Senior Scientist, Professor Emerita, Learning Research & Development Center
Education and Training
EdD Harvard University
- Learning and development
- Scientific understanding in children
- Socially shared cognition
Chen, G., Zhang, J., Chan, C.K., Michaels, S., Resnick, L.B., & Huang, X. (2020). The link between student-perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom. British Educational Research Journal.
Clarke, S. N., Resnick, L. B., & Rosé, C. P. (2018). Discourse analytics for classroom learning. Learning Analytics in Education, 139-153.
Heyd-Metzuyanim, E., Smith, M., Bill, V., & Resnick, L. B. (2018). From ritual to explorative participation in discourse-rich instructional practices: A case study of teacher learning through professional development. Educational Studies in Mathematics, 99, 1-17.
Clarke, S. N., Howley, I., Resnick, L. B., & Rosé, C.P. (2016). Student agency to participate in dialogic science discussions. Learning, Culture and Social Interaction.
Clarke, S. N., Resnick, L.B., & Rosé, C.P. (2016). Dialogic instruction: A new frontier. In L. Corno and E. Anderman (Eds.), Third Handbook of Educational Psychology. New York, NY: Routledge.