reconstruction of College English teachers' professional identities through a domestic visiting program58 cited
• 2008Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers56 cited
• 2015Activity-Bound and Activity-Unbound Arguments in Response to Parental Eat-Directives at Mealtimes: Differences and Similarities in Children of 3-5 and 6-9 Years Old55 cited
• 2012Challenge of supporting vocational learning: Empowering collaboration in a scripted 3D game – How does teachers’ real-time orchestration make a difference?