New and noteworthy titles from AERA are available for purchase in the easy-to-use online eBook format at ebooks.aera.net. Discounts are available for AERA members; coupon codes are listed in the "My AERA" member portal.
Individual eBook chapters are available for the Handbook of Research on Teaching (Fifth Edition), Thinking and Acting Systemically: Improving School Districts Under Pressure, Interest in Mathematics and Science Learning, LGBTQ Issues in Education: Advancing a Research Agenda, and Socializing Intelligence Through Academic Talk and Dialogue. They are listed below in alphabetical order by title.
A Research-Practice Partnership to Improve Formative Classroom Assessment in Science William R. Penuel and Angela Haydel DeBarger Thinking and Acting Systemically: Improving School Districts Under Pressure, Ch. 4, pp. 97-115 DOI: 10.3102/978-0-935302-46-2_4
Accountable Talk and Learning in Popular Culture: The Game/Affinity Paradigm James Paul Gee Socializing Intelligence Through Academic Talk and Dialogue, Ch. 15, pp. 197-204 DOI: 10.3102/978-0-935302-43-1_15
Accounting for Socializing Intelligence With the Knowledge-Learning-Instruction Framework Kenneth R. Koedinger and Eliane Stampfer Wiese Socializing Intelligence Through Academic Talk and Dialogue, Ch. 22, pp. 275-286 DOI: 10.3102/978-0-935302-43-1_22 An Exploration of Teacher Practices in Relation to Profiles of Small-Group Dialogue Noreen M. Webb et al. Socializing Intelligence Through Academic Talk and Dialogue, Ch. 7, pp. 87-98 DOI: 10.3102/978-0-935302-43-1_7
Assessment and Teaching William R. Penuel and Lorrie A. Shepard Handbook of Research on Teaching, Ch. 12, pp. 787-850 DOI: 10.3102/978-0-935302-48-6_12 Bullying and K-12 Students Dorothy L. Espelage LGBTQ Issues in Education: Advancing a Research Agenda, Ch. 6, pp. 105-119 DOI: 10.3102/978-0-935302-36-3_6 Can Policy (Re)form Instruction? Gary Sykes and Suzanne M. Wilson Handbook of Research on Teaching, Ch. 13, pp. 851-916 DOI: 10.3102/978-0-935302-48-6_13
Canalization and Connectedness in the Development of Science Interest Kimberley Pressick-Kilborn Interest in Mathematics and Science Learning, Ch. 20, pp. 353-367 DOI: 10.3102/978-0-935302-42-4_20 Challenges to Doing Research on LGBTQ Issues in Education and Important Research Needs George L. Wimberly and Juan Battle LGBTQ Issues in Education: Advancing a Research Agenda, Ch. 11, pp. 219-235 DOI: 10.3102/978-0-935302-36-3_11 Classroom Talk Sequences and Learning James G. Greeno Socializing Intelligence Through Academic Talk and Dialogue, Ch. 20, pp. 255-262 DOI: 10.3102/978-0-935302-43-1_20 Commentary: Three Organizational Lessons for School District Improvement Mark A. Smylie Thinking and Acting Systemically: Improving School Districts Under Pressure, Ch. 8, pp. 209-219 DOI: 10.3102/978-0-935302-46-2_8 Commentary: Toward Systemic Reform in Urban School Districts Kenneth K. Wong Thinking and Acting Systemically: Improving School Districts Under Pressure, Ch. 9, pp. 221-228 DOI: 10.3102/978-0-935302-46-2_9 Common Core, Uncommon Theory of Action: CEOs in New York City Schools Priscilla Wohlstetter, Brandon Buck, David M. Houston, and Courtney O. Smith Thinking and Acting Systemically: Improving School Districts Under Pressure, Ch. 6, pp. 147-182 DOI: 10.3102/978-0-935302-46-2_6
Computer-Supported Academically Productive Discourse Gerry Stahl Socializing Intelligence Through Academic Talk and Dialogue, Ch. 17, pp. 219-230 DOI: 10.3102/978-0-935302-43-1_17 Conceptualizing Talk Moves as Tools: Professional Development Approaches for Academically Productive Discussions Sarah Michaels and Catherine O’Connor Socializing Intelligence Through Academic Talk and Dialogue, Ch. 27, pp. 347-361 DOI: 10.3102/978-0-935302-43-1_27 Conclusion and Recommendations for Further Research George L. Wimberly LGBTQ Issues in Education: Advancing a Research Agenda, Ch. 12, pp. 237-251 DOI: 10.3102/978-0-935302-36-3_12
Crossings and Displacements: The Artist and the Teacher, Reweaving the Future Judith M. Burton Handbook of Research on Teaching, Ch. 14, pp. 917-950 DOI: 10.3102/978-0-935302-48-6_14 Developing Norms of Discourse Deanna Kuhn and Nicole Zillmer Socializing Intelligence Through Academic Talk and Dialogue, Ch. 6, pp. 77-86 DOI: 10.3102/978-0-935302-43-1_6 Dialogic Pedagogy at Scale: Oblique Perspectives Robin Alexander Socializing Intelligence Through Academic Talk and Dialogue, Ch. 33, pp. 429-439 DOI: 10.3102/978-0-935302-43-1_33
Dialogue Patterns in Peer Collaboration That Promote Learning Michelene T. H. Chi and Muhsin Menekse Socializing Intelligence Through Academic Talk and Dialogue, Ch. 21, pp. 263-274 DOI: 10.3102/978-0-935302-43-1_21 Dialogue-Intensive Pedagogies for Promoting Reading Comprehension: What We Know, What We Need to Know Ian A. G. Wilkinson et al. Socializing Intelligence Through Academic Talk and Dialogue, Ch. 3, pp. 37-50 DOI: 10.3102/978-0-935302-43-1_3 Discursive Cultures of Learning in (Everyday) Mathematics Teaching: A Video-Based Study on Mathematics Teaching in German and Swiss Classrooms Christine Pauli and Kurt Reusser Socializing Intelligence Through Academic Talk and Dialogue, Ch. 14, pp. 181-193 DOI: 10.3102/978-0-935302-43-1_14
Discussing Argumentative Texts as a Traditional Jewish Learning Practice Baruch B. Schwarz Socializing Intelligence Through Academic Talk and Dialogue, Ch. 12, pp. 157-166 DOI: 10.3102/978-0-935302-43-1_12 Early Science Learning Experiences: Triggered and Maintained Interest Mary Ainley and John Ainley Interest in Mathematics and Science Learning, Ch. 1, pp. 17-31 DOI: 10.3102/978-0-935302-42-4_1
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