Warning: mysql_connect() [function.mysql-connect]: Lost connection to MySQL server at 'reading initial communication packet', system error: 111 in /usr/www/html/ikit_ref/auth.inc on line 3
Bereiter, C., & Scardamalia, M. (in press). Beyond Bloom’s taxonomy: Rethinking knowledge for the knowledge age. The Netherlands: Kluwer Academic Publishers.

Bereiter, C. (in press). Education in a knowledge society. In B. Smith (Ed.), Liberal education in a knowledge society. Chicago: Open Court.

Cohen, A., & Scardamalia, M. (in press). Discourse about ideas: Monitoring and regulation in face-to-face and computer-mediated environments. Interactive Learning Environments.

Oshima, J., Scardamalia, M., & Bereiter, C. (in press). Collaborative learning processes associated with high and low conceptual progress. Instructional Science.

Scardamalia, M., & Bereiter, C. (in press). An architecture for collaborative knowledge-building. Berlin: Springer-Verlag.

Scardamalia, M., & Bereiter, C. (in press). “Fostering communities of learners and knowledge building: An interrupted dialogue. Mahwah, NJ: Lawrence Erlbaum Associates.

Scardamalia, M. B., C. (in press). Schools as knowledge building organizations. . New York: Guilford.,

Reeve, R., Messina, R., & Scardamalia, M. (2008). Wisdom in Elementary School. In M. Ferrari & G. Potworowski (Eds.), Teaching for Wisdom: Cross-cultural Perspectives on Fostering Wisdom (pp. 79-92). New York: Springer. http://books.google.ca/books?id=Cr_6g3IC7hcC&pg=PA79&source=gbs_toc_r&cad=0_0
Scardamalia, M., & Bereiter, C. (2008). Pedagogical biases in educational technologies. Educational Technology, XLVIII(3), 3-11.

Gan, Y. C., Scardamalia, M., Hong, H.-Y., & Zhang, J. (2007). Making Thinking Visible: Growth in Graphical Literacy, Grades 3 and 4, Rutgers, The State University of New Jersey, NJ.

Scardamalia, M., & Bereiter, C. (2007). Fostering communities of learnersî and ìknowledge buildingî: An interrupted dialogue. In K. E. M. J. C. Campione & A. S. Palincsar (Eds.), (Vol. Children's learning in the laboratory and in the classroom: Essays in honor of Ann Brown, pp. 197-212). Mahwah, NJ: Erlbaum.

Teplovs, C., Donoahue, Z., Scardamalia, M., & Philip, D. (2007). Tools for concurrent, embedded, and transformative assessment of knowledge building processes and progress, Rutgers, The State University of New Jersey.

Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of nine- and ten-year-olds. Educational Technology Research and Development, 55(2), 117-145. http://www.springerlink.com/content/b1r68675r6771241/?p=45e71d6b8ba94314b30ec183337a27b2&pi=10
Bereiter, C., & Scardamalia, M. (2006). Education for the Knowledge Age: Design-centered models of teaching and instruction. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 695-711). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Bereiter, C., & Scardamalia, M. (2006). Information and communication technology: Catching the third ICT wave. Queenís University Education Letter(2), 1, 3.

Lax, L., Singh, A., Scardamalia, M., & Librach, L. (2006). Self-assessment for knowledge building in health care. QWERTY: Journal of Technology and Culture, 2, 19-37.

Sawyer, K., Collins, A., Confrey, J., Kolodner, J., & Scardamalia, M. (2006). Moving forward: The learning sciences and the future of education, Indiana University, Bloomington, IN.

Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97-117). Cambridge, UK: Cambridge University Press.

Scardamalia, M., & members, c.-a. w. o. G. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29.

Tan, S. C., Hung, D., & Scardamalia, M. (2006). Education in the knowledge age: Engaging learners through knowledge building. In D. Hung & M. S. Khine (Eds.), (Vol. Engaged learning with emerging technologies, pp. 91-106): Springer.

Bereiter, C., & Scardamalia, M. (2005). Technology and literacies: From print literacy to dialogic literacy. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood & D. Livingstone (Eds.), International handbook of educational policy (pp. 749-761). Dordrecht, Netherlands: Springer. http://ikit.org/fulltext/TechandLit.htm
Bereiter, C., & Scardamalia, M. (2005). An in-depth exploration of knowledge Building principles. Paper presented at the Paper published in the proceedings of the Korean Society for Educational Technology Annual Conference on ìReflection and vision for educational technology toward learning Societyî.

Lamon, M., Laferriere, T., & Scardamalia, M. (2005). Teacher Expertise as Progressive Problem Solving. Paper presented at the Fostering Teacher Expertise: Theory Methods and Tools. Paper presented at the meeting of the American Educational Research Association.

Russell, A., Campbell, H., Scardamalia, M., Lamon, M., Melnick, B., Henderson, J., et al. (2005). Collaborating to Innovate and Improve Patient-Centred Care at Hamilton Health Sciences. Health Care Quarterly, 8(2). http://www.longwoods.com/website/CaseStudies/CS0105Russell.pdf
Scardamalia, M. (2005). Initiating students into a knowledge-creating civilization, Hanyang University, Seoul, Korea.

Scardamalia, M. (2005). Online learning and knowledge building environments. In G. Kearsley (Ed.), (Vol. Online learning: Personal reflections on the transformation of education, pp. 350-358). Englewood Cliffs, NJ: Educational Technology Publications.

Scardamalia, M. (2005). E-learning: From information delivery to knowledge building, Seoul, Korea.

Scardamalia, M., & Bereiter, C. (2005). Does education for the knowledge age need a new science? European Journal of School Psychology, 3(1), 263-282.

Scardamalia, M., Zhang, J., & Sun, Y. (2005). Fostering knowledge building communities with technology (Invited article, published in Chinese). Modern Educational Technology, 15(3), 5-13.

Sun, Y., Zhang, J., & Scardamalia, M. (2005). Vocabulary growth along knowledge building discourses. Paper presented at the Knowledge Building/Knowledge Forum Summer Institute of the Ontario Institute for Studies in Education.

Zhang, J., Scardamalia, M., Lamon, M., Messina, R., Reeve, R., & Teplovs, C. (2005). The growing networks of inquiry threads in online knowledge building environment. Paper presented at the American Educational Research Association Annual Meeting, 2005.

Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2005). Collective Cognitive Responsibility in Knowledge Building Classes: A Focus on Social Network Structures. Paper presented at the Knowledge Building/Knowledge Forum Summer Institute of the Ontario Institute for Studies in Education.

Bereiter, C. (2004). Plumbing the foundations of knowledge building. Paper presented at the Symposium conducted at the International Conference of the Learning Sciences on "Embracing Diversity in the Learning Sciences".

Bereiter, C., & Koschmann, T. (2004). Plumbing the foundations of knowledge building: A special symposium. In S. W. A. E. N. N. A. S. Kafai Y.B & F. Herrera (Eds.), (pp. 5-7). Mahwah, NJ: Lawrence Erlbaum Associates.

