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Submissions from 2016

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Advising a Model United Nations club: A scaffolded youth-adult partnership to foster active participation and political engagement, Brett Levy

Submissions from 2015

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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

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Epistemic Complexity in Adolescent Writing, Kristen Campbell Wilcox, Fang Yu, and Marc Nachowitz

Submissions from 2014

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Adolescents’ Writing in the Content Areas: National Study Results, Kristen Campbell Wilcox and Jill V. Jeffery

Submissions from 2013

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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

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Toward Fostering Environmental Political Participation: Framing an Agenda for Environmental Education Research, Brett L. M. Levy and Michaela T. Zint

Submissions from 2011

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Reading for Idea Advancement in a Grade 4 Knowledge Building Community, Jianwei Zhang

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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

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Knowledge building and vocabulary growth over two years, Grades 3 and 4, Yanqing Sun, Jianwei Zhang, and Marlene Scardamalia

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Technology-supported learning innovation in cultural contexts, Jianwei Zhang

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Early Development of Graphical Literacy through Knowledge Building, Jianwei Zhang, Yongcheng Gan, Marlene Scardamalia, and Huang-Yao Hong

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Knowledge Society Network: Toward a dynamic, sustained network for building knowledge, Jianwei Zhang, Huang-Yao Hong, and Marlene Scardamalia

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Developing Deep Understanding and Literacy while Addressing a Gender-Based Literacy Gap, Jianwei Zhang, Yanqing Sun, and Marlene Scardamalia

Submissions from 2009

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Promoting Learning and Achievement Through Self-Assessment, Heidi Andrade and Anna Valtcheva

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Rubric-Referenced Self-Assessment and Self-Efficacy for Writing, Heidi Andrade, Xiaolei Wang, Ying Du, and Robin L. Akawi

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The language of digital learning objects: A cross-disciplinary study, Carla J. Meskill and Gulnara Sadykova

Submissions from 2007

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The Language of Teaching Well with Learning Objects, Carla J. Meskill and Natasha Anthony

Submissions from 2003

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Dewey, Bruner, and "Seas of Stories" in the High Stakes Testing Debate, Kristen Campbell Wilcox

Submissions from 2001

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The Effects of Instructional Rubrics on Learning to Write, Heidi Goodrich Andrade