| Participant structures, scientific discourse, and student engagement in fourth grade LR Herrenkohl, MR Guerra Cognition and instruction 16 (4), 431-473, 1998 | 440 | 1998 |
| Designing collaborative learning contexts AS Palincsar, LR Herrenkohl Theory into practice 41 (1), 26-32, 2002 | 393 | 2002 |
| Developing scientific communities in classrooms: A sociocognitive approach LR Herrenkohl, AS Palincsar, LS DeWater, K Kawasaki Journal of the Learning Sciences 8 (3-4), 451-493, 1999 | 353 | 1999 |
| Power in the classroom: How the classroom environment shapes students' relationships with each other and with concepts LL Cornelius, LR Herrenkohl Cognition and instruction 22 (4), 467-498, 2004 | 350 | 2004 |
| Comparative understanding of school subjects: Past, present, and future R Stevens, S Wineburg, LR Herrenkohl, P Bell Review of Educational Research 75 (2), 125-157, 2005 | 231 | 2005 |
| Investigating elementary students' scientific and historical argumentation LR Herrenkohl, L Cornelius Journal of the Learning sciences 22 (3), 413-461, 2013 | 189 | 2013 |
| Designing collaborative contexts: Lessons from three research programs AS Palincsar, LR Herrenkohl Cognitive perspectives on peer learning, 151-177, 2014 | 159 | 2014 |
| How students come to be, know, and do: A case for a broad view of learning LR Herrenkohl, V Mertl Cambridge University Press, 2010 | 156 | 2010 |
| The use of cultural tools: Mastery and appropriation LR Herrenkohl, JV Wertsch Development of mental representation, 415-435, 2013 | 97 | 2013 |
| Pedagogical practices to support classroom cultures of scientific inquiry LR Herrenkohl, T Tasker, B White Cognition and instruction 29 (1), 1-44, 2011 | 91 | 2011 |
| Intellectual role taking: Supporting discussion in heterogeneous elementary science classes LR Herrenkohl Theory Into Practice 45 (1), 47-54, 2006 | 52 | 2006 |
| Creating scientific communities in the elementary classroom M Reddy (No Title), 1998 | 46 | 1998 |
| Inside and outside: Teacher-researcher collaboration LR Herrenkohl, K Kawasaki, LS Dewater The New Educator 6 (1), 74-92, 2010 | 45 | 2010 |
| Using peer feedback to improve students’ scientific inquiry TQ Tasker, LR Herrenkohl Journal of Science Teacher Education 27, 35-59, 2016 | 44 | 2016 |
| Community infrastructuring as necessary ingenuity in the COVID-19 pandemic D Greenberg, A Calabrese Barton, C Turner, K Hardy, A Roper, ... Educational Researcher 49 (7), 518-523, 2020 | 33 | 2020 |
| Sociocultural theory as a lens to understand organizational learning LR Herrenkohl American Journal of Education 114 (4), 673-679, 2008 | 33 | 2008 |
| Youth critical data practices in the COVID-19 multipandemic A Calabrese Barton, D Greenberg, C Turner, D Riter, M Perez, T Tasker, ... Aera Open 7, 23328584211041631, 2021 | 25 | 2021 |
| Repertoires of collaborative practice B Barron, CK Martin, E Mercier, R Pea, D Steinbock, S Walter, ... International Society of the Learning Sciences (ISLS), 2009 | 22 | 2009 |
| Learning in community for STEM undergraduates: Connecting a learning sciences and a learning humanities approach in higher education LR Herrenkohl, J Lee, F Kong, S Nakamura, K Imani, K Nasu, A Hartman, ... STEM and the Social Good, 51-72, 2020 | 20 | 2020 |
| What science and for whom?: An introduction to our focus on equity and out‐of‐school learning LR Herrenkohl, B Bevan Science Education 101 (4), 517-519, 2017 | 18 | 2017 |