Bereiter. (2004). Reflections on "depth". In P. M. N. B. K. Leithwood & A. Rodrigue (Eds.), (Vol. Teaching for deep understanding: Towards the Ontario curriculum we need, pp. 8-12). Toronto, ON: ETFO-OISE/UT.

Bereiter. (2004). Understanding technology. In P. M. N. B. K. Leithwood & A. Rodrigue (Eds.), (Vol. Teaching for deep understanding: Towards the Ontario curriculum we need, pp. 48-51). Toronto, ON: ETFO-OISE/UT.

Jiwani, A., Hewitt, J., Messina, R., & Scardamalia, M. (2004). Discourse characteristics in Knowledge Forum classrooms: A case study of knowledge building philosophy in practice. Paper presented at the Paper presented at the annual meeting of the American Educational Research Association.

Jiwani, A., Hewitt, J. G., Messina, R., & Scardamalia, M. (2004). Discourse characteristics in Knowledge Forum Classrooms-A case study of knowledge building philosophy in practice. Paper presented at the Roundtable presented at the Annual Meeting of the American Educational Research Association.

Lamon, M., Andrews, C., & Scardamalia, M. (2004). Social and technological innovations: Ways into the knowledge society. Paper presented at the Paper to be presented at the International Conference of the Learning Sciences.

Lax, L., Hunter, J., Watt-Watson, J., Pennefather, P., Scardamalia, M., & Spero, L. (2004). Pain interprofessional continuing education initiative: Distributed knowledge building online. Paper presented at the Poster presented at the Canadian Association of Medical Education.

Lax, L., Taylor, I., Wilson-Pauwels, L., & Scardamalia, M. (2004). Dynamic curriculum design in biomedical communications: Integrating a knowledge building approach and a Knowledge Forum® learning environment in a medical legal visualization course. Paper presented at the IKIT Summer Institute 2003. from http://www.jbiocommunication.org/
Lax, L. R., Hunter, J., Watt-Watson, J., Pennefather, P., Scardamalia, M., & Spero, L. (2004). Pain Interprofessional Continuing Education Online Initiative. Paper presented at the Poster session presented at the Continuing Medical Education Congress 2004.

Lax, L. R., Taylor, I., Wilson-Pauwels, L., & Scardamalia, M. (2004). Dynamic curriculum design in biomedical communications: Integrating a knowledge building approach and a Knowledge ForumÆ learning environment in a medical legal visualization course. Journal of Biocommunications, 30(1). http://www.jbiocommunication.org/
Russell, A., Campbell, H., Scardamalia, M., Lamon, M., Melnick, B., Henderson, J., et al. (2004). Collaborating to innovate and improve patient care at Hamilton Health Sciences using knowledge building epistemology, technology and methodology (Project 004). Paper presented at the International Association for Media and Communication Research (IAMCR) 2004. from http://ikit.org/posters/2004_PCCP.pdf
Russell, A., Scardamalia, M., Lamon, M., Melnick, B., Campbell, H., Henderson, J., et al. (2004). Interprofessional Knowledge Building to support patient centred care philosophy development (Project #004). Paper presented at the CANARIE Inc. Annual General Meeting.

Scardamalia, M. (2004). CSILE/Knowledge ForumÆ. In A. Kovalchick & K. Dawson (Eds.), (Vol. Education and technology: An Encyclopedia, pp. 183-192). Santa Barbara: ABC-CLIO.

Scardamalia, M. (2004). Instruction, learning, and knowledge building: Harnessing theory, design, and innovation dynamics. Educational Technology, 44(3), 30-33.

Scardamalia, M. (2004). Reflections on the transformation of education for the knowledge age. Appears online in TeorÌa de la EducaciÛn: EducaciÛn y cultura en la sociedad de la informaciÛn, 5. http://campus.usal.es/~teoriaeducacion/DEFAULT.htm
Scardamalia, M. (2004). Technology for understanding. In P. M. N. B. K. Leithwood & A. Rodrigue (Eds.), (Vol. Teaching for deep understanding: Towards the Ontario curriculum we need, pp. 83-88). Toronto, ON: ETFO-OISE/UT.

Scardamalia, M. (2004). Taking charge of knowledge work at the highest levels. Paper presented at the Is metacognition fundamentally social? Interactive symposium conducted at the annual meeting of the American Educational Research Association.

Scardamalia, M. (2004). Inquiry and knowledge building for the 21st century. Paper presented at the Inquiry ó Why and how: Evidence from researchers, teachers and students. Symposium conducted at the Annual Convention of the International Reading Association.

Bereiter, C. (2003, November). Bringing classrooms into the knowledge age. Paper presented at the Proceedings of the Reform and Initiatives in Teaching and Learning conference. from http://ikit.org/fulltext/2003_bringing.htm
Scardamalia, M., & Bereiter, C. (2003, Fall). Beyond brainstorming: Sustained creative work with ideas. Education Canada, 43(4), 4-7, 44. http://ikit.org/fulltext/2003BeyondBrainstorming.html
Bereiter, C. (2003, August). The computer screen as a cultural meeting place. Paper presented at the Towards a knowledge building culture: Knowledge Forum across contexts and cultures, Padova, Italy. http://ikit.org/EARLI2003.html#bereiter_thecomputer
Halewood, C., Reeve, R., & Scardamalia, M. (2003, August). Building knowledge and literacy skills: Junior Kindergarten. Paper presented at the IKIT Summer Institute 2003. from http://ikit.org/SummerInstitute2003/posters/halewood.html
Jiwani, A., Hewitt, J., Messina, R., & Scardamalia, M. (2003, August). Discourse characteristics in a Knowledge Forum classroom: A case study of knowledge building philosophy in practice. Paper presented at the IKIT Summer Institute 2003. from http://ikit.org/SummerInstitute2003/posters/ashifa.html
Lax, L., Watt-Watson, J., Pennefather, P., Hunter, J., & Scardamalia, M. (2003, August). Pain Week Knowledge Translation Program: Developing a Model of Interprofessional Knowledge Building. Paper presented at the IKIT Summer Institute 2003. from http://ikit.org/SummerInstitute2003/posters/lax2.html
Lax, L., Watt-Watson, J., Pennefather, P., Hunter, J., & Scardamalia, M. (2003, August). Educational Outcomes of the Pain Week Interprofessional Undergraduate Health Sciences E-Learning Initiative. Paper presented at the IKIT Summer Institute 2003. from http://ikit.org/SummerInstitute2003/posters/lax3.html
MacDonald, P., Reeve, R., & Scardamalia, M. (2003, August). What is a Canadian tradition? Knowledge building in Grade 2. Paper presented at the IKIT Summer Institute 2003. from http://ikit.org/SummerInstitute2003/posters/patti.html
Messina, R., Reeve, R., & Scardamalia, M. (2003, August). Collaborative structures supporting knowledge building: Grade 4. Paper presented at the IKIT Summer Institute 2003. from http://ikit.org/SummerInstitute2003/posters/messina.html
Punja, Z., Ramzan, N., & Scardamalia, M. (2003, August). A proposal for knowledge building in an East African hospital. Paper presented at the IKIT Summer Institute 2003. from http://ikit.org/SummerInstitute2003/posters/punja.html
Raybardhan, S., Reeve, R., & Scardamalia, M. (2003, August). ESL and knowledge building: Designing a supportive environment. Paper presented at the IKIT Summer Institute 2003. from http://ikit.org/SummerInstitute2003/posters/sutapa.html
Robertson, O., Hewitt, J., & Scardamalia, M. (2003, August). Gender participation patterns in Knowledge Forum: An analysis of two graduate-level classes. Paper presented at the IKIT Summer Institute 2003. from http://ikit.org/SummerInstitute2003/posters/robertson.html
Scardamalia, M. (2003, August). How is a knowledge building community different from a learning community? Paper presented at the Towards a knowledge building culture: Knowledge Forum across contexts and cultures, Padova, Italy. http://earli2003.psy.unipd.it/
Scardamalia, M. (2003, August). Engaging knowledge building principles, breaking barriers, and setting our new research and development agenda. Paper presented at the IKIT Summer Institute 2003. from http://ikit.org/SummerInstitute2003/sessions/siagenda.html
Scardamalia, M., & Bereiter, C. (2003, August). Is education ready for the "new knowledge" challenge? Paper presented at the New encounters for educational psychology, Padova, Italy.

