Carl Bereiter's publications

Scardamalia & Bereiter, 2003Scardamalia, M., & Bereiter, C. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. Encyclopedia of distributed learning, 269–272. Scardamalia, M., & Bereiter, C. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. Encyclopedia of distributed learning, 269–272.
Scardamalia & Bereiter, 2006Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (97–118). New York: Cambridge University Press. Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (97–118). New York: Cambridge University Press.
Bereiter & Scardamalia, 1979Bereiter, C., & Scardamalia, M. (1979). {Pascual-Leone's} M Construct as a link between cognitive-developmental and psychometric concepts of intelligence*. Intelligence, 3(1), 41–63. Bereiter, C., & Scardamalia, M. (1979). {Pascual-Leone's} M Construct as a link between cognitive-developmental and psychometric concepts of intelligence*. Intelligence, 3(1), 41–63.
Scardamalia & Bereiter, 1982Scardamalia, M., & Bereiter, C. (1982). Assimilative processes in composition planning. Educational psychologist, 17(3), 165–171. Scardamalia, M., & Bereiter, C. (1982). Assimilative processes in composition planning. Educational psychologist, 17(3), 165–171.
Bereiter & Scardamalia, 1982Bereiter, C., & Scardamalia, M. (1982). From conversation to composition: The role of instruction in a developmental process. Advances in instructional psychology, 2(1-64). Bereiter, C., & Scardamalia, M. (1982). From conversation to composition: The role of instruction in a developmental process. Advances in instructional psychology, 2(1-64).
Scardamalia, Bereiter & Goelman, 1982Scardamalia, M., Bereiter, C., & Goelman, H. (1982). The role of production factors in writing ability. What writers know: The language, process, and structure of written discourse, 173–210. Scardamalia, M., Bereiter, C., & Goelman, H. (1982). The role of production factors in writing ability. What writers know: The language, process, and structure of written discourse, 173–210.
Bereiter & Scardamalia, 1983Bereiter, C., & Scardamalia, M. (1983). Schooling and the growth of intentional cognition: Helping children take charge of their own minds. New trends in education, 73–100. Bereiter, C., & Scardamalia, M. (1983). Schooling and the growth of intentional cognition: Helping children take charge of their own minds. New trends in education, 73–100.
Burtis et al., 1983Burtis, J., Bereiter, C., Scardamalia, M., & Tetroe, J. (1983). The development of planning in writing. Explorations in the development of writing, 153–174. Burtis, J., Bereiter, C., Scardamalia, M., & Tetroe, J. (1983). The development of planning in writing. Explorations in the development of writing, 153–174.
Scardamalia & Bereiter, 1983Scardamalia, M., & Bereiter, C. (1983). Child as co-investigator: Helping children gain insight into their own mental processes. Learning and motivation in the classroom, 61–82. Scardamalia, M., & Bereiter, C. (1983). Child as co-investigator: Helping children gain insight into their own mental processes. Learning and motivation in the classroom, 61–82.
Bereiter & Scardamalia, 1983Bereiter, C., & Scardamalia, M. (1983). Does learning to write have to be so difficult. Learning to write: First language, second language, 20–33. Bereiter, C., & Scardamalia, M. (1983). Does learning to write have to be so difficult. Learning to write: First language, second language, 20–33.
Bereiter & Scardamalia, 1983Bereiter, C., & Scardamalia, M. (1983). Levels of inquiry in writing research. Research on writing: Principles and methods, 3–25. Bereiter, C., & Scardamalia, M. (1983). Levels of inquiry in writing research. Research on writing: Principles and methods, 3–25.
Scardamalia & Bereiter, 1983Scardamalia, M., & Bereiter, C. (1983). The development of evaluative, diagnostic, and remedial capabilities in children's composing. The psychology of written language: Developmental and educational perspectives, 67–95. Scardamalia, M., & Bereiter, C. (1983). The development of evaluative, diagnostic, and remedial capabilities in children's composing. The psychology of written language: Developmental and educational perspectives, 67–95.
Bereiter & Scardamalia, 1984Bereiter, C., & Scardamalia, M. (1984). Learning about writing from reading. Written Communication, 1(2), 163. Bereiter, C., & Scardamalia, M. (1984). Learning about writing from reading. Written Communication, 1(2), 163.
