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Teacher Scaffolding of Social and Intellectual Collaboration in Small Groups: A Comparative Case Study

Frontiers in psychology, 2020-11, Vol.11, p.587058-587058

2020

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The role of achievement goal orientations in the relationships between high school students' anxiety, self-efficacy, and perceived use of revision strategies in argumentative writing

Journal of writing research, 2021-02, Vol.12 (vol. 12 issue 3), p.657-684

2021

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Dialogic Literary Argumentation in High School Language Arts Classrooms: A Social Perspective for Teaching, Learning, and Reading Literature

1st, 2020

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Having Someone to Talk: A Buffer Against Maladaptive Academic Behavior During Adolescence?

Child & youth care forum, 2023-10, Vol.52 (5), p.1121-1144

2023

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Concepts, collaboration, and a company of actors: a Vygotskian model for concept development in the 21st century

Oxford review of education, 2023-03, Vol.49 (2), p.137-152

2023

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Linkages between cognitive and social dialogue patterns during collaborative small-group discussions

Learning and instruction, 2023-10, Vol.87, p.101795, Article 101795

2023

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The role of friendships in shy students’ dialogue patterns during small group discussions

Contemporary educational psychology, 2021-10, Vol.67, p.102021, Article 102021

2021

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Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms

Reading & writing, 2020-12, Vol.33 (10), p.2549-2575

2020

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The relations of inattention and hyperactivity to academic cheating in adolescents with executive functioning problems

Psychology in the schools, 2022-04, Vol.59 (4), p.784-799

2022

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Shaping classroom social experiences through collaborative small‐group discussions

British journal of educational psychology, 2022-03, Vol.92 (1), p.131-154

2022

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Academic Achievement and Postsecondary Educational Attainment of Domestically and Internationally Adopted Youth

Adoption quarterly, 2022-10, Vol.25 (4), p.326-350

2022

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The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion

The Journal of early adolescence, 2023-11, Vol.43 (9), p.1129-1163

2023

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Linking knowledge justification with peers to the learning of social perspective taking

Journal of moral education, 2024-04, Vol.53 (2), p.321-341

2024

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A collaborative small-group discussion approach to improving fifth graders’ use of academic, relational, social, and emotional vocabulary

International journal of educational research, 2021, Vol.106, p.101744, Article 101744

2021

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Effects of collaborative small-group discussions on early adolescents’ social reasoning

Reading & writing, 2019-11, Vol.32 (9), p.2223-2249

2019

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Leveraging community partnerships: Conversion of a sexual health curriculum as a virtual teaching tool for middle schoolers

Middle school journal, 2023-03, Vol.54 (2), p.6-16

2023

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Social Construction of Epistemic Cognition about Social Knowledge during Small-Group Discussions

Ha, Seung Yon

2019

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Handbook of Research on Student Engagement

2nd ed. 2022

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Using innovation with contrasting cases to scaffold positive interaction for small group learning and deep understanding

Ha, Seung Yon

2012

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ProQuest

Key developments during adolescence: implications for learning and achievement

International Encyclopedia of Education, 2023, p.486-496

Fourth Edition, 2023

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Achievement Goal Theory and Engagement

Handbook of Research on Student Engagement, p.511-528

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The Influence of Collaborative Small-Group Discussion on Social Self-Efficacy and Class Relationships

AERA Online Paper Repository, 2017

2017

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Socializing Interpersonal Immediacy in Collaborative Small-Group Discussions

AERA Online Paper Repository, 2017

2017

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Toward a Model of Dialogic Literary Argumentation

Dialogic Literary Argumentation in High School Language Arts Classrooms, 2020, p.30-62

1, 2020

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Constructing Intertextuality and Indexicality in Dialogic Literary Argumentation

Dialogic Literary Argumentation in High School Language Arts Classrooms, 2020, p.112-133

1, 2020

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Teacher Scaffolding of Social and Intellectual Collaboration in Small Groups: A Comparative Case Study

The role of achievement goal orientations in the relationships between high school students' anxiety, self-efficacy, and perceived use of revision strategies in argumentative writing

Dialogic Literary Argumentation in High School Language Arts Classrooms: A Social Perspective for Teaching, Learning, and Reading Literature

Having Someone to Talk: A Buffer Against Maladaptive Academic Behavior During Adolescence?

Concepts, collaboration, and a company of actors: a Vygotskian model for concept development in the 21st century

Linkages between cognitive and social dialogue patterns during collaborative small-group discussions

The role of friendships in shy students’ dialogue patterns during small group discussions

Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms

The relations of inattention and hyperactivity to academic cheating in adolescents with executive functioning problems

Shaping classroom social experiences through collaborative small‐group discussions

Academic Achievement and Postsecondary Educational Attainment of Domestically and Internationally Adopted Youth

The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion

Linking knowledge justification with peers to the learning of social perspective taking

A collaborative small-group discussion approach to improving fifth graders’ use of academic, relational, social, and emotional vocabulary

Effects of collaborative small-group discussions on early adolescents’ social reasoning

Leveraging community partnerships: Conversion of a sexual health curriculum as a virtual teaching tool for middle schoolers

Social Construction of Epistemic Cognition about Social Knowledge during Small-Group Discussions

Handbook of Research on Student Engagement

Using innovation with contrasting cases to scaffold positive interaction for small group learning and deep understanding

Key developments during adolescence: implications for learning and achievement

Achievement Goal Theory and Engagement

The Influence of Collaborative Small-Group Discussion on Social Self-Efficacy and Class Relationships

Socializing Interpersonal Immediacy in Collaborative Small-Group Discussions

Toward a Model of Dialogic Literary Argumentation

Constructing Intertextuality and Indexicality in Dialogic Literary Argumentation

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