Scardamalia, M., & Bereiter, C. (2003, August). Identification and assessment of knowledge building. Paper presented at the meeting of the European Association for Research on Learning and Instruction (EARLI).

Bereiter, C. (2003). Automated essay scoring's coming-of-age (Vol. Automated essay scoring: A cross-disciplinary approach). Mahwah, NJ: Lawrence Erlbaum Associates.

Bereiter, C. (2003). From Thinking in School to Thinking on the Job. Paper presented at the Presentation at the University of Hong Kong.

Bereiter, C., LaferriËre, T., & Scardamalia, M. (2003). Beyond best practice in knowledge building communities. Paper presented at the Tutorial presented at the International Conference on Computers in Education.

Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle & J. van Merriënboer (Eds.), Powerful learning environments: Unraveling basic components and dimensions (pp. 55-68). Oxford, UK: Elsevier Science. http://ikit.org/fulltext/inresslearning.pdf
Chan, C., Lee, E., Russell, A., & Scardamalia, M. (2003). An introduction to knowledge building communities. Paper presented at the Tutorial presented at the International Conference on Computers in Education.

Hardman, W., Hewitt, J., Messina, R., & Scardamalia, M. (2003). A comparison of audio-based telementoring and face-to-face mentoring. Paper presented at the Poster presented at the IKIT Summer Institute 2003. from http://ikit.org/SummerInstitute2003/posters/hardman.html
L, L., J, W.-W., P, P., J., H., & M., S. (2003). Educational Outcomes of the Pain Week Interprofessional E-Learning Initiative. 8, Supplement B: P-72. http://www.pulsus.com/journals/index.jsp?origPg=journalHome.jsp&jnlKy=7&/08_SB/contents.htm&
La, L., Watt-Watson, J., Pennefather, P., Hunter, J., & Scardamalia, M. (2003). The Pain Week E-Learning Project: An Undergraduate Interprofessional Knowledge Building Initiative. The Journal of Pain, 4(2), Supplement 1: #726.

Lamon, M., Melnick, B., Klonsky, K., & Scardamalia, M. (2003). Knowledge building: Fostering reading comprehension. Paper presented at the Paper presented at the International Conference on Computers in Education.

Lax, L., Hunter, J., Watt-Watson, J., Pennefather, P., Scardamalia, M., & Spero, L. (2003). Pain Interprofessional Continuing Education Online Initiative: distributed knowledge building. Paper presented at the Poster session prsented at the annual meeting of the Canadian Association of Medical Education.

Lax, L., Hunter, J. P., Watt-Watson, J., Langlands, S., Waterston, R., Pennefather, P., et al. (2003). University of Toronto pain week e-learning project: A two year overview of interprofessional collaborative knowledge building through diversity. Paper presented at the Invited presentation at the NEXUS Conference: Connecting Teaching, Technology and Inclusive Learning, RCAT/U of T/McGraw-Hill Ryerson.

Lax, L., Watt-Watson, J., Pennefather, P., Hunter, J., & Scardamalia, M. (2003). E-learning to advance interprofessional undergraduate health sciences education. Paper presented at the Facilitated poster session presented at the Association of Canadian Medical Colleges-Canadian Association for Medical Education Annual Meeting on Educational Technology.

Lax, L., Watt-Watson, J., Pennefather, P., Hunter, J., & Scardamalia, M. (2003). E-Learning for strategic clinical management: Advancing beyond identification of students conceptions / misconceptions. Paper presented at the Poster session presented at the Association of Canadian Medical Colleges / Canadian Association for Medical Education Annual Meeting.

Lax, L., Watt-Watson, J., Pennefather, P., Hunter, J., & Scardamalia, M. (2003). Idea diversity for collective advancement of knowledge and understanding. Paper presented at the Presentation at the IKIT Summer Institute 2003.

Moreau, M., Reeve, R., & Scardamalia, M. (2003). Building compost and knowledge: Grade 3. Paper presented at the Laboratory school innovations in knowledge building. Structured poster session presented at the annual meeting of the American Educational Research Association.

Nirula, L., Woodruff, E., Scardamalia, M., & MacDonald, P. (2003). Handhelds in a grade two classroom: Innovations to support knowledge-building and epistemic agency. In K. Lee & K. Mitchell (Eds.), Proceedings of the International Conference on Computers in Education 2003 (pp. 22-26). Hong Kong: ICCE. http://ikit.org/fulltext/2003_Nirula_Handhelds.pdf
Punja, Z., & Scardamalia, M. (2003). Parallels and distinctions between design challenges and architectural design principles. Paper presented at the Presentation at the NEXUS Conference on Connecting Teaching, Technology and Inclusive Learning, RCAT/U of T/McGraw-Hill Ryerson.

Reeve, R., & Bereiter, C. (2003). Laboratory school innovations in knowledge building. Paper presented at the Chaired poster session presented at the annual meeting of the American Educational Research Association.

Scardamalia, M. (2003). Crossing the digital divide: Literacy as by-product of knowledge building. Journal of Distance Education, 17(Suppl. 3, Learning Technology Innovation in Canada), 78-81. http://ikit.org/fulltext/2003_Crossing.htm
Scardamalia, M. (2003). K-12 classrooms as models of collaborative knowledge building. Journal of Distance Education, 17(Suppl. 3, Learning Technology Innovation in Canada), 80-81. http://ikit.org/fulltext/2003_K12Classrooms.htm
Scardamalia, M. (2003). Knowledge Forum (Advances beyond CSILE). Journal of Distance Education, 17(Suppl. 3, Learning Technology Innovation in Canada), 23-28. http://ikit.org/fulltext/2003_KFAdvances.htm
Scardamalia, M. (2003). Knowledge Society Network (KSN): Toward an expert society for democratizing knowledge. Journal of Distance Education, 17(Suppl. 3, Learning Technology Innovation in Canada), 63-66. http://ikit.org/fulltext/2003_TheKSN.htm
Scardamalia, M. (2003). Participatory telementoring: Beyond the one-to-one model. Journal of Distance Education, 17(Suppl. 3, Learning Technology Innovation in Canada), 70-71.