Bereiter & Scardamalia, 1984Bereiter, C., & Scardamalia, M. (1984). Information-processing demand of text composition. Learning and comprehension of text, 407–428. Bereiter, C., & Scardamalia, M. (1984). Information-processing demand of text composition. Learning and comprehension of text, 407–428.
Scardamalia, Bereiter & Steinbach, 1984Scardamalia, M., Bereiter, C., & Steinbach, R. (1984). Teachability of reflective processes in written composition. Cognitive science, 8(2), 173–190. Scardamalia, M., Bereiter, C., & Steinbach, R. (1984). Teachability of reflective processes in written composition. Cognitive science, 8(2), 173–190.
Scardamalia & Bereiter, 1984Scardamalia, M., & Bereiter, C. (1984). Development of strategies in text processing. Ontario Institute for Studies in Education Centre for Applied Cognitive Science. Scardamalia, M., & Bereiter, C. (1984). Development of strategies in text processing. Ontario Institute for Studies in Education Centre for Applied Cognitive Science.
Chipman et al., 1985Chipman, S. F., Segal, J. W., Chipman, S. F., Reder, L. M., Bereiter, C., Scardamalia, M., Franklin, A. J., Rissland, E. L., Green, B. F., & {McCloskey}M. (1985). Thinking and Learning Skills: Research and Open Questions. Chipman, S. F., Segal, J. W., Chipman, S. F., Reder, L. M., Bereiter, C., Scardamalia, M., Franklin, A. J., Rissland, E. L., Green, B. F., & {McCloskey}M. (1985). Thinking and Learning Skills: Research and Open Questions.
Scardamalia & Bereiter, 1985Scardamalia, M., & Bereiter, C. (1985). Fostering the development of self-regulation in children's knowledge processing. Thinking and learning skills: Research and open questions, 2, 563–577. Scardamalia, M., & Bereiter, C. (1985). Fostering the development of self-regulation in children's knowledge processing. Thinking and learning skills: Research and open questions, 2, 563–577.
Scardamalia & Bereiter, 1985Scardamalia, M., & Bereiter, C. (1985). Development of dialectical processes in composition. Literacy, language and learning: the nature and consequences of reading and writing, 307–329. Scardamalia, M., & Bereiter, C. (1985). Development of dialectical processes in composition. Literacy, language and learning: the nature and consequences of reading and writing, 307–329.
Bereiter & Scardamalia, 1985Bereiter, C., & Scardamalia, M. (1985). Cognitive coping strategies and the problem of “inert knowledge.”. Thinking and learning skills: Research and open questions, 2, 65–80. Bereiter, C., & Scardamalia, M. (1985). Cognitive coping strategies and the problem of “inert knowledge.”. Thinking and learning skills: Research and open questions, 2, 65–80.
Bereiter & Scardamalia, 1986Bereiter, C., & Scardamalia, M. (1986). Educational relevance of the study of expertise. Interchange, 17(2), 10–19. Bereiter, C., & Scardamalia, M. (1986). Educational relevance of the study of expertise. Interchange, 17(2), 10–19.
Scardamalia & Bereiter, 1986Scardamalia, M., & Bereiter, C. (1986). Written composition. Handbook of research on teaching, 778–803. Scardamalia, M., & Bereiter, C. (1986). Written composition. Handbook of research on teaching, 778–803.
Scardamalia & Bereiter, 1986Scardamalia, M., & Bereiter, C. (1986). Research on written composition. Handbook of research on teaching, 3, 778–803. Scardamalia, M., & Bereiter, C. (1986). Research on written composition. Handbook of research on teaching, 3, 778–803.
Scardamalia & Bereiter, 1987Scardamalia, M., & Bereiter, C. (1987). The psychology of written composition. The psychology of written composition. Scardamalia, M., & Bereiter, C. (1987). The psychology of written composition. The psychology of written composition.
Bereiter & Scardamalia, 1987Bereiter, C., & Scardamalia, M. (1987). The psychology of written communication. {LEA:} Hillsdale, {NJ}. Bereiter, C., & Scardamalia, M. (1987). The psychology of written communication. {LEA:} Hillsdale, {NJ}.
