Submissions from 2022
How Do We Ensure that Elections are Free and Fair?: An Inquiry-Based Mini-Unit, Brett L.M. Levy, Megan E. Cook, and Nora D. Schaffer
The Multidimensional Media Literacy & Engagement Framework: A Tool for Fostering Informed Civic Participation, Brett L.M. Levy, Julie E. Learned, and Cornelia B. Harris
Epistemic agency for costructuring expansive knowledge-building practices, Jianwei Zhang, Yan Tian, Guangji Yuan, and Dan Tao
Cross-Community Knowledge Building with Idea Thread Mapper, Jianwei Zhang, Guangji Yuan, and Mei-Hwa Chen
Submissions from 2021
The Potential of “Civic Science Education”: Theory, Research, Practice, and Uncertainties, Brett Levy, Alandeon Oliveira, and Cornelia Harris
Agency to Transform: How Did a Grade 5 Community Co-Configure Dynamic Knowledge Building Practices in a Yearlong Science Inquiry?, Jianwei Zhang and Dan Tao
Submissions from 2020
Give Student Ideas a Larger Stage: Support Cross-Community Interaction for Knowledge Building, Jianwei Zhang, Guangji Yuan, and Maria Bogouslavsky
Submissions from 2019
Motivating Political Participation Among Youth: An Analysis of Factors Related to Adolescents’ Political Engagement, Brett Levy and Thomas Akiva
Can Education Reduce Political Polarization?: Fostering Open-Minded Political Engagement during the Legislative Semester, Brett L.M. Levy, Annaly Babb-Guerra, Wolf Owczarek, and Lena M. Batt
Submissions from 2018
Global Climate Change in U.S. High School Curricula: Portrayals of the Causes, Consequences, and Potential Responses, Casey R. Meehan, Brett L.M. Levy, and Lauren Collet-Gildard
Online Course Enrollment in Community College and Degree Completion: The Tipping Point, Peter Shea and Temi Bidjerano
Co-Organizing the Collective Journey of Inquiry with Idea Thread Mapper, Jianwei Zhang, Dan Tao, Mei-hwa Chen, Yanqing Sun, Darlene Judson, and Sarah Naqvi
Submissions from 2017
Generating Dynamic Democratic Discussions: An Analysis of Teaching with US Presidential Debates, Brett L.M. Levy, Lauren Collet, and Thomas C. Owenby
Submissions from 2016
Fostering Political Interest Among Youth During the 2012 Presidential Election: Instructional Opportunities and Challenges in a Swing State, Brett L.M. Levy
Which Candidate Should We Elect and Why?: An Inquiry Approach to Teaching About Elections, Brett L.M. Levy
Analytics for Knowledge Creation: Towards Epistemic Agency and Design-Mode Thinking, Jianwei Zhang and Bodong Chen
The Professional Identity of Three Innovative Teachers Engaging in Sustained Knowledge Building Using Technology, Jianwei Zhang and Barbara Vokatis
Submissions from 2015
Students blogging about politics: A study of students’ political engagement and a teacher’s pedagogy during a semester-long political blog assignment, Brett Levy, Wayne Journell, Yi He, and Brian Towns
Epistemic Complexity in Adolescent Writing, Kristen Campbell Wilcox, Fang Yu, and Marc Nachowitz
Submissions from 2014
Adolescents’ Writing in the Content Areas: National Study Results, Kristen Campbell Wilcox and Jill V. Jeffery
Submissions from 2013
Teachers’ and Administrators’ Use of Evidence of Student Learning to Take Action: Conclusions Drawn from a Special Issue on Formative Assessment, Heidi Andrade and M. Christina Schneider
Examining Studies of Inquiry-Based Learning in Three Fields of Education: Sparking Generative Conversation, Brett L. M. Levy, Ebony Elizabeth Thomas, Kathryn Drago, and Lesely A. Rex
Toward Fostering Environmental Political Participation: Framing an Agenda for Environmental Education Research, Brett L. M. Levy and Michaela T. Zint
Submissions from 2012
Teaching about Big Money in Elections: To Amend or Not to Amend the U.S. Constitution?, Brett L.M. Levy and James M. M. Hartwick
Submissions from 2011
Reading for Idea Advancement in a Grade 4 Knowledge Building Community, Jianwei Zhang
Sustaining Knowledge Building as a Principle-Based Innovation at an Elementary School, Jianwei Zhang, Huang-Yao Hong, Marlene Scardamalia, Elizabeth A. Morley, and Chew Teo
Submissions from 2010
Knowledge building and vocabulary growth over two years, Grades 3 and 4, Yanqing Sun, Jianwei Zhang, and Marlene Scardamalia
Technology-supported learning innovation in cultural contexts, Jianwei Zhang
Early Development of Graphical Literacy through Knowledge Building, Jianwei Zhang, Yongcheng Gan, Marlene Scardamalia, and Huang-Yao Hong
Knowledge Society Network: Toward a dynamic, sustained network for building knowledge, Jianwei Zhang, Huang-Yao Hong, and Marlene Scardamalia
Developing Deep Understanding and Literacy while Addressing a Gender-Based Literacy Gap, Jianwei Zhang, Yanqing Sun, and Marlene Scardamalia
Submissions from 2009
Promoting Learning and Achievement Through Self-Assessment, Heidi Andrade and Anna Valtcheva
Rubric-Referenced Self-Assessment and Self-Efficacy for Writing, Heidi Andrade, Xiaolei Wang, Ying Du, and Robin L. Akawi
The language of digital learning objects: A cross-disciplinary study, Carla J. Meskill and Gulnara Sadykova
Submissions from 2007
The Language of Teaching Well with Learning Objects, Carla J. Meskill and Natasha Anthony
Submissions from 2003
Dewey, Bruner, and "Seas of Stories" in the High Stakes Testing Debate, Kristen Campbell Wilcox
Submissions from 2001
The Effects of Instructional Rubrics on Learning to Write, Heidi Goodrich Andrade