Scardamalia, M. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. In A. DiStefano, K. Rudestam & R. Silverman (Eds.), Encyclopedia of distributed learning (pp. 269-272). Thousand Oaks, CA: Sage Publications. http://ikit.org/fulltext/2003_KBE.pdf
Scardamalia, M. (2003). Knowledge building. Journal of Distance Education, 17(Suppl. 3, Learning Technology Innovation in Canada), 10-14. http://ikit.org/fulltext/2003Knowledge_Building.htm
Scardamalia, M. (2003). Knowledge technologies in education: Beyond learning environments. Paper presented at the Invited presentation at the ICT in Learning and thinking: Rethinking research methodologies conference, Institute of Education.

Scardamalia, M. (2003). Synthesizing cognitive and social perspectives in educational research: Progress and possibilities. Paper presented at the Conducted at the annual meeting of the American Educational Research Association.

Scardamalia, M. (2003). Collective responsibility for knowledge advancement. Paper presented at the New insights about metacognition: Implications for designing productive learning environments. Symposium conducted at the annual meeting of the American Educational Research Association.

Scardamalia, M. (2003). Discussant for Symposium on implementing a pedagogically meaningful electronic learning environment in four different European school contexts. Paper presented at the Meeting of the European Association for Research on Learning and Instruction (EARLI). from http://earli2003.psy.unipd.it/
Scardamalia, M. (2003). How is a knowledge building community different from a learning community? In S. Paper presented at the Cacciamani (Chair). from http://earli2003.psy.unipd.it/
Scardamalia, M. (2003). Design experiments in the learning sciences. Paper presented at the Colloquium Series, National Institute of Education.

Scardamalia, M. (2003). Knowledge building foundations. Paper presented at the Invited presentation at the Taipei World Trade Centre.

Scardamalia, M. (2003). Knowledge Building/Knowledge Forum. Paper presented at the Workshop presented at Hong Kong University.

Scardamalia, M. (2003). Technology and literacies: From text literacy to dialogic literacy. Paper presented at the Onwel Fellow presentation at the Centre for Information Technology in School and Teacher Education (CITE), Faculty of Education, University of Hong Kong.

Scardamalia, M. (2003). Theoretical underpinnings of knowledge building. Paper presented at the Invited presentation at the National Institute of Education.

Scardamalia, M. (2003). Knowledge building thru technology. Paper presented at the Colloquium presented at Tufts University.

Scardamalia, M. (2003). Literacy as a by-product of productive knowledge work. Paper presented at the Invited presentation at the International Literacy Conference: Literacy Policies for the Schools we Need.

Scardamalia, M., & Bereiter, C. (2003). La scuola come organizzazione che costruisce conoscenza [Schools as knowledge-building organizations]. Psicologia Scolastica, 2(3), 341-357.

Scardamalia, M., & Bereiter, C. (2003). International Design Principles for Knowledge Building: Innovative Learning Processes in Knowledge-Rich Interactive Environments. Paper presented at the Chaired symposium at the annual meeting of the American Educational Research Association.

Scardamalia, M., & Bereiter, C. (2003). Does the knowledge age need a new science? P. Paper presented at the Paper presented at the Symposium on Redefining Collaboration to Make it Work in Classrooms, Cognitive Science Society Annual Meeting.

Scardamalia, M., & Bereiter, C. (2003). Design Experiments and Knowledge Building: exploring our ways forward in breaking new barriers. Paper presented at the Research Meeting at the University of Hong Kong.

Singh, A., Lax, L. R., Librach, L., Ryan, D., Scardamalia, M., & Spero, L. (2003). Integrating E-Learning, Videoconferences & Standardized Patients in a CME Program for End-Of-Life Care. Paper presented at the Poster session presented at the annual meeting of the Canadian Association of Medical Education.

Teplovs, C., Reeve, R., & Scardamalia, M. (2003). The measurement of idea diversity. Paper presented at the International design principles for knowledge building: Innovative learning processes in knowledge-rich interactive environments. Interactive symposium conducted at the annual meeting of the American Educational Research Association.

Bereiter, C. (2002). Design research for sustained innovation. Cognitive Studies - Bulletin of the Japanese Cognitive Science Society, 9(3), 321-327.

Bereiter, C. (2002). Artifacts, canons, and the progress of pedagogy: A response to contributors. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 223-244). Chicago: Open Court. http://ikit.org/fulltext/inpressartifacts.pdf
Bereiter, C. (2002). Emergent versus presentational hypertext. In R. Bromme & E. Stahl (Eds.), (Vol. Writing hypertext and learning: Conceptual and empirical approaches, pp. 73-78). Oxford, UK: Elsevier Science.

Bereiter, C. (2002). Liberal education in a knowledge society. In B. Smith (Ed.), (Vol. Liberal education in a knowledge society, pp. 11-33). Chicago: Open Court.

Carr, M. M., Hewitt, J., Scardamalia, M., Reznick, R. K. (2002). Internet-Based otolaryngology case discussions for medical students. The Journal of Otolaryngology, 31(4), 197-201.

Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court. http://ikit.org/fulltext/2002CollectiveCog.pdf
Bereiter, c. (2001). Keeping the brain in mind. Australian Journal of Education, 44(3), 226-238.

Lamon, M., Reeve, Richard, & Scardamalia, Marlene (2001). Mapping learning and the growth of knowledge in a knowledge building community

O'Neill, D. K., & Scardamalia, M. (2000 (June 14-17)). Mentoring in the open: A strategy for supporting human development in the knowledge society. Paper presented at the International Conference on the Learning Sciences, Ann Arbor, MI.

Bereiter, C. (2000). Drilling Down and Building Up, Journal of Learning Sciences

Bereiter, C., & Scardamalia, M. (2000). Process and productin problem-based (PBL) research. In D. H. E. C. E. Hmelo (Ed.), Problem-Based Learning: A Research Perspective on Learning Interactions. Mahwah, NJ: Erlbaum.

Scardamalia, M. (2000). Can Schools Enter a Knowledge Society? Paper presented at the Educational Technology and the Impact of Teaching and Learning: A Global Research Forum, How Can Schools Become Part of a Knowledge Society?, London, England.

Scardamalia, M. (2000, Novembber 21-24). Social and Technological Innovations for a Knowledge Society. Paper presented at the ICCE/ICCAI 2000 Conference on Learning Societies in the New Millennium, Taipei, Taiwan.

Scardamalia, M. (1999). Latent Semantic Analysis and Data Analysis in Computer Supported Collaborative Learning.

