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A Multidimensional Framework of Collaborative Groups’ Disciplinary Engagement
16 references·0 citing·52 second hop
A Multidimensional Framework of Collaborative Groups’ Disciplinary Engagement (2022)A Multidimensional Framework of Collabora…The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)The ICAP Framework: Linking C…A Latent Transition Mixture Model Using the Three-Step Specification (2014)A Latent Transition Mixture M…Next Generation Science Standards: For States, By States (2013)Next Generation Science Stand…Conjecture Mapping: An Approach to Systematic Educational Design Research (2013)Conjecture Mapping: An Approa…Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay Between Quality of Social Regulation and Group Processes (2011)Socially Shared Regulation in…Affect and engagement during small group instruction (2010)Affect and engagement during …Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals (2008)Science Education in Three-Pa…High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? (2008)High-level co-regulation in c…Constructing competence: an analysis of student participation in the activity systems of mathematics classrooms (2008)Constructing competence: an a…Answers to 20 Questions About Interrater Reliability and Interrater Agreement (2007)Answers to 20 Questions About…School Engagement: Potential of the Concept, State of the Evidence (2004)School Engagement: Potential …The Sociability of Computer-Supported Collaborative Learning Environments (2002)The Sociability of Computer-S…Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom (2002)Guiding Principles for Foster…Achieving Coordination in Collaborative Problem-Solving Groups (2000)Achieving Coordination in Col…The Construction of Shared Knowledge in Collaborative Problem Solving (1995)The Construction of Shared Kn…Motivational and self-regulated learning components of classroom academic performance. 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References

  • 2004School Engagement: Potential of the Concept, State of the Evidence15,364 cited
  • 1990Motivational and self-regulated learning components of classroom academic performance.8,956 cited
  • 2013Next Generation Science Standards: For States, By States6,725 cited
  • 2007Answers to 20 Questions About Interrater Reliability and Interrater Agreement3,617 cited
  • 2014The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes3,189 cited
  • 1995The Construction of Shared Knowledge in Collaborative Problem Solving2,410 cited
  • 2002Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom1,211 cited
  • 2008Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals1,078 cited
  • 2013Conjecture Mapping: An Approach to Systematic Educational Design Research837 cited
  • 2000Achieving Coordination in Collaborative Problem-Solving Groups617 cited
  • 2008High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?466 cited
  • 2014A Latent Transition Mixture Model Using the Three-Step Specification416 cited
  • 2010Affect and engagement during small group instruction339 cited
  • 2008Constructing competence: an analysis of student participation in the activity systems of mathematics classrooms

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336 cited
  • 2002The Sociability of Computer-Supported Collaborative Learning Environments327 cited
  • 2011Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay Between Quality of Social Regulation and Group Processes307 cited
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