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Transformations of knowledge within a peer group. Knowing and learning in interaction

Learning, culture and social interaction, 2012-09, Vol.1 (3-4), p.232-248

Melander, Helen

2012

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Mobile phones and moral order: Children’s appropriation of and accounting for digital media rules in schools

Childhood (Copenhagen, Denmark), 2024-05, Vol.31 (2), p.230-246

2024

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Designing and assessing digital games in a classroom: an emerging culture of critique

Journal of educational media : the journal of the Educational Television Association, 2020-10, Vol.45 (4), p.376-394

2020

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Young students' treatment of synthetic voicing as an interactional resource in digital writing

Classroom discourse, 2022-07, Vol.13 (3), p.241-263

2022

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The many forms and functions of touch in educational settings: Shared attention and appropriate engagement

Learning, culture and social interaction, 2024-04, Vol.45, p.100808, Article 100808

Melander Bowden, Helen

2024

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Problem-solving in collaborative game design practices: epistemic stance, affect, and engagement

Journal of educational media : the journal of the Educational Television Association, 2019-04, Vol.44 (2), p.124-143

Melander Bowden, Helen

2019

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Situated collaboration and problem solving in young children's digital gameplay

British journal of educational technology, 2018-09, Vol.49 (5), p.959-972

2018

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Embodied spatial learning in the mobile preschool: the socio-spatial organization of meals as interactional achievement

Children's geographies, 2022-03, Vol.20 (2), p.234-250

2022

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Aided-speaking students’ unsolicited questions in teacher-fronted classroom talk: the use of speech-generating devices to ask questions

Classroom discourse, 2024-03, p.1-24

2024

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Läxhjälp as Shadow Education in Sweden: The Logic of Equality in “A School for All”

ECNU review of education (Online), 2021-09, Vol.4 (3), p.494-519

2021

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Designedly incomplete utterances as prompts for co-narration in home literacy events with young multilingual children

Linguistics and education, 2022-10, Vol.71, p.101089, Article 101089

2022

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Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: presenting the problem

Classroom discourse, 2021-07, Vol.12 (3), p.193-213

2021

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Instructing Equestrian Feel: On the Art of Teaching Embodied Knowledge

Scandinavian journal of educational research, 2022, Vol.66 (2), p.290-305

2022

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Co-constructing a child as disorderly: Moral character work in narrative accounts of upsetting experiences

Text & talk, 2020-09, Vol.40 (5), p.599-622

2020

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Knowledge talk in performance appraisal interviews

Learning, culture and social interaction, 2019-06, Vol.21, p.278-292

2019

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Knowing how to play the game of jump rope: Participation and stancetaking in a material environment

Journal of pragmatics, 2012-09, Vol.44 (11), p.1434-1456

Melander, Helen

2012

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Appropriation through guided participation: Media literacy in children׳s everyday lives

Discourse, context & media, 2016-06, Vol.12, p.20-31

2016

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Barns berättelser om spel i kamratgruppen

Pedagogisk forskning i Sverige, 2023, Vol.28 (4), p.38-63

Melander Bowden, Helen

2023

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Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences

Linguistics and education, 2017-02, Vol.37, p.73-86

2017

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Situated collaboration and problem solving in young children's digital game play

British journal of educational technology, 2018, Vol.49 (5), p.959

2018

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Appropriation through guided participation: Media literacy activities in children's everyday lives

Discourse, context & media, 2016, Vol.12, p.20

2016

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Embodied spatial learning in the mobile preschool: the sociospatial organization of meals as interactional achievement

Children's geographies, 2022, Vol.20 (2), p.234

2022

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Disclaiming knowledge to encourage participation in research group meetings

Discourse studies, 2024-05

2024

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In tow of the blue whale Learning as interactional changes in topical orientation

Journal of pragmatics, 2009-08, Vol.41 (8), p.1519-1537

2009

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Aided-speaking students’ unsolicited questions inteacher-fronted classroom talk: the use of speech-generating devices to ask questions

Classroom discourse, 2024, p.1

2024

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Transformations of knowledge within a peer group. Knowing and learning in interaction

Mobile phones and moral order: Children’s appropriation of and accounting for digital media rules in schools

Designing and assessing digital games in a classroom: an emerging culture of critique

Young students' treatment of synthetic voicing as an interactional resource in digital writing

The many forms and functions of touch in educational settings: Shared attention and appropriate engagement

Problem-solving in collaborative game design practices: epistemic stance, affect, and engagement

Situated collaboration and problem solving in young children's digital gameplay

Embodied spatial learning in the mobile preschool: the socio-spatial organization of meals as interactional achievement

Aided-speaking students’ unsolicited questions in teacher-fronted classroom talk: the use of speech-generating devices to ask questions

Läxhjälp as Shadow Education in Sweden: The Logic of Equality in “A School for All”

Designedly incomplete utterances as prompts for co-narration in home literacy events with young multilingual children

Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: presenting the problem

Instructing Equestrian Feel: On the Art of Teaching Embodied Knowledge

Co-constructing a child as disorderly: Moral character work in narrative accounts of upsetting experiences

Knowledge talk in performance appraisal interviews

Knowing how to play the game of jump rope: Participation and stancetaking in a material environment

Appropriation through guided participation: Media literacy in children׳s everyday lives

Barns berättelser om spel i kamratgruppen

Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences

Situated collaboration and problem solving in young children's digital game play

Appropriation through guided participation: Media literacy activities in children's everyday lives

Embodied spatial learning in the mobile preschool: the sociospatial organization of meals as interactional achievement

Disclaiming knowledge to encourage participation in research group meetings

In tow of the blue whale Learning as interactional changes in topical orientation

Aided-speaking students’ unsolicited questions inteacher-fronted classroom talk: the use of speech-generating devices to ask questions

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