Scardamalia, M. (1998, September). Highlights from the Second International Harvard Conference on Interner and Society. Paper presented at the Canadian Institute for Advanced Research, Human Development Program meeting., Toronto, ON.,

Scardamalia, M. (1998, October). Building a Knowledge Society [CD]. Athens, Lagonissi, Greece.
Scardamalia, M. (1998, October). Community Knowledge Building: New Models for the 21st Century School. [CD]. Athens, Lagonissi, Greece.
Hewitt, J., & Scardamalia, M. (1998, November). An Analysis of Discourse Patterns in Computer Conferencing systems. Paper presented at the TeleLearning-NCE Third Annual Meeting & Confernce., Vancouver, BC.,

Scardamalia, M. (1998, November). Knowledge Building Pedagogy and Technology. Paper presented at the Invited Speaker at the Second Annual Forever Learning Conference., Toronto, ON.,

Scardamalia, M. a. S. L., N. (1998, November). Models of Evolving Knowledge Forum Views in the Knowledge Society Network. Paper presented at the Poster presentation at the TeleLearning_NCE Third Annual Meeting and Conference., Vancouver, BC.,

Scardamalia, M. H., S. (1998, November). Home-School Networks to Support Community Knowledge Building. Paper presented at the Poster presentation at the TeleLearning-NCE Third Annual Meeting and Conference., Vancouver, BC.,

Scardamalia, M. (1998, May). Net Learning as net Gain Through Improvement of Ideas [CD]. Cambridge, MA.
Bereiter, C. S., M. (1998, July). Moving Reading and Writing to the Background [CD]. Mahaleh Hachamisha, Israel.
Scardamalia, M. (1998, July). Making the Most of Mind. Paper presented at the Invited address at the International Conference on Education and the Challenge of Time., Haifa, Israel.,

Scardamalia, M. (1998, July). Idea-Centered Education [CD]. Haifa, Israel.
Scardamalia, M. (1998, July). Models of Idea-Centered. . . or Making the Most of Mind??. . . or Centralized/Decentralized. [CD]. Haifa, Israel.
Bereiter, C. (1998). Education and Mind in the Knowledge Age
Hewitt, J. S., M. (1998). Design Principles for the support of distributed processes. Educational Psychology Review, 10(1), 75-96.

Scardamalia, M. (1997, November)). Research Advances: K-12 State of the Art. Paper presented at the TeleLearning e97. TLNCE Project:4.1, Toronto, ON.,

Scardamalia, M. (1997, November). TeleLearning in Society: Designs for a Learning Society. Paper presented at the TeleLearning e97. TLNCE Project: 4.1., Toronto, ON.,

Scardamalia, M. (1997, May). Computer Supported Intentional Learning Environments: Increasing the Quality and Competencies of Students in Dealing with Knowledge. Toronto, ON.
Scardamalia, M. (1997, March). Symposium on Collaboration, Communication and Computers: What do we think we know about networks and learning. Chicago, IL,.

Scardamalia, M. (1997, March). Midcourse Critical Examination of Constructivist Learning. [CD]. Chicago, IL.
Scardamalia, M. (1997, March). Symposium on Literacy and Technology: Projects of the National Research Center on English Learning and Achievement. [CD]. Chicago, IL.
Scardamalia, M. (1997, June). The Creation of Knowledge-Building Communities. [CD]. Toronto, ON.
Scardamalia, M. (1997, January). Toward a Knowledge Building Society. Paper presented at the KMDI International Lecture Series. TLNCE PRoject: 4.1., Toronto, ON.,

Scardamalia, M. (1997, February). Prototyping a Knowledge Society: Preliminary Observations. [CD]. Boulder, CO.
Scardamalia, M. (1997, August). Foundations and Principles for the Design of Powerful Learning Environments: Improving the future location. Paper presented at the The 7th European Conference for Research on Learning and Instruction. TLNCE Project: 4.1, Athens, Greece.,

Scardamalia, M. (1997, August). Symposium on Shared Virtual Learning Environments. Paper presented at the 7th European Conference for Research on Learning and Instruction. TLNCE Project: 4.1., Athens, Greece.,

Scardamalia, M. (1997, August). Symposium on Technologies and Social Tools for Apprenticeship and Perspective taking: Research Emerging on various fronts location. Paper presented at the 7th European Conference for Research on Learning and Instruction. TLNCE Project: 4.1, Athens, Greece.,

Scardamalia, M. (1997, August). Constructivist Learning Technologies. Athens, Greece.
Scardamalia, M. a. B., C. (1997, August). Contributions of Writing and New Knowledge Media to Knowledge-Building Discourse. Writing-to-learn in classroom contexts symposium. Paper presented at the 7th European Conference for Research on Learning and Instruction., Athens, Greece.,

Bereiter, C., Scardamalia, M. , Cassells, C., Hewitt, J. (1997). Postmodernism, knowledge-building, and elementary science. The Elementary School Journal, 97(4), 329-340.

Bereiter, C. (1997). Situated Cognition and How to Overcome It. Mahwah, New Jersey: Lawrence Erlbaum Associates.

Bereiter, C. (1997). Mathematical Knowledgeability. (pp. 8)
Chan, C., Burtis, P. J., & Bereiter, C. (1997). Knowledge Building as a Mediator of Conflict in Conceptual Change. Cognition and Instruction, 15(1), 1-40.

Hewitt, J., Scardamalia, M., & Webb, J. (1997). Situative Design Issues for Interactive Learning Environments: The Problem of Group Coherence, Annual Meeting of the American Educational Asociation. Chicago, IL
Lamon, M., Scardamalia, M., Reeve, R., & Heide, D. (1997). Network Communication for Teacher earning: A Case-Study of CSILE for Knowledge Building

Scardamalia, M. (1997). Design Principles for Distributed Learning Processes

Scardamalia, M. (1997). The Knowledge Society Challenge Location. [CD]. Boston, MA.
Scardamalia, M., & Bereiter, C. (1997). Schools as Knowledge-Building Organizations., CIAR Program in Human Development (Vol. Working Paper No. 26, pp. 17). Toronto: Canadian Institute for Advanced Research (CIAR)
Scardamalia, M. B., C. (1997). Sociocognitive Design Issues for Interactive Learning Environments Across Diverse knowledge Building Communities. Annual Meeting of the American Educational research Association. Cicago, IL [CD]. Chicago, IL.
Smith Lea, N. S., M. (1997). Progressive Curriculum and Knowledge Building Uses of Networked Multimedia Resources, Annual Meeting of the American Educational Research Association. Chicago, IL
Bereiter, C., & Scardamalia, M. (1996). Rethinking Learning. Cambridge, MA: Basil Blackwell.

Bereiter, C. a. S., M. (1996). Developing Higher-Level Approaches to Knowledge. Paper presented at the The Growing Mind, Geneva, Switzerland.

Bryson, M., & Scardamalia, Marlene (1996). Fostering reflectivity in the argumentive thinking of students with different learning histories. Reading & Writing Quarterly: Overcoming Learning Difficulties, 12, 351-384.

Oshima, J., & Scardamalia, M. (1996). Knowledge-building and conceptual change: An inquiry into student-directed construction of scientific explanations. Paper presented at the Proceedings of the Second International Conference on the Learning Sciences, Evanston, IL.

