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Allison Zengilowski
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A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions
A Zengilowski, BA Schuetze, BL Nash, DL Schallert
Educational Psychologist 56 (3), 175-195, 2021
422021
The collective classroom “we”: The role of students’ sense of belonging on their affective, cognitive, and discourse experiences of online and face-to-face discussions
A Zengilowski, J Lee, RE Gaines, H Park, E Choi, DL Schallert
Linguistics and Education 73, 101142, 2023
112023
Using “Plain Vanilla” Online Discussions to Foster Students' Learning: From Research to Practice
A Zengilowski, DL Schallert
Handbook of Research on Online Discussion-Based Teaching Methods, 26-54, 2020
52020
“The conversation has more levels”: exploring Zoom’s text chat as a discussion mediator in middle school teachers’ online professional development
BL Nash, A Zengilowski, DL Schallert
Journal of Digital Learning in Teacher Education 39 (2), 114-128, 2023
32023
Bringing Refutation Texts Back to Their Literacy Roots: What do Critical Literacy and Culturally Responsive Pedagogy Have to Teach us About Students’ Conceptual Change?
A Zengilowski, BL Nash, BA Schuetze, DL Schallert
Literacy Research: Theory, Method, and Practice 71 (1), 341-358, 2022
32022
Students Discussing Ideas in Online Spaces: Research-Infused Recommendations for Making Computer-Mediated Discussions Productive for Learning
A Zengilowski, DL Schallert, D-Team
2018 IEEE International Conference on Teaching, Assessment, and Learning for …, 2018
32018
Overemphasizing individual differences and overlooking systemic factors reinforces educational inequality
A Zengilowski, I Maqbool, SP Deka, JC Niebaum, D Placido, B Katz, ...
npj Science of Learning 8 (1), 13, 2023
22023
Confusion as an emotional metacognitive experience: Students’ voices making sense of confusion during learning
AN Zengilowski
2021
Engaging Alumni and Students Using Online Education Technology
A Zengilowski, S Wadhera, K Harpp
EDUCAUSE Review, 2015
2015
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