Bereiter & Scardamalia, 1987Bereiter, C., & Scardamalia, M. (1987). An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing. Curriculum Inquiry, 17(1), 9–30. Bereiter, C., & Scardamalia, M. (1987). An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing. Curriculum Inquiry, 17(1), 9–30.
Scardamalia & Bereiter, 1987Scardamalia, M., & Bereiter, C. (1987). Knowledge telling and knowledge transforming in written composition. Advances in applied psycholinguistics, 1, 142. Scardamalia, M., & Bereiter, C. (1987). Knowledge telling and knowledge transforming in written composition. Advances in applied psycholinguistics, 1, 142.
Bereiter, Burtis & Scardamalia, 1988Bereiter, C., Burtis, J., & Scardamalia, M. (1988). Cognitive operations in constructing main points in written composition* 1. Journal of memory and language, 27(3), 261–278. Bereiter, C., Burtis, J., & Scardamalia, M. (1988). Cognitive operations in constructing main points in written composition* 1. Journal of memory and language, 27(3), 261–278.
Scardamalia et al., 1989Scardamalia, M., Bereiter, C., {McLean}R. S, Swallow, J., & Woodruff, E. (1989). Computer-supported intentional learning environments. Journal of Educational Computing Research, 5(1), 51–68. Scardamalia, M., Bereiter, C., {McLean}R. S, Swallow, J., & Woodruff, E. (1989). Computer-supported intentional learning environments. Journal of Educational Computing Research, 5(1), 51–68.
Bereiter & Scardamalia, 1989Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. Knowing, learning, and instruction: Essays in honor of Robert Glaser, 361–392. Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. Knowing, learning, and instruction: Essays in honor of Robert Glaser, 361–392.
Scardamalia & Bereiter, 1990Scardamalia, M., & Bereiter, C. (1990). Conceptions of teaching and approaches to core problems. Knowledge base for the beginning teacher, 37–46. Scardamalia, M., & Bereiter, C. (1990). Conceptions of teaching and approaches to core problems. Knowledge base for the beginning teacher, 37–46.
Bryson et al., 1991Bryson, M., Bereiter, C., Scardamalia, M., & Joram, E. (1991). Going beyond the problem as given: Problem solving in expert and novice writers. Complex problem solving: Principles and mechanisms, 61–84. Bryson, M., Bereiter, C., Scardamalia, M., & Joram, E. (1991). Going beyond the problem as given: Problem solving in expert and novice writers. Complex problem solving: Principles and mechanisms, 61–84.
Scardamalia et al., 1991Scardamalia, M., Bereiter, C., Ericsson, K. A., & Smith, J. (1991). Literate expertise. Toward a general theory of expertise: Prospects and limits, 172–194. Scardamalia, M., Bereiter, C., Ericsson, K. A., & Smith, J. (1991). Literate expertise. Toward a general theory of expertise: Prospects and limits, 172–194.
Scardamalia & Bereiter, 1991Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the learning sciences, 1(1), 37–68. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the learning sciences, 1(1), 37–68.
Scardamalia & Bereiter, 1992Scardamalia, M., & Bereiter, C. (1992). An architecture for collaborative knowledge building. Computer-based learning environments and problem solving, 84, 41–66. Scardamalia, M., & Bereiter, C. (1992). An architecture for collaborative knowledge building. Computer-based learning environments and problem solving, 84, 41–66.
Bereiter & Scardamalia, 1992Bereiter, C., & Scardamalia, M. (1992). Cognition and curriculum. Handbook of research on curriculum, 517–542. Bereiter, C., & Scardamalia, M. (1992). Cognition and curriculum. Handbook of research on curriculum, 517–542.
Scardamalia & Bereiter, 1992Scardamalia, M., & Bereiter, C. (1992). Text-based and knowledge based questioning by children. Cognition and instruction, 9(3), 177–199. Scardamalia, M., & Bereiter, C. (1992). Text-based and knowledge based questioning by children. Cognition and instruction, 9(3), 177–199.
Chan et al., 1992ChanC. {K.K}, Burtis, J., Scardamalia, M., & Bereiter, C. (1992). Constructive activity in learning from text. American educational research journal, 29(1), 97. ChanC. {K.K}, Burtis, J., Scardamalia, M., & Bereiter, C. (1992). Constructive activity in learning from text. American educational research journal, 29(1), 97.
