Article (Web of Science)

• 2021

  Understanding knowledge, participation and learning in L2 collaborative writing: A metacognitive theory perspective.  LANGUAGE TEACHING RESEARCH.  25:256-281.

  Full Text via DOI: 10.1177/1362168819837560
• 2020

  Longitudinal impact of early childhood science instruction on 5th grade science achievement.  INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 

  Full Text via DOI: 10.1080/09500693.2020.1749908
• 2017

  Exploring How Families Do Science Together: Adult‐Child Interactions at Community Science Events.  SCHOOL SCIENCE AND MATHEMATICS.  117:175-182.

  Full Text via DOI: 10.1111/ssm.12221
• 2011

  TEACHERS' SPECIALIZED KNOWLEDGE FOR SUPPORTING STUDENT COMPREHENSION IN TEXT-BASED DISCUSSIONS.  ELEMENTARY SCHOOL JOURNAL.  112:61-82.
• 2011

  Teachers’ Specialized Knowledge for Supporting Student Comprehension in Text-Based Discussions.  ELEMENTARY SCHOOL JOURNAL.  112:61-82.

  Full Text via DOI: 10.1086/660689
• 2004

  Teacher, Text, and Experience: A Case of Young Children's Scientific Inquiry.  Journal of the Learning Sciences.  13:455-505.

  Full Text via DOI: 10.1207/s15327809jls1304_1