Scardamalia, M., & Bereiter, C. (1996). Student communities for the advancement of knowledge. Communications of the ACM, 39(4), 36-37.

Scardamalia, M., & Bereiter, C. (1996). Engaging students in a knowledge society. Educational Leadership, 54(3), 6-10.

Scardamalia, M., & Bereiter, C. (1996). Adaptation and Understanding: A Case for New Cultures of Schooling. Mahwah, NJ: Lawrence Erlbaum Associates.

Scardamalia, M., Bereiter, C., Hewitt, J., & Webb, J. (1996). Constructive Learning from Texts in Biology. Berlin: Springer-Verlag.

Scardamalia, M. B., C. (1996). Beyond Networking: the challenge of a knowledge society. Educational Leadership, vol? ,

Bereiter, C. (1995). A foolish consistency

Bereiter, C., Scardamalia, M., & Hewitt, Jim (1995). Postmodernism and Elementary Science

Hewitt, J., Brett, C., & Scardamalia, M. (1995). Supporting knowledge building through the synthesis of CSILE, FCL & Jasper

Oshima, J., Bereiter, C., & Scardamalia, M. (1995). Information-Access characteristics for high conceptual progress in a computer-networked learning environment. Paper presented at the Proceedings of CSCL ‘95 The First International Conference on Computer support for collaborative learning., Bloomington, IN.

Scardamalia, M. (1995). Knowledge-Building Technologies: Beyond information access. Orbit, 26(2), 31-36.

Bereiter, C. (1994). Implications of Postmodernism for Science, or, Science as Progressive Discourse. Educational Psychologist, 29(1), 3-12.

Bereiter, C. (1994). Constructivism, Socioculturalism, and Popper's World 3. Educational Researcher, 23(7, October), 21-23.

Bereiter, C., & Scardamalia, M. (1994). Toward an Expert Society (Chapter 8). Chicago, IL: Open Court.

Bereiter, C., & Scardamalia, M. (1994). Chapter Four. Expertise as Process. Chicago, IL: Open Court.

Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE Project: Trying to Bring the Classroom into World 3. Cambrige, MA: MIT Press.

Scardamalia, M., & Bereiter, C. (1994). Computer Support for Knowledge-Building Communities. Journal of the Learning Sciences, 3(3), 265-283. http://ikit.org/fulltext/1996_ComputerSupport.pdf
Chan, C., Bereiter, C., & Burtis, J. (1993, April). Students' Understanding of Knowledge Problems Underlying Their Misconceptions

Woodruff, E., Maxwell, B., & Scardamalia, M. (1993, April). Expert-to-Student Communications: Evaluating a model of peer mediated electronic access

Bereiter, C., & Scardamalia, M. (1993). Enfoques de primero, segundo y tercer order para mejorar las estrategias cognitivas de aprendizaje de la escritura. Madrid: Ediciones Piramide.

Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. La Salle, IL: Open Court.

Lamon, M., Chan, C., Scardamalia, M., Burtis, J., & Brett, C. (1993). Beliefs about learning and constructive processes in reading: Effects of a computer supported intentional learning environment, Annual meeting of the American Educational Research Association. Atlanta GA
Scardamalia, M., & Bereiter, C. (1993). Technologies for Knowledge-Building Discourse. Communications of theACM, 36, 37-41.
Bereiter, C. (1992, April). Progressive Discourse in Science and Science Education

Chan, C., & Bereiter, C. (1992, April). Effects of conflict and knowledge-processing strategy on conceptual change

BEREITER, C. (1992). Referent-Centered and Problem-Centered Knowledge: Elements of an Educational Epistemology. Interchange,, 24(4), 337-361.

Bereiter, C. (1992). Problems with Problem-Centred Knowledge. Interchange, 23(4), 383-388.

Bereiter, C., & Scardamalia, M. (1992). Two Models of Classroom Learning Using a Communal Database. Berlin: Springer-Verlag.,

Bereiter, C. (1992). Implications of postmodernism for science education: Science as progressive discourse.

Chan, C. K. K., Burtis, P. J., Scardamalia, M., & Bereiter, C. (1992). Constructive Activity in Learning from Text. American Educational Research Journal, 29(1), 97-118.

Scardamalia, M., & Bereiter, C. (1992). Text-Based and Knowledge-Based Questioning by Children. Cognition and Instruction., 9(3), 177-199.

Scardamalia, M., & Bereiter, C., Brett, C., Burtis, P. J., Calhoun, C., & Smith Lea, N. (1992). Educational Applications of a Networked Communal Database. Interactive Learning Environments, 2(1), 45-71.

Scardamalia, M., & Bereiter, C. (1992). Two explicative models for the processes of written composition. Infancia y Aprendizaje, 58, 43-64.

Bereiter, C., & Scardamalia, M. (1991, November). First-, Second-, and Third-Order Approaches to Fostering Cognitive Strategies in Writing

Bereiter, C. (1991). Implications of Connectionism for Thinking about Rules. Educational Researcher, 20(3), 10-16.

Bereiter, C. (1991). Commentary on "Special Topic: Confronting the Learning Paradox". Human Development, 34, 261-272.

Bereiter, C., & Scardamalia, M. (1991). Models of Educational Use of a Communal Database. (pp. 14)
Bryson, M., Bereiter, C., Scardamalia, M., & Joram, E. (1991). Going Beyond the Problem as Given: Problem Solving in Expert and Novice Writers. Hillsdale, NJ: Lawrence Erlbaum Associates.

Bryson, M., & Scardamalia, M. (1991). Teaching Writing to Students at Risk for Academic Failure. San Francisco, CA: Jossey-Bass.

Ng, E., & Bereiter, C. (1991). Three Levels of Goal Orientation in Learning. Journal of Learning Sciences.

Rauenbusch, F., & Bereiter, C. (1991). Making Reading More Difficult: A Degraded Text Microworld for Teaching Reading Comprehension Strategies. Cognition and Instruction, 8(2), 181-206.

Scardamalia, M., & Bereiter, Carl (1991). Higher Levels of Agency for Children in Knowledge-Building: A Challenge for the Design of New Knowledge Media. The Journal of the Learning Sciences, 1(1), 37-68.

Scardamalia, M., & Bereiter, C. (1991). Literate Expertise. Cambridge: Cambridge University Press.

Scardamalia, M., & Bereiter, C. (1990, September). A Knowledge-Building Architecture for Computer-Supported Learning

Bereiter, C. (1990). Aspects of an educational learning theory

Scardamalia, M., & Bereiter, Carl (1990). Computer Supported Intentional Learning Environments (CSILE). Cupertino, CA: Apple Computers, Inc.,

Scardamalia, M., & Bereiter, C. (1990). Computer-Supported Intentional Learning Environments. Cupertino, CA: Apple Computers, Inc.,

Bereiter, C., & Scardamalia, M. (1989). When weak explanations prevail. Behavioral and Brain Sciences, 12(3), 468-469.

Bereiter, C., & Scardamalia, M. (1989). Intentional Learning As A Goal of Instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.