Bereiter & Scardamalia, 1992Bereiter, C., & Scardamalia, M. (1992). Two models of classroom learning using a communal database. Instructional models in computer-based learning environments, 229–241. Bereiter, C., & Scardamalia, M. (1992). Two models of classroom learning using a communal database. Instructional models in computer-based learning environments, 229–241.
Scardamalia & Bereiter, 1992Scardamalia, M., & Bereiter, C. (1992). Dos modelos explicativos de los procesos de composición escrita. Infancia y aprendizaje, 58, 43–64. Scardamalia, M., & Bereiter, C. (1992). Dos modelos explicativos de los procesos de composición escrita. Infancia y aprendizaje, 58, 43–64.
Scardamalia et al., 1992Scardamalia, M., Bereiter, C., Brett, C., Burtis, J., Calhoun, C., & Lea, N. S. (1992). Educational applications of a networked communal database. Interactive Learning Environments, 2(1), 45–71. Scardamalia, M., Bereiter, C., Brett, C., Burtis, J., Calhoun, C., & Lea, N. S. (1992). Educational applications of a networked communal database. Interactive Learning Environments, 2(1), 45–71.
Bereiter & Scardamalia, 1993Bereiter, C., & Scardamalia, M. (1993). Composing and writing. Teaching Literacy: balancing perspectives. London: Hodder \& Stoughton. Bereiter, C., & Scardamalia, M. (1993). Composing and writing. Teaching Literacy: balancing perspectives. London: Hodder \& Stoughton.
Bereiter & Scardamalia, 1993Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Open Court Chicago{IL}. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Open Court Chicago{IL}.
Scardamalia & Bereiter, 1993Scardamalia, M., & Bereiter, C. (1993). Technologies for knowledge-building discourse. Communications of the {ACM}, 36(5), 37–41. Scardamalia, M., & Bereiter, C. (1993). Technologies for knowledge-building discourse. Communications of the {ACM}, 36(5), 37–41.
Scardamalia, Bereiter & Lamon, 1994Scardamalia, M., Bereiter, C., & Lamon, M. (1994). Bringing the classroom into World {III}. Classroom lessons: Integrating cognitive theory and classroom practice, 201–228. Scardamalia, M., Bereiter, C., & Lamon, M. (1994). Bringing the classroom into World {III}. Classroom lessons: Integrating cognitive theory and classroom practice, 201–228.
Scardamalia & Bereiter, 1994Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the learning sciences, 3(3), 265–283. Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the learning sciences, 3(3), 265–283.
Scardamalia, Bereiter & Lamon, 1994Scardamalia, M., Bereiter, C., & Lamon, M. (1994). {CSILE:} Trying to bring students into world 3. Classroom lessons: Integrating cognitive theory and classroom practice, 201–228. Scardamalia, M., Bereiter, C., & Lamon, M. (1994). {CSILE:} Trying to bring students into world 3. Classroom lessons: Integrating cognitive theory and classroom practice, 201–228.
Scardamalia & Bereiter, 1994Scardamalia, M., & Bereiter, C. (1994). Schools as knowledge-building communities. Human development. Scardamalia, M., & Bereiter, C. (1994). Schools as knowledge-building communities. Human development.
Scardamalia, Bereiter & Lamon, 1994Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The {CSILE} project: Trying to bring the classroom into World 3. Classroom lessons: Integrating cognitive theory and classroom practice, 201–228. Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The {CSILE} project: Trying to bring the classroom into World 3. Classroom lessons: Integrating cognitive theory and classroom practice, 201–228.
Oshima, Bereiter & Scardamalia, 1995Oshima, J., Bereiter, C., & Scardamalia, M. (1995). Information-access characteristics for high conceptual progress in a computer-networked learning environment. In The first international conference on Computer support for collaborative learning (259–267). Oshima, J., Bereiter, C., & Scardamalia, M. (1995). Information-access characteristics for high conceptual progress in a computer-networked learning environment. In The first international conference on Computer support for collaborative learning (259–267).
