| Rigor and responsiveness in classroom activity J Thompson, S Hagenah, H Kang, D Stroupe, M Braaten, C Colley, ... Teachers College Record 118 (5), 1-58, 2016 | 132 | 2016 |
| Problems without ceilings: How mentors and novices frame and work on problems-of-practice J Thompson, S Hagenah, K Lohwasser, K Laxton Journal of teacher education 66 (4), 363-381, 2015 | 66 | 2015 |
| Toward a practice‐based theory for how professional learning communities engage in the improvement of tools and practices for scientific modeling JJ Thompson, S Hagenah, S McDonald, C Barchenger Science Education 103 (6), 1423-1455, 2019 | 36 | 2019 |
| Funneling versus Focusing: When Talk, Tasks, and Tools Work Together to Support Students' Collective Sensemaking. S Hagenah, C Colley, J Thompson Science Education International 29 (4), 261-266, 2018 | 12 | 2018 |
| Drawing to improve metacomprehension accuracy KW Thiede, KL Wright, S Hagenah, J Wenner, J Abbott, A Arechiga Learning and Instruction 77, 101541, 2022 | 9 | 2022 |
| Tools for ambitious science teaching MA Windschitl, JJ Thompson, M Braaten, H Kang, D Stroupe, S Hagenah, ... | 7 | 2011 |
| Teachers’ attempts to respond to students’ lived experiences S Hagenah, J Thompson Journal of Science Teacher Education 32 (5), 537-557, 2021 | 5 | 2021 |
| Drawings as diagnostic cues for metacomprehension judgment K Thiede, KL Wright, S Hagenah, J Wenner Metacognition in learning, 2019 | 5 | 2019 |
| “Does anyone even care that I’m down here?”: Creating shared values in a district-wide physical education professional learning community S Hagenah, JA Wenner, K Tucker, T Johnson, H Calvert, L Turner Journal of Teaching in Physical Education 41 (1), 50-59, 2021 | 4 | 2021 |
| Rigor and Responsiveness in Classroom Activity. J Thomspon, S Hagenah, H Kang, D Stroupe, M Braaten, C Colley, ... Teachers College Record 118 (5), n5, 2016 | 2 | 2016 |
| Sharing the expertise: Middle school girls and community members as solution and communication partners S Hagenah, J Thompson LEARNing Landscapes 10 (1), 125-134, 2016 | 1 | 2016 |
| Using Science to Take a Stand: Action-Oriented Learning in an Afterschool Science Club S Hagenah | 1 | 2015 |
| Supporting Student Success by Embedding Personal Narratives in Engineering Courses E Jankowski, K Pakala, S Hagenah 2023 IEEE Frontiers in Education Conference (FIE), 1-2, 2023 | | 2023 |
| Influence of Peer Perseverance on Students' Engagement in Preschool Engineering Design Activities (Work in Progress) G Ramanathan, S Hagenah 2022 ASEE Annual Conference & Exposition, 2022 | | 2022 |
| Characteristics of US-Based STEM Webcams at a Glance AN Zabihi Gilvan, A Thomson, SE Schulwitz, V Fry, S Hagenah, ... | | 2022 |
| Laughing and Learning Together: Intersections of Socioemotional Activity with Science Talk S Hagenah Science Education International 32 (1), 14-22, 2021 | | 2021 |
| Lay of the Land: Professional Identity in Our Student Body S Schauer, E Jankowski, K Pakala, S Hagenah | | 2020 |
| iSTEM 2.0 AL Loomis, JA Wenner, S Hagenah, C Taylor | | 2020 |
| Storytelling in Thermodynamics: ABET, retention, and self-identification E Jankowski, S Hagenah 2019 ASEE PNW Section Conference, 2019 | | 2019 |
| Unpacking? Signs of Learning? In Complex Social Environments: Desettling Neoliberal Market-Driven Educational Methodologies, Epistemologies and Recognitions of Learning S Hagenah | | 2018 |
