| 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. |
| Teplovs & Scardamalia, 2007Teplovs, C., & Scardamalia, M. (2007). Visualizations for knowledge building assessment. In AgileViz workshop, CSCL. | Teplovs, C., & Scardamalia, M. (2007). Visualizations for knowledge building assessment. In AgileViz workshop, CSCL. |
| Gan et al., 2010Gan, Y., Scardamalia, M., Hong, H. Y., & Zhang, J. (2010). Early Development of Graphical Literacy through Knowledge Building. Canadian Journal of Learning and Technology/La revue canadienne de lapprentissage et de la technologie, 36(1). | Gan, Y., Scardamalia, M., Hong, H. Y., & Zhang, J. (2010). Early Development of Graphical Literacy through Knowledge Building. Canadian Journal of Learning and Technology/La revue canadienne de lapprentissage et de la technologie, 36(1). |
| Scardamalia, 1977Scardamalia, M. (1977). Role Taking in Written Communication Investigated by Manipulating Anticipatory Knowledge. | Scardamalia, M. (1977). Role Taking in Written Communication Investigated by Manipulating Anticipatory Knowledge. |
| Scardamalia, 1977Scardamalia, M. (1977). Information Processing Capacity and the Problem of Horizontal Décalage: A Demonstration Using Combinatorial Reasoning Tasks. Child development, 48(1), 28–37. | Scardamalia, M. (1977). Information Processing Capacity and the Problem of Horizontal Décalage: A Demonstration Using Combinatorial Reasoning Tasks. Child development, 48(1), 28–37. |
| 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, 1981Scardamalia, M. (1981). How children cope with the cognitive demands of writing. Writing: The nature, development, and teaching of written communication, 2, 81–103. | Scardamalia, M. (1981). How children cope with the cognitive demands of writing. Writing: The nature, development, and teaching of written communication, 2, 81–103. |
| Scardamalia, 1981Scardamalia, M. (1981). Writing for Results: A Sourcebook of Consequential Composing Activities.. The Ontario Institute for Studies in Education252 Bloor St. West. | Scardamalia, M. (1981). Writing for Results: A Sourcebook of Consequential Composing Activities.. The Ontario Institute for Studies in Education252 Bloor St. West. |
| 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. |
| 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. |
| 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. |
| 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, 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. |
| 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). 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. |
| 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. |
| 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. |
| 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, 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. |
| Scardamalia & Paris, 1985Scardamalia, M., & Paris, P. (1985). The function of explicit discourse knowledge in the development of text representations and composing strategies. Cognition and instruction, 2(1), 1–39. | Scardamalia, M., & Paris, P. (1985). The function of explicit discourse knowledge in the development of text representations and composing strategies. Cognition and instruction, 2(1), 1–39. |
| 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. |
| 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, 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. |
| 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). 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. |
| 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}. |
| 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. |
| 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). 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. |
| 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. |
| 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 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. |
| 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. |
| 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. |
| Bryson & Scardamalia, 1991Bryson, M., & Scardamalia, M. (1991). Teaching Writing to Students at Risk for Academic Failure. | Bryson, M., & Scardamalia, M. (1991). Teaching Writing to Students at Risk for Academic Failure. |
| 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 & 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. |
| 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). 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. |
| 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). 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. |
| Lamon et al., 1993Lamon, M., Chan, C., Scardamalia, M., Burtis, J., & Brett, C. (1993). Beliefs about learning and constructive processes in reading: Effects of a computer supported intentional learning environment. In annual meeting of the American Educational Research Association {(Atlanta,} Ga. | Lamon, M., Chan, C., Scardamalia, M., Burtis, J., & Brett, C. (1993). Beliefs about learning and constructive processes in reading: Effects of a computer supported intentional learning environment. In annual meeting of the American Educational Research Association {(Atlanta,} Ga. |
| 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). 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 & 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. |
| 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. |
| 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). |
| Hewitt et al., 1995Hewitt, J., Brett, C., Scardamalia, M., Frecker, K., & Webb, J. (1995). Schools for thought: Transforming classrooms into learning communities. In Symposium 29.57 y Poster Session (Vol. 31). | Hewitt, J., Brett, C., Scardamalia, M., Frecker, K., & Webb, J. (1995). Schools for thought: Transforming classrooms into learning communities. In Symposium 29.57 y Poster Session (Vol. 31). |
| 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. |
| 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. |
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| 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. |
| 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. |
| Hewitt, Scardamalia & Webb, 1997Hewitt, J., Scardamalia, M., & Webb, J. (1997). Situative design issues for interactive learning environments: The problem of group coherence. In Annual Meeting of the American Educational Association, Chicago. | Hewitt, J., Scardamalia, M., & Webb, J. (1997). Situative design issues for interactive learning environments: The problem of group coherence. In Annual Meeting of the American Educational Association, Chicago. |
| 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. |
| Cohen & Scardamalia, 1998Cohen, A., & Scardamalia, M. (1998). Discourse About Ideas: Monitoring and Regulation in {Face-to-Face} and {Computer-Mediated} Environments*. Interactive Learning Environments, 6(1), 93–113. | Cohen, A., & Scardamalia, M. (1998). Discourse About Ideas: Monitoring and Regulation in {Face-to-Face} and {Computer-Mediated} Environments*. Interactive Learning Environments, 6(1), 93–113. |
| Hewitt & Scardamalia, 1998Hewitt, J., & Scardamalia, M. (1998). Design principles for distributed knowledge building processes. Educational Psychology Review, 10(1), 75–96. | Hewitt, J., & Scardamalia, M. (1998). Design principles for distributed knowledge building processes. Educational Psychology Review, 10(1), 75–96. |
| 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, 1999Scardamalia, M. (1999). Moving ideas to the center. Wisdom \& wizardry: Celebrating the pioneers of online education, 14–15. | Scardamalia, M. (1999). Moving ideas to the center. Wisdom \& wizardry: Celebrating the pioneers of online education, 14–15. |
| 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. |
| Scardamalia, 2000Scardamalia, M. (2000). Can schools enter a knowledge society. Educational technology and the impact on teaching and learning, 6–10. | Scardamalia, M. (2000). Can schools enter a knowledge society. Educational technology and the impact on teaching and learning, 6–10. |
| O'Neill & Scardamalia, 2000{O'Neill}D. K, & Scardamalia, M. (2000). Mentoring in the open: A strategy for supporting human development in the knowledge society. In Proceedings of {ICLS} 2000. | {O'Neill}D. K, & Scardamalia, M. (2000). Mentoring in the open: A strategy for supporting human development in the knowledge society. In Proceedings of {ICLS} 2000. |
| 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. |
| Scardamalia, 2001Scardamalia, M. (2001). {Big Change Questions Will Educational Institutions, within their Present Structures, be Able to Adapt Sufficiently to Meet the Needs of the Information Age?}. Journal of Educational Change, 2(2), 171--176. | Scardamalia, M. (2001). {Big Change Questions Will Educational Institutions, within their Present Structures, be Able to Adapt Sufficiently to Meet the Needs of the Information Age?}. Journal of Educational Change, 2(2), 171–176. |
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