Scardamalia, M., Bereiter, C., McLean, R., Swallow, J., & Woodruff, E. (1989). Computer Supported Intentional Learning Environments. Journal of Educational Computing Research, 5(1), 51-68.

Scardamalia, M., & Bereiter, C. (1989). Conceptions of Teaching and Approaches to Core Problems (Vol. 1). Oxford: Pergamon Press.

Scardamalia, M. B., C. (1989). Schools as Knowledge-Building Communities. Human Development, 5.

Bryson, M., & Scardamalia, M. (1988, June). M.U.S.E.: A Computer-based Learning Environment for Novice and Super-Novice Student-Writers

Bereiter, C., Burtis, P.J., Scardamalia, Marlene (1988). Cognitive Operations in Constructing Main Points in Written Composition. Journal of Memory and Language, 27, 261-278.

Bereiter, C. (1988). Constructive Effort in Learning

Swallow, J., Scardamalia, M., & Olivier, W. (1988). Facilitating thinking skills through peer interaction with software support.: AERA Paper Proposal
Bereiter, C., Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale, NJ: Lawrence Erlbaum Associates.

Bereiter, C. (1987). Creativity and Expertise: Elements of a Theory

Bereiter, C., & Scardamalia, M. (1987). An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing. Curriculum Inquiry, 17(1), 9-30.

Scardamalia, M., & Bereiter, C. (1987). Knowledge telling and knowledge transforming in written composition (Vol. 2). Cambridge: Cambridge University Press.

Scardamalia, M., Bereiter, C., et al. (1987). Final Report on the Development of CSILE Software ( Fin. Rep.): MOE.
Bereiter, C., & Scardamalia, M. (1986-87). Intentional Learning Project - Progress Report - OISEFunding ( Prog. Rep.).
Bereiter, C. (1986). Dialogue - The Reading Comprehension Lesson: A Commentary on Heap's Ethnomethodological Analysis. Curriculum Inquiry, 16(1), 65-72.

Bereiter, C., & Scardamalia, M. (1986). Educational Relevance of the Study of Expertise. Interchange, 17, 10-19.

Bereiter, C., & Scardamalia, M. (1986). Levels of Inquiry into the Nature of Expertise in Writing (Vol. 13). Washington, D.C.: American Education Research Association.

Bereiter, C. (1986). Dialogue - The Reading Comprehension Lesson: A Commentary on Heap's Ethnomethodological Analysis. Curriculum Inquiry

Scardamalia, M., & Bereiter, C. (1986). Research on Written Composition (3rd ed.). New York: Macmillan.

Scardamalia, M., & Bereiter, C. (1986). Writing. Orlando, FL: Academic Press.

Scardamalia, M., & Bereiter, C. (1986). Computer-Supported Intentional Learning Environments (CSILE): MOE
Scardamalia, M., & Bereiter, C. (1986). Progress Report on the Development of CSILE Software ( Grants): MOE.
Bereiter, C., & Scardamalia, M. (1985-86). Intentional Learning - Progress Report. OISE Funding ( Prog. Rep.).
Bereiter, C., & Scardamalia, M. (1985). Wissen-wiedergabe als ein modell fur das schreiben von instruktionen durch ungeubte schreiber. Unterrichts Wissenschaft, 4, 301-318.

Bereiter, C., & Scardamalia, M. (1985). Children's Difficulties in Learning to Compose. London: Falmer Press.

Bereiter, C., & Scardamalia, M. (1985). Cognitive Coping Strategies and the Problem of "Inert Knowledge" (Vol. 2). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bereiter, C., & Scardamalia, M. (1985). Intentional Learning: Revised Spencer Proposal
Scardamalia, M., & Paris, P. (1985). The Function of Explicit Discourse Knowledge in the Deveopment of Text Representations and Composing Strategies.

Scardamalia, M., & Bereiter, C. (1985). Knowledge Transforming, composing and revising: Helping students become better writers. The School Administrator, 42(4), 16-26.

Scardamalia, M., & Paris, P. (1985). The function of explicit discourse knowledge in the development of text representations and composing strategies. Cognition and Instruction, 2(1), 1-39.

Scardamalia, M., & Bereiter, C. (1985). Development of dialectical processes in composition. Cambridge, MA: University Press.

Scardamalia, M., & Bereiter, C. (1985). Fostering the Development of Self-Regulation in Children's Knowledge Processing (Vol. 2). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bereiter, C., & Scardamalia, M. (1984). Learning About Writing from Reading. Written Communication, 1(2), 163-188.

Bereiter, C., & Scardamalia, M. (1984). Information Processing Demand of Text Composition. Hillsdale, NJ: Lawrence Erlbaum Associates.

Scardamalia, M., Bereiter, C., & Steinbach, R. (1984). Teachability of Reflective Processes in Written Composition. Cognitive Science, 8(2), 173-190.

Scardamalia, M., & Bereiter, C. (1984). Development of Strategies in Text Processing. Hillsdale, NJ: Lawrence Erlbaum Associates.

Bereiter, C., & Scardamalia, M. (1983). Schooling and the Growth of Intentional Cognition: Helping Children Take Charge of Their Own Minds. Tel Aviv: Yachdev United Publishing Company.

Bereiter, C., & Scardamalia, M. (1983). Does Learning to Write Have to Be So Difficult? London: Longman Inc.,

Bereiter, C., & Scardamalia, M. (1983). Levels of Inquiry in Writing Research. New York: Longman Inc.,

Burtis, P. J., Bereiter, C., Scardamalia, M., & Tetroe, J. (1983). The Development of Planning in Writing. Chichester, England: John Wiley & Sons.

Scardamalia, M., & Bereiter, C. (1983). Child as Co-investigator: Helping Children Gain Insight into their own Mental Processes. Hillsdale, NJ: Lawrence Erlbaum Associates.

Scardamalia, M., & Bereiter, C. (1983). Can Children Plan? Columbus, OH: Department of Education.

Bereiter, C. (1982). Book Reviews The Limitations of Interpretation. Review of Writing and the Writer by Frank Smith.

Bereiter, C., & Scardamalia, M. (1982). From Conversation to Composition: The Role of Instruction in a Developmental Process (Vol. 2). Hillsdale, NJ: Lawrence Erlbaum Associates.

Scardamalia, M., & Bereiter, C. (1982). Assimilative Processes in Composition Planning. Educational Psychologist, 17(3), 165-171.

Scardamalia, M., Bereiter, C., & Goelman, H. (1982). The Role of Production Factors in Writing Ability. New York: Academic Press.

Woodruff, E., Scardamalia, M., & Bereiter, C. (1982). Computers and the Composing Process: An Examination of Computer-Writer Interaction. Los Alamitos, CA: SWRL Educational Research and Development.

Woodruff, E., Bereiter, C., & Scardamalia, M. (1981-82). On the Road to Computer Assisted Compositions. Journal of Educational Technology Systems, 10(2), 133-148.

Scardamalia, M., Bereiter, C., & Fillion, B. (1981). Writing for Results: A Sourcebook of Consequential Composing Activities. Toronto, ON: OISE Press.

