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  • Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger)
    ...s study, the reflection concentrates on the collaborative skills, while in Katz' study, the reflection concentrates on students' domain knowledge of the ma
    19 KB (2,778 words) - 07:48, 19 August 2011
  • Craig questions
    * [[Reflective_Dialogues_%28Katz%29 | Reflective Dialogues (Katz)]] * [[Post-practice reflection (Katz) | Post-practice reflection (Katz)]]
    11 KB (1,476 words) - 17:19, 15 November 2010
  • Deep-level question
    ...ts to type or otherwise express their answers ([[Post-practice reflection (Katz)|PSLC project example]]), some deep-level questions are rhetorical in that
    3 KB (333 words) - 02:00, 12 December 2007
  • Extending Reflective Dialogue Support (Katz & Connelly)
    Sandra Katz | '''PIs''' || Sandra Katz & John Connelly
    19 KB (2,538 words) - 21:07, 4 May 2009
  • In vivo experiment
    ...rmally do (see [[ecological control group]]). [[Post-practice reflection (Katz)]] is an example of this approach.
    10 KB (1,403 words) - 12:43, 8 September 2011
  • Instructional dimensions root
    ...lective Dialogues (Katz)| Katz 2006]]; [[Post-practice reflection (Katz)| Katz 2005]]).
    7 KB (934 words) - 12:44, 8 September 2011
  • Interactive Communication
    ...e vs. less interactive instruction (e.g., VanLehn, Graesser et al., 2007; Katz, Connelly & Allbritton, 2003; Evens & Michael, 2006; Cohen, Kulik & Kulik, *[[Post-practice reflection (Katz)|Post-practice reflection (Katz & Connelly, 2005)]]
    9 KB (1,298 words) - 12:48, 8 September 2011
  • Knowledge Construction Dialogues
    See the studies by Katz.
    454 bytes (55 words) - 19:07, 9 September 2011
  • PSLC People
    | Sandy Katz || University of Pittsburgh || LRDC
    10 KB (1,204 words) - 19:07, 9 September 2014
  • PSLC Year 5 Projects
    * Katz - Automated Dialogue [[Extending_Reflective_Dialogue_Support_%28Katz_%26_C
    5 KB (740 words) - 17:39, 25 May 2009
  • Physics
    *[[Post-practice reflection (Katz)|Post-practice reflection (Katz & Connelly, 2005)]] *[[Reflective Dialogues (Katz)|Reflective Dialogues (Katz, Connelly & Treacy, 2006-2007)]]
    26 KB (3,780 words) - 21:07, 6 September 2011
  • Post-practice reflection
    Katz, S., & Allbritton, D., & Connelly, J. (2003). Going beyond the problem give Katz, S., Connelly, J., & Wilson, C. (2007). Out of the Lab and into the Classr
    4 KB (564 words) - 18:46, 13 January 2008
  • Post-practice reflection (Katz)
    Sandra Katz | '''PI''' || Sandra Katz
    14 KB (1,846 words) - 20:16, 3 November 2008
  • Publications
    Connelly, J. & Katz, S. (2006). Intelligent dialogue support for physics problem solving: Some Clarke, S., Chen, G., Stainton, K., Katz, S., Greeno, J., Resnick, L., Howley, H., Adamson, D. & Rosé, C. P. (2013
    338 KB (45,437 words) - 20:03, 6 February 2017
  • Reflection questions
    ...s might not only be given between problem-solving practice (see studies by Katz, Rummel, or Walker) but also during example study (see study by Craig).
    641 bytes (89 words) - 10:09, 18 April 2007
  • Reflective Dialogues (Katz)
    Sandra Katz | '''PIs''' || Sandra Katz, John Connelly, Donald Treacy
    17 KB (2,321 words) - 20:18, 3 November 2008
  • Rummel Scripted Collaborative Problem Solving
    ...s study, the reflection concentrates on the collaborative skills, while in Katz' study, the reflection concentrates on students' domain knowledge of the ma
    38 KB (5,243 words) - 00:12, 16 December 2010
  • Social and Communicative Factors in Learning
    ...e Development of a Natural-language Tutoring System for Physics'' - Sandra Katz, Michael Ford, Pamela Jordan, Diane Litman
    26 KB (3,417 words) - 13:39, 4 April 2013
  • Walker A Peer Tutoring Addition
    ...s study, the reflection concentrates on the collaborative skills, while in Katz' study, the reflection concentrates on students' domain knowledge of the ma
    26 KB (3,674 words) - 00:14, 16 December 2010

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