Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity von Lunn Brownlee, Jo, Ferguson, Leila E., Ryan, Mary

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Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension von Ferguson, Leila E., Bråten, Ivar

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The integration and evaluation of a social-media facilitated journal club to enhance the student learning experience of evidence-based practice: A case study von Ferguson, Caleb, DiGiacomo, Michelle, Gholizadeh, Leila, Ferguson, Leila E., Hickman, Louise D.

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Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach von Ferguson, Leila E., Bråten, Ivar

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Epistemic justification in multiple document literacy: A refutation text intervention von Bråten, Ivar, Brandmo, Christian, Ferguson, Leila E., Strømsø, Helge I.

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Beliefs about the Malleability of Working Memory Guide College Students' Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles von Braasch, Jason L. G., Anmarkrud, Øistein, Andresen, Anette, Ferguson, Leila E., Kardash, CarolAnne M.

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A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice von Ferguson, Leila E., Bråten, Ivar, Skibsted Jensen, Magne, Andreassen, Ulf Rune

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Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching von Ferguson, Leila E.

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Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study von Ferguson, Leila E., Bråten, Ivar, Strømsø, Helge I.

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Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays von Bråten, Ivar, Ferguson, Leila E., Strømsø, Helge I., Anmarkrud, Øistein

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Epistemic Beliefs and Their Relation to Multiple-Text Comprehension: A Norwegian Program of Research von Ferguson, Leila E.

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Promoting secondary school students’ evaluation of source features of multiple documents von Braasch, Jason L.G., Bråten, Ivar, Strømsø, Helge I., Anmarkrud, Øistein, Ferguson, Leila E.

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An investigation of preservice teachers' beliefs about the certainty of teaching knowledge von Ferguson, Leila, Lunn Brownlee, Jo

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Spontaneous Sourcing Among Students Reading Multiple Documents von Strømsø, Helge I., Bråten, Ivar, Britt, M. Anne, Ferguson, Leila E.

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Relative Performance of Machine Learning and Linear Regression in Predicting Quality of Life and Academic Performance of School Children in Norway: Data Analysis of a Quasi-Experim... von Froud, Robert, Hansen, Solveig Hakestad, Ruud, Hans Kristian, Foss, Jonathan, Ferguson, Leila, Fredriksen, Per Morten

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Prediction of learning and comprehension when adolescents read multiple texts: the roles of word-level processing, strategic approach, and reading motivation von Bråten, Ivar, Ferguson, Leila E., Anmarkrud, Øistein, Strømsø, Helge I.

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Justification beliefs and multiple-documents comprehension von Bråten, Ivar, Ferguson, Leila E., Strømsø, Helge I., Anmarkrud, Øistein

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Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict von Ferguson, Leila E., Bråten, Ivar, Strømsø, Helge I., Anmarkrud, Øistein

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Cutaneous manifestations of myelodysplastic syndrome: A systematic review von Tan, Xiang Li, Vatopoulou, Theodora, Siddique, Amana, Kolovos, Athena, Lamb, Ruth C., Fleming, Charlotte, Ferguson, Leila, Akhras, Victoria, Jiyad, Zainab

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Evidence-informed teaching and practice-informed research von Ferguson, Leila E.

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