Yang, Y. (杨玉芹), Yuan, K., Feng, X., Li, X., & van Aalst, J. (2022). Fostering low-achieving students’ productive disciplinary engagement through knowledge-building inquiry and reflective assessment. British Journal of Educational Technology, 53(6), 1511-1529. [SSCI Q1, 中科院一区Top期刊]
Release Time:2026-06-15
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- Date:
- 2026-06-15
- Title of Paper:
- Yang, Y. (杨玉芹), Yuan, K., Feng, X., Li, X., & van Aalst, J. (2022). Fostering low-achieving students’ productive disciplinary engagement through knowledge-building inquiry and reflective assessment. British Journal of Educational Technology, 53(6), 1511-1529. [SSCI Q1, 中科院一区Top期刊]
- Translation or Not:
- No
- Prev One:Salas-Pilco, S. Z., Yang, Y. (杨玉芹), van Aalst, J. (2022). Emerging technologies for diverse and inclusive education from a sociocultural perspective (Editorial). British Journal of Educational Technology. [SSCI Q1, 中科院一区Top期刊]
- Next One:Yang, Y.* (杨玉芹), Zhu, G., Sun, D., & Chan, C. K. K. (2022). Collaborative analytics-supported reflective assessment for scaffolding pre-service teachers’ collaborative inquiry and knowledge building. International Journal of Computer-Supported Collaborative Learning, 17, 249–292. [SSCI Q1, 中科院一区Top期刊]