| Research theme and area
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Related publication
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| Enhance students' epistemic agency for knowledge building through Reflective Structuration
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- Zhang, J., Tian, Y., Yuan, G. & Tao, D. (2022). Epistemic Agency for Costructuring Expansive Knowledge Building Practices. Science Education. https://doi.org/10.1002/sce.21717
- Tao, D., & Zhang, J. (2021). Agency to Transform: How Did a Grade 5 Community Co-Configure Dynamic Knowledge Building Practices in a Yearlong Science Inquiry? International Journal of Computer-Supported Collaborative Learning, 16(3), 403–434. https://doi.org/10.1007/s11412-021-09353-7
- Tao, D., & Zhang, J. (2018). Forming shared inquiry structures to support knowledge building in a Grade 5 community. Instructional Science, 46(4), 563-592. (Special Issue: Revisiting Learning Communities: Innovations in Theory and Practice). https://link.springer.com/article/10.1007/s11251-018-9462-4
- Zhang, J., Tao, D., Chen, M.-H., Sun, Y., Judson, D., & Naqvi, S. (2018). Co-organizing the collective journey of inquiry with Idea Thread Mapper. Journal of the Learning Sciences, 27(3), 390-430. https://doi.org/10.1080/10508406.2018.1444992
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| Principle-based classroom design and teacher noticing to support student-driven inquiry and discourse, with learning analytics
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- Park, H.*, & Zhang, J. (2022 accepted). Learning Analytics for Teacher Noticing and Scaffolding: Facilitating Knowledge Building Progress in Science. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022. Hiroshima, Japan: International Society of the Learning Sciences.
- Park, H.*, & Zhang, J. (2021). Supporting Teachers’ Noticing and Scaffolding with Knowledge Building Analytics. In A. Wichmann, H. U. Hoppe, & N. Rummel (Eds.), General Proceedings of the 1st Annual Meeting of the International Society of the Learning Sciences 2021 (pp. 125-126). Bochum, Germany: International Society of the Learning Sciences (ISLS).
- Zhang, J., & Messina, R. (2010). Collaborative productivity as self-sustaining processes in a Grade 4 knowledge building community. In K. Gomez, J. Radinsky, & L. Lyons (Eds.), Proceedings of the 9th International Conference of the Learning Sciences (pp. 49-56). Chicago, IL: International Society of the Learning Sciences.
- Zhang, J., Hong, H.-Y., Scardamalia, M., Teo, C., & Morley, E. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20 (2), 262–307.
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| Cross-community collaboration and boundary crossing for knowledge building
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- Zhang, J., Yuan, G.*, & Bogouslavsky, M. (2020). Give student ideas a larger stage: Support cross-community interaction for knowledge building. International Journal of Computer-Supported Collaborative Learning,15(4), 389–410. https://doi.org/10.1007/s11412-020-09332-4
- Yuan, G.*, Zhang, J., & Chen, M.-C. (accepted). Cross-Community Knowledge Building with Idea Thread Mapper. International Journal of Computer-Supported Collaborative Learning.
- Yuan, G.*, & Zhang, J. (2019). Connecting Knowledge Spaces: Enabling Cross-Community Knowledge Building through Boundary Objects. British Journal of Educational Technology, 50 (5), 2144–2161.
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| Opportunistic collaboration & discourse in knowledge building communities
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- Zhang, J., Tian, Y., Yuan, G. & Tao, D. (2022). Epistemic Agency for Costructuring Expansive Knowledge Building Practices. Science Education.
- Zhang, J., & Messina, R. (2010). Collaborative productivity as self-sustaining processes in a Grade 4 knowledge building community. In K. Gomez, J. Radinsky, & L. Lyons (Eds.), Proceedings of the 9th International Conference of the Learning Sciences (pp. 49-56). Chicago, IL: International Society of the Learning Sciences.
- Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge building communities. Journal of the Learning Sciences, 18(1), 7–44.
- Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of nine- and ten-year-olds. Educational Technology Research and Development, 55(2), 117–145. (Outstanding Journal Article of the Year in the Field of Instructional Design awarded by the Association for Educational Communications and Technology)
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| Idea Thread Mapper: Mapping and tracing collective knowledge progress in collaborative discourse
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- Yuan, G.*, Zhang, J., & Chen, M.-C. (accepted). Cross-Community Knowledge Building with Idea Thread Mapper. International Journal of Computer-Supported Collaborative Learning.
- Zhang, J., Yuan, G.*, Zhong, J.*, Pellino, S.*, & Chen, M.-H. (2020). Enhancing Knowledge Building Discourse with Automated Feedback on Idea Complexity. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020) (pp. 1697-1700). Nashville, TN: International Society of the Learning Sciences.
- Zhang, J., & Chen, M.-H. (2019). Idea Thread Mapper: Designs for Sustaining Student-Driven Knowledge Building Across Classrooms. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 144-151). Lyon, France: International Society of the Learning Sciences.
- Zhang, J., Tao, D.*, Chen, M.-H., Sun, Y., Judson, D.*, & Naqvi, S.* (2018). Co-organizing the collective journey of inquiry with Idea Thread Mapper. Journal of the Learning Sciences, 27(3), 390-430.
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| Interdisciplinary learning outcomes and multiple literacies
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- Zhang, J., & Sun, Y. (2011). Reading for idea advancement in a grade 4 knowledge building community. Instructional Science, 39 (4), 429-452.
- Sun, Y., Zhang, J., & Scardamalia, M. (2010). Developing deep understanding and literacy while addressing a gender-based literacy gap. Canadian Journal of Learning and Technology, 36(1). Online available at: http://www.cjlt.ca
- Sun, Y., Zhang, J., & Scardamalia, M. (2010). Knowledge building and vocabulary growth over two years, Grades 3 and 4. Instructional Science, 38 (2), 147-171.
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