Marlene Scardamalia

Works at OISE, one of the creators of Knowledge Building and Knowledge Forum.

Marlene Scardamalia'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.
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 l’apprentissage 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 l’apprentissage 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.
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.
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.
Lamon, Reeve & Scardamalia, 2001Lamon, M., Reeve, R., & Scardamalia, M. (2001). Mapping learning and the growth of knowledge in a knowledge building community. In American Educational Research Association Meeting. Lamon, M., Reeve, R., & Scardamalia, M. (2001). Mapping learning and the growth of knowledge in a knowledge building community. In American Educational Research Association Meeting.
Scardamalia, 2001Scardamalia, M. (2001). Getting real about 21st century education. The Journal of Educational Change, 2, 171–176. Scardamalia, M. (2001). Getting real about 21st century education. The Journal of Educational Change, 2, 171–176.
Carr et al., 2002Carr, M. M., Hewitt, J., Scardamalia, M., & Reznick, R. K. (2002). Internet-based otolaryngology case discussions for medical students. The Journal of otolaryngology, 31(4), 197. Carr, M. M., Hewitt, J., Scardamalia, M., & Reznick, R. K. (2002). Internet-based otolaryngology case discussions for medical students. The Journal of otolaryngology, 31(4), 197.
Scardamalia, 2002Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. Liberal education in a knowledge society, 67–98. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. Liberal education in a knowledge society, 67–98.
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