Discourse, Learning, and Teaching
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Subject areas can be viewed as spaces in which knowledge is produced or constructed, rather than as repositories of content knowledge or information.
“A number of theorists have argued that the subject areas can be viewed as spaces in which knowledge is produced or constructed, rather than as repositories of content knowledge or information (Foucault, 1972;Halliday & Martin, 1993;Hicks, 1995;Lemke, 1990;Luke, 2001).”
From Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change (2008) · cites this paper as Hicks, 1995
Cites
THE ROLE OF TUTORING IN PROBLEM SOLVING <sup>*</sup>
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851 · see citing works
Flagged first, then by citations
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Sorted by citations
Chapter 3 : Identity as an Analytic Lens for Research in Education
Gee, J. P. (2000) · Review of Research in Education · doi:10.3102/0091732x025001099 · Cited by 2,727 · see citing works
SOCIAL CONSTRUCTIVIST PERSPECTIVES ON TEACHING AND LEARNING
Palincsar, A. S. (1998) · Annual Review of Psychology · doi:10.1146/annurev.psych.49.1.345 · Cited by 1,565 · see citing works
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change
Moje, E. B. (2008) · Journal of Adolescent & Adult Literacy · doi:10.1598/jaal.52.2.1 · Cited by 785 · see citing works
“Maestro, what is ‘quality’?”: Language, literacy, and discourse in project‐based science
Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001) · Journal of Research in Science Teaching · doi:10.1002/tea.1014 · Cited by 381 · see citing works
Using Questioning to Guide Student Thinking
van Zee, E., & Minstrell, J. (1997) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0602_3 · Cited by 342 · see citing works
- Authors
- Hicks, D.
- Corresponding author
- Hicks, Deborah
- Venue
- Review of Research in Education
- Publisher
- SAGE Publications
- Published
- 1995
- Volume
- 21
- Pages
- 49
- ISSN
- 0091-732X (ISSN-L)
- OpenAlex
- W2003303856
- Cited by
- 240
- References
- 1
- Citations by year
- 2025: 1 · 2023: 2 · 2022: 3 · 2021: 2 · 2020: 4 · 2019: 7 · 2018: 4 · 2017: 7 · 2016: 6 · 2015: 7 · 2014: 7 · 2013: 16 · 2012: 11
- FWCI
- 140.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Research in Education (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Linguistics and Education Research
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- discourse, learning, teaching, classroom discourse, language and learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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