Anderson, D. 2008. The Elementary Persuasive Letter: Two Cases of Situated Competence, Strategy, and Agency. *Research in the Teaching of English* 42 (3): 270-314.

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Anderson, D. 2003. Students and Service Staff Learning and Researching Together on a College Campus. *Michigan Journal of Community Service Learning * 9 (2): 47-58.

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Anderson, D. 2002. Casting and Recasting Gender: Children Constituting Social Identities through Literacy Practices. *Research in the Teaching of English * 36 (3): 391-427.

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Anderson, D. 1998. Review of *Beyond Discipline: From Compliance to Community * by A. Kohn. *Journal of Applied Developmental Psychology * 19 (4): 659-662.

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Grossman, F.D. 2010. Dissent from Within: How Educational Insiders Use Protest to Create Policy Change. *Educational Policy* 24 (4): 655-686.

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Embry, R.A., and F.D. Grossman. 2007. The Los Angeles County Response to Child Abuse and Deafness: A Social Movement Theory Analysis. *American Annals of the Deaf* 151 (5): 488-498.

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Jones-Walker, C. 2009. Review of *Girls in a Goldfish Bowl: Moral Regulation, Ritual and the Use of Power amongst Inner City Girls* by R. George. *Gender and Education* 21 (2): 236-238.

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Linn, M.I. 2011. Inclusion in Two Languages: Special Education in Portugal and the United States. *Phi Delta Kappan* 92 (8): 58-60.

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Renninger, K.A., M. Cai, M.C. Lewis*, M.M. Adams*, and K.L. Ernst. 2011. Motivation and Learning in an Online, Unmoderated, Mathematics Workshop for Teachers. *Educational Technology Research and Development* 59 (2): 229-247.

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Renninger, K.A., and S. Hidi. 2011. Revisiting the Conceptualization, Measurement, and Generation of Interest. *Educational Psychologist* 46 (3): 168-184.

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Renninger, K.A. 2009. Interest and Identity Development in Instruction: An Inductive Model. *Educational Psychologist* 44 (2): 105-118.

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Renninger, K.A. 2007. Irving E. (Irv) Sigel (1921-2006). *American Psychologist* 62 (4): 321.

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Hidi, S., and K.A. Renninger. 2006. The Four-Phase Model of Interest Development. *Educational Psychologist* 41 (2): 111-127.

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Renninger, K.A., L.S. Ray*, I. Luft, and E.L. Newton. 2005. Coding Online Content-Informed Scaffolding of Mathematical Thinking. *New Ideas in Psychology* 23 (3): 152-165.

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Underwood, J.S., C. Hoadley, H.S. Lee, K. Hollebrands, C. DiGiano, and K.A. Renninger. 2005. IDEA: Identifying Design Principles in Educational Applets. *Educational Technology Research and Development* 53 (2): 99-112.

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Renninger, K.A., and N. Granott. 2005. The Process of Scaffolding in Learning and Development. *New Ideas in Psychology* 23 (3): 111-114.

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Renninger, K.A., N. Sinclair, V.M. Hand, H. Stohl, S. Alejandre, and J.S. Underwood. 2004. Students' Interest for and Work with Applet-Enhanced Word Problems. Presentation at 6th International Conference of the Learning Sciences, June 22-26, at University of California, Los Angeles, CA.

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2002. *Building Virtual Communities: Learning and Change in Cyberspace*. K.A. Renninger and W. Shumar, ed. New York: Cambridge University Press.

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Renninger, K.A., L. Ewen, and A.K. Lasher. 2002. Individual Interest as Context in Expository Text and Mathematical Word Problems. *Learning and Instruction* 12 (4): 467-491.

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Shumar, W., and K.A. Renninger. 2002. Introduction: On Conceptualizing Community. In *Building Virtual Communities: Learning and Change in Cyberspace*, edited by K.A. Renninger and W. Shumar, 1-20. New York: Cambridge University Press.

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Renninger, K.A., and W. Shumar. 2002. Preface and Acknowledgements, and Community Building with and for Teachers at The Math Forum. In *Building Virtual Communities: Learning and Change in Cyberspace*, edited by K.A. Renninger and W. Shumar, 60-95. New York: Cambridge University Press.

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Renninger, K.A., and S. Hidi. 2002. Student Interest and Achievement: Developmental Issues Raised by a Case Study. In *Development of Achievement Motivation*, edited by A. Wigfield and J.S. Eccles. San Diego, CA: Academic Press.

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Renninger, K.A., and S.E. Wade. 2001. Engaging Students in Reading: Implications for Research and Practice. *Educational Psychology Review* 13 (3): 187-190.

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Basden, J., S. Boone, A. Fetter, J. Koenig, C. Lanius, A. Mabbott, J. McKinstry, K.A. Renninger, R. Salehi, S. Stein, J. Underwood, and S. Weimar . 2000. Encouraging Mathematical Thinking: Discourse around a Rich Problem. In *The Math Forum BRAP Project*.