Scardamalia et al., 1996Scardamalia, M., Bereiter, C., Hewitt, J., & Webb, J. (1996). Constructive learning from texts in biology. {NATO} {ASI} {SERIES} F {COMPUTER} {AND} {SYSTEMS} {SCIENCES}, 148, 44–64. Scardamalia, M., Bereiter, C., Hewitt, J., & Webb, J. (1996). Constructive learning from texts in biology. {NATO} {ASI} {SERIES} F {COMPUTER} {AND} {SYSTEMS} {SCIENCES}, 148, 44–64.
Bereiter & Scardamalia, 1996Bereiter, C., & Scardamalia, M. (1996). Rethinking learning. The handbook of education and human development: New models of learning, teaching and schooling, 1, 485–513. Bereiter, C., & Scardamalia, M. (1996). Rethinking learning. The handbook of education and human development: New models of learning, teaching and schooling, 1, 485–513.
Oshima, Scardamalia & Bereiter, 1996Oshima, J., Scardamalia, M., & Bereiter, C. (1996). Collaborative learning processes associated with high and low conceptual progress. Instructional Science, 24(2), 125–155. Oshima, J., Scardamalia, M., & Bereiter, C. (1996). Collaborative learning processes associated with high and low conceptual progress. Instructional Science, 24(2), 125–155.
Scardamalia & Bereiter, 1996Scardamalia, M., & Bereiter, C. (1996). Engaging Students in a Knowledge Society. Educational Leadership, 54(3), 6–10. Scardamalia, M., & Bereiter, C. (1996). Engaging Students in a Knowledge Society. Educational Leadership, 54(3), 6–10.
Scardamalia & Bereiter, 1996Scardamalia, M., & Bereiter, C. (1996). Adaptation and understanding: A case for new cultures of schooling. International perspectives on the design of technology-supported learning environments, 149–163. Scardamalia, M., & Bereiter, C. (1996). Adaptation and understanding: A case for new cultures of schooling. International perspectives on the design of technology-supported learning environments, 149–163.
Scardamalia & Bereiter, 1996Scardamalia, M., & Bereiter, C. (1996). Student communities for the advancement of knowledge. Communications of the {ACM}, 39(4), 36–37. Scardamalia, M., & Bereiter, C. (1996). Student communities for the advancement of knowledge. Communications of the {ACM}, 39(4), 36–37.
Bereiter et al., 1997Bereiter, C., Scardamalia, M., Cassells, C., & Hewitt, J. (1997). Postmodernism, knowledge building, and elementary science. The Elementary School Journal, 329–340. Bereiter, C., Scardamalia, M., Cassells, C., & Hewitt, J. (1997). Postmodernism, knowledge building, and elementary science. The Elementary School Journal, 329–340.
Bereiter, 1997Bereiter, C. (1997). {Situated cognition and how to overcome it}. Situated cognition: Social, semiotic, and psychological perspectives, 281--300. Bereiter, C. (1997). {Situated cognition and how to overcome it}. Situated cognition: Social, semiotic, and psychological perspectives, 281–300.
Chan, Burtis & Bereiter, 1997Chan, C., Burtis, J., & Bereiter, C. (1997). {Knowledge building as a mediator of conflict in conceptual change}. Cognition and Instruction, 15(1), 1--40. Chan, C., Burtis, J., & Bereiter, C. (1997). {Knowledge building as a mediator of conflict in conceptual change}. Cognition and Instruction, 15(1), 1–40.
Bereiter & Scardamalia, 1999Bereiter, C., & Scardamalia, M. (1999). Process and product in {PBL} research. Toronto: Ontario Institutes for Studies in {Education/University} of Toronto. Bereiter, C., & Scardamalia, M. (1999). Process and product in {PBL} research. Toronto: Ontario Institutes for Studies in {Education/University} of Toronto.
Scardamalia & Bereiter, 1999Scardamalia, M., & Bereiter, C. (1999). Schools as knowledge-building organizations. Today's children, tomorrow's society: The developmental health and wealth of nations, 274–289. Scardamalia, M., & Bereiter, C. (1999). Schools as knowledge-building organizations. Today's children, tomorrow's society: The developmental health and wealth of nations, 274–289.
Bereiter & Scardamalia, 2000Bereiter, C., & Scardamalia, M. (2000). Commentary on Part I: Process and product in problem-based learning {(PBL)} research. Problem-based learning: A research perspective on learning interactions, 185–195. Bereiter, C., & Scardamalia, M. (2000). Commentary on Part I: Process and product in problem-based learning {(PBL)} research. Problem-based learning: A research perspective on learning interactions, 185–195.
