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The Public's Bounded Understanding of Science

Educational psychologist, , Vol.49 (2), p.59-69

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Managing, Understanding, Applying, and Creating Knowledge in the Information Age: Next-Generation Challenges and Opportunities

Cognition and instruction, 2013-04, Vol.31 (2), p.255-269

2013

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Teacher Learning in Changing Contexts: Perspectives from the Learning Sciences

1, 2023

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Adolescent Literacy: Learning and Understanding Content

The Future of children, 2012-09, Vol.22 (2), p.89-116

Goldman, Susan R.

2012

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A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments

Educational psychologist, 2016-01, Vol.51 (1), p.59-81

2016

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Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy

Educational psychologist, 2016-04, Vol.51 (2), p.219-246

2016

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Common Themes in Teaching Reading for Understanding: Lessons From Three Projects

Journal of adolescent & adult literacy, 2016-11, Vol.60 (3), p.255-264

2016

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Discourse of Learning and the Learning of Discourse

Discourse processes, 2018-08, Vol.55 (5-6), p.434-453

Goldman, Susan R.

2018

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Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks

American educational research journal, 2009-12, Vol.46 (4), p.1060-1106

2009

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Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth

Cognition and instruction, 2022-01, Vol.40 (1), p.27-54

2022

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The Influences of Text and Reader Characteristics on Learning From Refutations in Science Texts

Journal of educational psychology, 2013-08, Vol.105 (3), p.561-578

2013

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Toward a Synergistic Model for Improving the Use of Research in Court-Driven Educational Reform: Examining Gary B. v. Snyder and Literacy Improvement in Detroit

Educational Researcher, 2019-11, Vol.48 (8), p.543-548

2019

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International Handbook of the Learning Sciences

1st, 2018

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Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue

Cognition and instruction, 2022-01, Vol.40 (1), p.1-6

2022

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Why are we doing this? Teacher and student perspectives on literary reading

English Teaching: Practice and Critique, 2022-03, Vol.21 (1), p.44-56

2022

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The complex relationship between personal sense of connection to animals and self-reported proenvironmental behaviors by zoo visitors

Conservation biology, 2017-04, Vol.31 (2), p.322-330

2017

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Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners

Reading research quarterly, 2012-10, Vol.47 (4), p.356-381

2012

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"Getting the Point" of Literature: Relations Between Processing and Interpretation

Discourse processes, 2016-07, Vol.53 (5-6), p.457-487

2016

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Learning in complex domains: When and why do multiple representations help?

Learning and instruction, 2003-04, Vol.13 (2), p.239-244

Goldman, Susan R

2003

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Developing Symbolic Interpretation Through Literary Argumentation

The Journal of the learning sciences, 2016-01, Vol.25 (1), p.93-132

2016

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Choosing and using multiple information sources: Some new findings and emergent issues

Learning and instruction, 2011-04, Vol.21 (2), p.238-242

Goldman, Susan R.

2011

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Assessing information synthesis within and across multiple texts with verification tasks: a signal detection theory approach

Educational psychology (Dorchester-on-Thames), 2022-05, Vol.42 (5), p.549-566

2022

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Explanatory Modeling in Science Through Text-Based Investigation: Testing the Efficacy of the Project READI Intervention Approach

American educational research journal, 2019-08, Vol.56 (4), p.1148-1216

2019

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Text Complexity: State of the Art and the Conundrums It Raises

The Elementary school journal, 2014-12, Vol.115 (2), p.290-300

2014

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Text-Based Argumentation With Multiple Sources: A Descriptive Study of Opportunity to Learn in Secondary English Language Arts, History, and Science

The Journal of the learning sciences, 2017-01, Vol.26 (1), p.79-130

2017

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The Public's Bounded Understanding of Science

Managing, Understanding, Applying, and Creating Knowledge in the Information Age: Next-Generation Challenges and Opportunities

Teacher Learning in Changing Contexts: Perspectives from the Learning Sciences

Adolescent Literacy: Learning and Understanding Content

A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments

Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy

Common Themes in Teaching Reading for Understanding: Lessons From Three Projects

Discourse of Learning and the Learning of Discourse

Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks

Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth

The Influences of Text and Reader Characteristics on Learning From Refutations in Science Texts

Toward a Synergistic Model for Improving the Use of Research in Court-Driven Educational Reform: Examining Gary B. v. Snyder and Literacy Improvement in Detroit

International Handbook of the Learning Sciences

Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue

Why are we doing this? Teacher and student perspectives on literary reading

The complex relationship between personal sense of connection to animals and self-reported proenvironmental behaviors by zoo visitors

Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners

"Getting the Point" of Literature: Relations Between Processing and Interpretation

Learning in complex domains: When and why do multiple representations help?

Developing Symbolic Interpretation Through Literary Argumentation

Choosing and using multiple information sources: Some new findings and emergent issues

Assessing information synthesis within and across multiple texts with verification tasks: a signal detection theory approach

Explanatory Modeling in Science Through Text-Based Investigation: Testing the Efficacy of the Project READI Intervention Approach

Text Complexity: State of the Art and the Conundrums It Raises

Text-Based Argumentation With Multiple Sources: A Descriptive Study of Opportunity to Learn in Secondary English Language Arts, History, and Science

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