Publications in Educational Psychology Review

King, 1998King, A. (1998). Transactive peer tutoring: Distributing cognition and metacognition. Educational Psychology Review, 10(1), 57–74. King, A. (1998). Transactive peer tutoring: Distributing cognition and metacognition. Educational Psychology Review, 10(1), 57–74.
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.
Derry, DuRussel & O'Donnell, 1998Derry, S. J., DuRussel, L. A., & O'Donnell, A. M. (1998). Individual and distributed cognitions in interdisciplinary teamwork: A developing case study and emerging theory. Educational Psychology Review, 10(1), 25--56. Derry, S. J., DuRussel, L. A., & O'Donnell, A. M. (1998). Individual and distributed cognitions in interdisciplinary teamwork: A developing case study and emerging theory. Educational Psychology Review, 10(1), 25–56.
Hmelo-Silver, 2004Hmelo-Silver, C. E. (2004). Problem-based learning: what and how do students learn?. Educational Psychology Review, 16(3), 235--266. Hmelo-Silver, C. E. (2004). Problem-based learning: what and how do students learn?. Educational Psychology Review, 16(3), 235–266.
Robinson, Schofield & Steers-Wentzell1, 2005Robinson{D.R.}, Schofield{J.W.}, & {Steers-Wentzell1}{K.L.}. (2005). Peer and cross-age tutoring in math: Outcomes and their design implications. Educational Psychology Review, 17(4), 327–362. Robinson{D.R.}, Schofield{J.W.}, & {Steers-Wentzell1}{K.L.}. (2005). Peer and cross-age tutoring in math: Outcomes and their design implications. Educational Psychology Review, 17(4), 327–362.
Kollar, Fischer & Hesse, 2006Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts--a conceptual analysis. Educational Psychology Review, 18(2), 159--185. Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts–a conceptual analysis. Educational Psychology Review, 18(2), 159–185.
Resta & Laferrière, 2007Resta, P., & LaferrièreThérèse. (2007). Technology in Support of Collaborative Learning. Educational Psychology Review, 19(1), 65--83. doi:10.1007/s10648-007-9042-7 Resta, P., & LaferrièreThérèse. (2007). Technology in Support of Collaborative Learning. Educational Psychology Review, 19(1), 65–83. doi:10.1007/s10648-007-9042-7
Sweet & Michaelsen, 2007Sweet, M., & Michaelsen, L. K. (2007). How Group Dynamics Research Can Inform the Theory and Practice of Postsecondary Small Group Learning. Educational Psychology Review, 19(1), 31--47. doi:10.1007/s10648-006-9035-y Sweet, M., & Michaelsen, L. K. (2007). How Group Dynamics Research Can Inform the Theory and Practice of Postsecondary Small Group Learning. Educational Psychology Review, 19(1), 31–47. doi:10.1007/s10648-006-9035-y
Winters, Greene & Costich, 2008Winters, F., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429--444. Winters, F., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429–444.
Diziol et al., 2009Diziol, D., Walker, E., Rummel, N., & Koedinger, K. R. (2009). Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration. Educational Psychology Review, 22(1), 89--102. doi:10.1007/s10648-009-9116-9 Diziol, D., Walker, E., Rummel, N., & Koedinger, K. R. (2009). Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration. Educational Psychology Review, 22(1), 89–102. doi:10.1007/s10648-009-9116-9
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