I explore the cognitive and social dimensions of learning through human interaction. I am a strong proponent of a multidisciplinary, multi-method approach to the study of learning through interaction. In my own research, I combine controlled experiments, detailed dialogue analyses and self-report data collection methods and am informed by theories from cognitive science, social psychology, communication, and developmental psychology. Topic-wise, my research interests are in group learning, argumentation, teacher support of learning dialogues, conceptual change, teacher pedagogical reasoning, computer-mediated communication and teacher learning in school-based communities.
Recent Publications
- In Pursuit of a More Unified Method to Measuring Classroom Dialogue: The Dialogue Elements to Compound Constructs Approach
- Burned out: Middle-school teachers during COVID-19
- Classroom discussion practices in online remote secondary school settings during COVID-19
- Associations between problem framing and teacher agency in school-based workgroup discussions of problems of practice
- Students, social network technology and learning in higher education: Visions of collaborative knowledge construction vs. the reality of knowledge sharing.
- Deep neural network models detect suicide risk from textual Facebook postings
