Article published in:
Educating in Dialog: Constructing meaning and building knowledge with dialogic technology
Edited by Sebastian Feller and Ilker Yengin
[Dialogue Studies 24] 2014
► pp. 133156
Aviv, Reuven
2001“Educational Performance of ALN via Content Analysis.” Journal of Asynchronous Learning Networks 4 (2): 53–72.Google Scholar
Bandura, Albert
2001“Social Cognitive Theory: An Agenctic Perspective.” Annual Review of Psychology 52:1–26. CrossrefGoogle Scholar
Bereiter, Carl
1994“Implications of Postmodernism for Science, or, Science as a Progressive Discourse.” Educational Psychologist 29 (1): 3–12. CrossrefGoogle Scholar
2002“Subject Matter that Matters.” In Education and Mind in the Knowledge Age, ed. by Carl Bereiter, 275–313. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.Google Scholar
Bryman, Alan and Robert G. Burgess
1994Analyzing Qualitative Data. London: Routledge. CrossrefGoogle Scholar
Chai, Ching Sing, and Seng Chee Tan
2009“Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach.” Teachers College Record 111 (5): 1296–1327.Google Scholar
Damşa, Crina I., Paul A. Kirschner, Jerry E.B. Andriessen, Gijsbert Erkens, and Patrick H.M. Sins
2010“Shared Epistemic Agency: An Empirical Study of an Emergent Construct.” Journal of the Learning Sciences 19 (2): 143–186. CrossrefGoogle Scholar
De Wever, Bram, Tammy Schellens, Martin Valcke, and Hilde Van Keer
2006“Content Analysis Schemes to Analyze Transcripts of Online Asynchronous Discussion Groups: A Review.” Computers and Education 46 (1): 6–28. CrossrefGoogle Scholar
Denzin, Norman K., and Yvonna S. Lincoln
1994“Introduction: Entering the Field of Qualitative Research” In Handbook of Qualitative Research, ed. by N.K. Denzin, and Y.S. Lincoln, 1–18. London: Sage.Google Scholar
Driver, Rosalind, Paul Newton, and Jonathan Osborne
2000“Establishing the Norms of Scientific Argumentation in Classrooms.” Science Education 84 (3): 287–312. CrossrefGoogle Scholar
Emirbayer, Mustafa, and Ann Mische
1998“What is Agency?” American Journal of Sociology 103 (4): 962–1023. CrossrefGoogle Scholar
Engeström, Yrjö
2008From Teams to Knots: Activity-Theoretical Studies of Collaboration and Learning at Work. New York: Cambridge University Press. CrossrefGoogle Scholar
Giddens, Anthony
1981A Contemporary Critique of Historical Materialism: Power, Property and the State. vol. 1. London: Macmillan.Google Scholar
LaVan, Sarah-Kate and Jennifer Beers
2005“The Role of Cogenerative Dialogue in Learning to Teach and Transforming Learning Environments.” In Improving Urban Science Education: New Roles for Teachers, Students and Researchers, ed. by Kenneth Tobin, Rowhea Elmesky, and Gale Seiler, 149–166. New York: Rowman & Littlefield.Google Scholar
Mishra, Punya, and Matthew J. Koehler
2006“Technological Pedagogical Content Knowledge: A New Framework for Teacher Knowledge.” Teachers College Record 108 (6): 1017–1054. CrossrefGoogle Scholar
Paavola, Sami, and Kai Hakkarainen
2005“The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning.” Science & Education 14 (6): 535–557. CrossrefGoogle Scholar
Popper, Karl
1979“Three Worlds.” Michigan Quarterly Review 18 (1): 1–23.Google Scholar
Reed, Baron
2001“Epistemic Agency and the Intellectual Virtues.” Southern Journal of Philosophy 39: 507–526. CrossrefGoogle Scholar
Rourke, Liam, and Terry Anderson
2004“Validity in Quantitative Content Analysis.” Educational Technology , Research & Development 52 (1): 5–18.Google Scholar
Russell, Ann
2002 “The Role of Epistemic Agency and Knowledge Building Discourse to Foster Interprofessional Practice in a Canadian Hospital.” In American Educational Research Association Annual Conference , New Orleans.
Scardamalia, Marlene
2002“Collective Cognitive Responsibility for the Advancement of Knowledge.” In Liberal Education in a Knowledge Society, ed. by Barry Smith, and Carl Bereiter, 67–98. Chicago: Open Court.Google Scholar
Scardamalia, Marlene, and Carl Bereiter
1993“Technologies for Knowledge Building Discourse.” Communications of the ACM 36 (5): 37–41. CrossrefGoogle Scholar
1999“Schools as Knowledge Building Organizations.” In Today’s Children, Tomorrow’s Society: The Development Health and Wealth of Nations, ed. by D. Keating, and C. Hertzman, 274–289. New York: Guilford.Google Scholar
2006“Knowledge Building: Theory, Pedagogy and Technology.” In The Cambridge Handbook of the Learning Sciences, ed. by R. Keith Sawyer, 97–118. New York: Cambridge University Press.Google Scholar
2010“A Brief History of Knowledge Building.” Canadian Journal of Learning and Technology 36 (1).Google Scholar
Schwartz, Daniel L., and Sandra Okita
2004 “The Productive Agency in Learning by Teaching.” http://​aaalab​.stanford​.edu​/papers​/Productive​_Agency​_in​_Learning​_by​_Teaching​.pdf. (last date of access 19 Sept. 2013).
Sterenly, Kim
2004“Externalism, Epistemic Artefacts and the Extended Mind.” In The Externalist Challenge: New Studies on Cognition and Intentionality, ed. by Richard Schantz, 239–254. Berlin, New York: de Gruyter.Google Scholar
Stahl, Gerry
2004“Building Collaborative Knowing: Elements of a Social Theory of CSCL.” In What We Know About CSCL: And Implementing It in Higher Education, ed. by Jan-Willem Strijbos, Paul A. Kirschner, and Rob L. Martens, 53–86. Norwell, MA: Kluwer Academic Publishers. CrossrefGoogle Scholar
Tan, Aik-Ling, and Seng Chee Tan
2011“Conversation Analysis as a Tool to Understand Online Social Encounters.” In Handbook of Research on Methods and Techniques for Studying Virtual Communities: Paradigms and Phenomena, ed. by Ben Kei Daniel, 248–266. Hershey, PA: IGI Global.Google Scholar
Tan, Seng Chee
2010“Developing 21st Century Teachers as a Knowledge Builder.” International Journal for the Scholarship of Teaching and Learning 4 (2): 1–8.Google Scholar
Tobin, Kenneth
2006“Learning to Teach Through Coteaching and Cogenerative Dialogue.” Teaching Education 17 (2): 133–142. CrossrefGoogle Scholar