Projects

• Measuring teacher trust in AI - funded by:
• Teaching narrative writing with digital resources and apps - funded by: British Academy/ Leverhulme Small Research Grant
• Developing group thinking measure test with mobile technology - funded by: Daiwa Anglo-Japanese Foundation
• METAFORA - Learning to learn together: A visual language for social orchestration of educational activities. - funded by: European Commission FP7

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Publications

_{Copyright Notice: Any articles made available for download are for personal use only. Any other use requires prior permission of the author and the copyright holder.}

| To Appear | 2023 | 2022 | 2020 | 2019 | 2014 | 2011 | 2010 | 2009 | 2008 | 2007 | 2005 | 2003 | 2000 |

To Appear

• Littleton K, Wood C, Kleine Staarman J. International Handbook of Psychology in Education, Emerald Group Publishing Limited.

2023

• Aras C. (2023) Investigation of Collaboration and Interaction among Students in Augmented Reality Collaborative Tasks.
• Melro A, Tarling G, Fujita T, Kleine Staarman J. (2023) What Else Can Be Learned When Coding? A Configurative Literature Review of Learning Opportunities Through Computational Thinking, Journal of Educational Computing Research, volume 61, no. 4, pages 901-924, DOI:10.1177/07356331221133822.

2022

• Kershner R, Warwick P, Mercer N, Staarman JK. (2022) Primary children's management of themselves and others in collaborative group work: ‘Sometimes it takes patience …’, Contemporary Issues in Primary Education, Taylor & Francis, 88-101, DOI:10.4324/9781003316862-10.
• Maita H. (2022) The Use of a Web-Based Tool for Collaborative Learning to Support Algerian University Students' Writing Performance in the EFL Context.
• Tarling G, Melro A, Kleine Staarman J, Fujita T. (2022) Making coding meaningful: university students’ perceptions of bootcamp pedagogies, Pedagogies: An International Journal, volume 18, no. 4, pages 578-595, DOI:10.1080/1554480x.2022.2077338. [PDF]

2020

• Imperio A, Staarman JK, Basso D. (2020) Relevance of the socio-cultural perspective in the discussion about critical thinking, Ricerche di Pedagogia e Didattica, volume 15, no. 1, pages 1-19, DOI:10.6092/issn.1970-2221/9882.

2019

• Staarman JK, Ametller J. (2019) Pedagogical link-making with digital technology in science classrooms, The Routledge International Handbook of Research on Dialogic Education, Taylor & Francis, 497-508, DOI:10.4324/9780429441677-40.
• Alghamdi F. (2019) The Role of Social Media in Developing Online Learning Communities.
• Alkhabra Y. (2019) The Pedagogical Affordances of Social Media Twitter, Facebook and WhatsApp in Higher Education in Saudi Arabia.
• Alharthi A. (2019) Fostering Thinking Skills Through Creative Drama with Primary School Children with Learning Difficulties (LD) in Saudi Arabia.
• Kleine Staarman JAG, Ametller J. (2019) Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning, The Routledge International Handbook of Research on Dialogic Education, Routledge, 497-508, DOI:10.4324/9780429441677-40. [PDF]

2014

• Sazalli N, Wegerif R, Kleine-Staarman J. (2014) The motivating power of social obligation: An investigation into the pedagogical affordances of mobile learning integrated with Facebook, Proceedings of the 10th International Conference on Mobile Learning 2014, ML 2014, pages 303-307.
• Kershner R, Warwick P, Mercer N, Kleine Staarman J. (2014) Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience...', Education 3-13, volume 42, no. 2, pages 201-216, DOI:10.1080/03004279.2012.670255.

2011

• Pifarre M, Kleine Staarman J. (2011) Wiki-Supported collaborative learning in Primary Education: Analysis of how a “dialogic space” is created for thinking together, International Journal of Computer Supported Collaborative Learning, volume 6, no. 2, pages 187-205.

2010

• Kershner R, Mercer N, Warwick P, Kleine Staarman J. (2010) Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities?, ijCSCL, volume 5, no. 4, pages 359-383, DOI:10.1007/s11412-010-9096-2.
• Mercer N, Warwick P, Kershner R, Kleine Staarman J. (2010) Can the interactive whiteboard help to provide ‘dialogic space’ for children’s collaborative activity?, Language and Education.
• Kleine Staarman J, Mercer N. (2010) The Guided Construction of Knowledge: Talk between Teachers and Students, International Handbook of Psychology in Education, Emerald Group Publishing Limited.
• Warwick P, Mercer N, Kershner R, Kleine Staarman J. (2010) In the mind and in the technology: the vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard, Computers & Education, volume 55, no. 1, pages 350-362.

2009

• Kleine Staarman J. (2009) Collaboration and technology: The nature of discourse in primary school computer-supported collaborative learning practices.
• Kleine Staarman J. (2009) The joint negotiation of ground rules: establishing a shared collaborative practice with new classroom technology, Language and Education, volume 23, no. 1, pages 79-95.
• Mercer N, Dawes L, Kleine Staarman J. (2009) Dialogic Teaching in the primary science classroom, Language and Education, volume 23, no. 4, pages 353-369.

2008

• Gillen J, Littleton K, Twiner A, Kleine Staarman J, Mercer N. (2008) Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom, Journal of Computer Assisted Learning, volume 4, no. 24, pages 348-358.

2007

• Gillen J, Kleine Staarman J, Littleton K, Mercer N, Twiner A. (2007) A “learning revolution”? Investigating pedagogic practices around Interactive Whiteboards in British Primary Classrooms, Learning, Media and Technology, volume 32, no. 3, pages 243-256.

2005

• De Jong F, Kollöffel B, Van Der Meijden H, Staarman JK, Janssen J. (2005) Regulative processes in individual, 3D and computer supported cooperative learning contexts, Computers in Human Behavior, volume 21, no. 4, pages 645-670, DOI:10.1016/j.chb.2004.10.023.
• Kleine Staarman J, Krol K, Van der Meijden H. (2005) Peer interaction in three collaborative learning environments, Journal of Classroom Interaction, volume 40, no. 1, pages 29-39.

2003

• Staarman JK. (2003) Face‐to‐face talk to support computer‐mediated discussion in a primary school literacy practice, Reading, volume 37, no. 2, pages 73-80, DOI:10.1111/1467-9345.3702005.
• Kleine Staarman J, Verhoeven L, Aarnoutse C. (2003) Connecting discourses: intertextuality in a primary school CSCL practice, International Journal of Educational Research, volume 39, pages 807-816.

2000

• Kleine Staarman J, Trimpe J. (2000) Multipele Representaties [Multiple Respresentation], Leren en Instructie: Reviewstudie in opdracht van NWO/PROO, Department of Educational Sciences, University of Nijmegen.

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