Bereiter, 2000Bereiter, C. (2000). Drilling Down and Building Up. Journal of the Learning Sciences, 9(2), 205-208. doi:10.1207/s15327809jls0902_4 Bereiter, C. (2000). Drilling Down and Building Up. Journal of the Learning Sciences, 9(2), 205-208. doi:10.1207/s15327809jls0902_4
Bereiter, 2002Bereiter, C. (2002). Liberal education in a knowledge society. Liberal education in a knowledge society, 11--33. Bereiter, C. (2002). Liberal education in a knowledge society. Liberal education in a knowledge society, 11–33.
Scardamalia & Bereiter, 2003Scardamalia, M., & Bereiter, C. (2003). Beyond brainstorming: Sustained creative work with ideas. {EDUCATION} {CANADA-TORONTO-}, 43(4), 4–8. Scardamalia, M., & Bereiter, C. (2003). Beyond brainstorming: Sustained creative work with ideas. {EDUCATION} {CANADA-TORONTO-}, 43(4), 4–8.
Bereiter & Scardamalia, 2003Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. Powerful learning environments: Unravelling basic components and dimensions, 55–68. Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. Powerful learning environments: Unravelling basic components and dimensions, 55–68.
Bereiter, 2004Bereiter, C. (2004). Education and mind in the knowledge age. British Journal of Educational Psychology, 74, 127--138. Bereiter, C. (2004). Education and mind in the knowledge age. British Journal of Educational Psychology, 74, 127–138.
Bereiter & Scardamalia, 2005Bereiter, C., & Scardamalia, M. (2005). Technology and literacies: From print literacy to dialogic literacy. International handbook of educational policy, 749–761. Bereiter, C., & Scardamalia, M. (2005). Technology and literacies: From print literacy to dialogic literacy. International handbook of educational policy, 749–761.
Scardamalia & Bereiter, 2005Scardamalia, M., & Bereiter, C. (2005). Does education for the knowledge age need a new science?. European Journal of School {Psychology–Vol}, 3(1), 21–40. Scardamalia, M., & Bereiter, C. (2005). Does education for the knowledge age need a new science?. European Journal of School {Psychology–Vol}, 3(1), 21–40.
Bereiter & Scardamalia, 2005Bereiter, C., & Scardamalia, M. (2005). Beyond Bloom’s taxonomy: Rethinking knowledge for the knowledge age. Fundamental Change, 5–22. Bereiter, C., & Scardamalia, M. (2005). Beyond Bloom’s taxonomy: Rethinking knowledge for the knowledge age. Fundamental Change, 5–22.
Bereiter & Scardamalia, 2006Bereiter, C., & Scardamalia, M. (2006). Education for the Knowledge Age: {Design-Centered} Models of Teaching and Instruction. Bereiter, C., & Scardamalia, M. (2006). Education for the Knowledge Age: {Design-Centered} Models of Teaching and Instruction.
Scardamalia & Bereiter, 2008Scardamalia, M., & Bereiter, C. (2008). {Pedagogical Biases in Educational Technologies.}. Educational Technology Magazine: The Magazine for Managers of Change in Education, 48(3), 9. Scardamalia, M., & Bereiter, C. (2008). {Pedagogical Biases in Educational Technologies.}. Educational Technology Magazine: The Magazine for Managers of Change in Education, 48(3), 9.
Scardamalia & Bereiter, 2010Scardamalia, M., & Bereiter, C. (2010). A brief history of Knowledge Building. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 36(1). Scardamalia, M., & Bereiter, C. (2010). A brief history of Knowledge Building. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 36(1).
Chuy et al., 2011Chuy, M., Chen, B., Resendes, M., van Aalst, J., Chan, C., Scardamalia, M., & Bereiter, C. (2011). Generic Improvements in Communication Technology to Enhance Socio-cognitive Gains. In CSCL 2011. Chuy, M., Chen, B., Resendes, M., van Aalst, J., Chan, C., Scardamalia, M., & Bereiter, C. (2011). Generic Improvements in Communication Technology to Enhance Socio-cognitive Gains. In CSCL 2011.