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Renninger, K.A., W. Shumar, L. Polin, M. Schlager, and W.S. Spitzer. 2000. Individual Change and Cultural Process: Their Role in Virtual Community Building.

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Renninger, K.A. 2000. Individual Interest and its Implications for Understanding Intrinsic Motivation. In *Intrinsic Motivation: Controversies and New Directions*, edited by C. Sansone and J.M. Harackiewicz, 373-404. San Diego, CA: Academic Press.

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Renninger, K.A., L. Farra*, and C. Feldman-Riordan*. 2000. The Impact of The Math Forum's "Problems of the Week" on Students' Mathematical Thinking. *Proceedings of International Conference of the Learning Sciences*.

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Renninger, K.A. 1998. Developmental Psychology and Instruction: Issues from and for Practice. In *Handbook of Child Psychology (Vol. 4): Child Psychology in Practice*, edited by K.A. Renninger, I.E. Sigel, W. Damon, and R.M. Lerner, 211-274. 5th ed. New York: Wiley.

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1998. *Handbook of Child Psychology (Vol. 4): Child Psychology in Practice*. K.A. Renninger, I.E. Sigel, W. Damon, and R.M. Lerner, ed. 5th ed. New York: Wiley.

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Renninger, K.A., L. Hoffmann, and A. Krapp. 1998. Interest and Gender: Issues of Development and Learning. *Interest and Learning: Proceedings of the Seeon Conference on Interest and Gender*: 9-21.

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Renninger, K.A., and I.E. Sigel. 1998. Introduction: Child Psychology Research in Practice. In *Child Psychology in Practice (Vol. 4): Child Psychology in Practice*, edited by K.A. Renninger, I.E. Sigel, W. Damon, and R.M. Lerner. 5th ed. New York: Wiley.

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Renninger, K.A., and I.E. Sigel. 1998. Introduction: Child Psychology Research in Practice. In *Handbook of Child Psychology (Vol. 4): Child Psychology in Practice*, edited by K.A. Renninger, I.E. Sigel, W. Damon, and R.M. Lerner. New York: Wiley.

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Krapp, A., K.A. Renninger, and L. Hoffmann. 1998. Some Thoughts on the Development of a Unifying Framework for the Study of Interest. *Interest and Learning: Proceedings of the Seeon Conference on Interest and Gender*: 455-464.

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Renninger, K.A., S.A. Weimar, and E.A. Klotz. 1998. Teachers and Students Investigating and Communicating about Geometry: The Math Forum. In *Designing Learning Environments for Developing Understanding of Geometry and Space*, edited by R. Lehrer and D. Chazan, 465-487. Mahwah, NJ: Lawrence Erlbaum.

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Renninger, K.A. 1998. What are the Roles of Individual Interest, Task Difficulty, and Gender in Student Comprehension?. *Interest and Learning: Proceedings of the Seeon Conference on Interest and Gender*: 228-238.

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Renninger, K.A., and W. Shumar. 1998. Why and How Students Work with The Math Forum's "Problem(s) of the Week": Implications for Design. *Proceedings of International Conference of the Learning Sciences*: 348-350.

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Schultz, K., and L. Smulyan. 2007. Listening as Translation: Reflections on Professional Development Work in a Cross-Cultural Setting. *Learning Inquiry* 1 (2): 99-106.

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Smulyan, L. 2007. Teacher Education and the Liberal Arts. In *Taking Teaching Seriously: What We Can Learn from Educators at Liberal Arts Institutions*, edited by C. Bjork, K. Johnston, and H. Ross. Boulder, CO: Paradigm.

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2006. *The SAGE Handbook of Gender and Education*. C. Skelton, B. Francis, and L. Smulyan, ed. Thousand Oaks, CA: Sage.

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Smulyan, L. 2004. Choosing to Teach: Reflections on Gender and Social Change. *Teachers College Record* 106 (3): 513-543.

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Smulyan, L. 2004. Redefining Self and Success: Becoming Teachers and Doctors. *Gender and Education* 16 (2): 225-245.

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Smulyan, L. 2003. Review of *Who Controls Teachers' Work: Power and Accountability in America's Schools* by R. Ingersoll. *Social Forces* 82 (2): 845-847.

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Garrod, A., L. Smulyan, S.I. Powers, and R. Kilkenny. 2002. *Adolescent Portraits: Identity, Relationship and Challenges*. 4th ed. Boston, MA: Allyn and Bacon.

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Smulyan, L. 2000. *Balancing Acts: Women Principals at Work*. Albany, NY: SUNY Press.

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Smulyan, L. 2000. Feminist Cases of Non-Feminist Subjects: Case Studies of Women Principals. *Qualitative Studies in Education* 13 (6): 589-609.

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Travers, E. 2006. Review of *Forced to Fail: The Paradox of School Desegregation* by S. Caldas and C. Bankston. *Teachers College Record* 108 (8): 1564-1568.

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