Scardamalia, M. (1981). How Children Cope with the Cognitive Demands of Writing (Vol. 2). Hillsdale, NJ: Lawrence Erlbaum Associates.

Scardamalia, M. (1980, February). The growth of planfulness. Insights from writing research. Paper presented at the Symposium at the Ontario Psychological Association.

Scardamalia, M. (1979, November). The rocky road from talking to writing: Cognitive processes in composition. Paper presented at the Colloquia series, Department of Psychology, York University, Toronto, ON.

Kushnir, C., Scardamalia, M., & McLean, R. (1979, March). Solution strategies on Raven Progressive Matrices. Paper presented at the Society for Research in Child Development, San Francisco.

Scardamalia, M. (1979, February). The effects of processing constraints on logical performance. Paper presented at the Colloquia series, Department of Psychology, University of Toronto.

Bereiter, C., Scardamalia, M., & Bracewell, R. J. (1979, April). An applied cognitive-developmental approach to the study of writing abilities. Paper presented at the Symposium on Recent Approaches to Writing Research, American Educational Research Association Meeting, San Francisco.

Bereiter, C., Masterton, B., & Scardamalia, M. (1979, April). Revision of Written Text in Response to New Information. Paper presented at the American Educational Research Association, San Francisco.

Bracewell, R., & Scardamalia, M. (1979, April). Children's Ability to Integrate Information When They Write

Bracewell, R. J., Bereiter, C., & Scardamalia, M. (1979, April). A test of two myths about revision. Paper presented at the 64th annual meeting of the American Educational Research Association, San Francisco.

Scardamalia, M., & Bereiter, C. (1979, April). The Effects of Writing Rate on Children's Composition. Paper presented at the 64th annual meeting of the American Educational Research Association, San Francisco.

Bereiter, C., & Scardamalia, M. (1979). Pascual-Leone's M Construct as a Link Between Cognitive-Developmental and Psychometric Concepts of Intelligence. Intelligence, 3, 41-63.

Scardamalia, M., & Bereiter, C. (1979). Review of E.D. Hirsch, Jr. "The Philosophy of Composition". Harvard Educational Review, 49(1), 116-119.

Scardamalia, M. (1978, May). Analyzing developing writing abilities: Examples from research in progress. Paper presented at the Symposium on Cognitive Processes in Composition, Carnegie-Mellon University, Pittsburgh, PA.

Scardamalia, M. (1978, February). Parallels between the emergence of written communication skills and formal structures. Paper presented at the Western regional meeting of the Society for Research in Child Development, San Francisco.

Bereiter, C., & Scardamalia, M. (1978, April). Cognitive demands of writing as related to discourse type. Paper presented at the American Educational Research Association, Toronto, ON.

Scardamalia, M., Bereiter, C., & Bracewell, R. (1978, April). Writing and decentered thought: The development of audience awareness. Paper presented at the Symposium at the American Educational Research Association 63rd annual meeting, Toronto, ON.

Bracewell, R., Scardamalia, M., & Bereiter, C. (1978). The Development of Audience Awareness in Writing. Resources in Education, October(ED 154 433).

Scardamalia, M., Bereiter, C., & MacDonald, J. D. S. (1978). Role Taking in Written Communication Investigated by Manipulating Anticipatory Knowledge. Resources in Education(August).

Scardamalia, M., Bereiter, Carl & Fillion, Bryant (1978). The Little Red Writing Book: A Scourcebook of Consequential Writing Activities.

Scardamalia, M., & Bereiter, C. (1978). A Cognitive Approach to Writing Instruction: Cognitively Based Writing Activities

Scardamalia, M. (1977, October). An information processing load account of cognitive developmental phenomena. Colloquia series. Paper presented at the Colloquia series, Department of Psychology, Vanderbilt University.

Scardamalia, M. (1977, June). Toward a developmental model of written communication. Paper presented at the NIE (National Institute of Education) Writing conference, Long Beach, CA.

Scardamalia, M. (1977, February). The development of writing skills. Paper presented at the Colloquia series, Toronto, ON.

Scardamalia, M., & Bereiter, C. (1977, April). The Development of Decentration in Writing. Paper presented at the Soceity for Research in Child Development, New Orleans.

Bereiter, C., & Scardamalia, M. (1977). The Limits of Natural Development (Commissioned paper prepared for the Northeastern Educational Research Association). The Researcher(December).

Scardamalia, M. (1977). Information Processing Capacity and the Problem of Horizontal Decalage: A Demonstration Using Combinatorial Reasoning Tasks. Child Development, 48, 28-37.

Scardamalia, M. (1977). The Interaction of Perceptual and Quantitative Load Factors in the Control of Variables (REPO No. 63, 1-29): York University, Department of Psychology.
Scardamalia, M. (1975). Two Formal Operational Tasks: A Quantitative Neo-Piagetian and Task Analysis Model for Investigating Sources of Task Difficulty. Paper presented at the Piagetian theory and the helping professions. Proceedings of the Fourth Interdisciplinary Seminar, Los Angeles, CA.

Scardamalia, M. (1974, April). Mental Processing Aspects of Two Formal Operational Tasks: A Developmental Investigation of a Quantitative Neo-Piagetian Model. Ph.D. Paper presented at the American Educational Research Association, Chicago, IL.

Regan, E., & Scardamalia, M. (1969, 1970). The use of a structured program for teaching second language learners. Paper presented at the a) Northeastern Edcational Research Association b) Council on English Education.

Bereiter, C., & Scardamalia, M. (1969). Final report: Evaluation of the conceptual skills program. (rep): Ontario Institute for Studies in Education.
Scardamalia, M. (1969). Criterion-referenced tests: The conceptual skills program. Presented as part of the Conceptual Skills Program developed at the Ontario Institute for Studies in Education (rep): Ontario Institute for Studies in Education.
Bereiter, C., & Scardamalia, M. Models of teaching and instruction in the Knowledge Age (Vol. Handbook of educational psychology (2nd ed.)). Mahwah, NJ: Lawrence Erlbaum Associates.

Lamon, M., Scardamalia, M., & LaferriËre, T. The classroom as a learning community: Learning and knowledge building. Paper presented at the International Symposium on Learning Communities.

Scardamalia, M., Bereiter, C. Helping Students Become better Writers. The School Administrator, Vol 42(4), Pg. 16 and 26.

Scardamalia, M., Bereiter, C., Brown, A., & Campione, J. Preliminary Proposal for Research on Computers in the Teaching of Higher-Order Cognitive Skills

Scardamalia, M., & Bereiter, C. Fundamentals of knowledge building.

Scardamalia, M., & Bereiter, c. A short history of knowledge building. Canadian Journal of Learning and Technology.

Sun, Y., Zhang, J., & Scardamalia, M. Literacy as a By-Product of Knowledge Building: An Analysis of Vocabulary Growth. Paper presented at the American Educational Research Association Annual Meeting, 2006.

Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. Collective cognitive responsibility in knowledge building communities. Paper presented at the American Educational Research Association Annual Meeting, 2006.