M. Pressley

Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions
Hogan, K., B.K. Nastasi, and M. Pressley. 2000. “Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussions”. Cognition and Instruction 17: 379-432.
Becoming a scaffolder of students' learning
Hogan, K., and M. Pressley. 1997. “Becoming a Scaffolder of students’ Learning”. In K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 185-91. Brookline Books, Cambridge, Massachusetts.
Scaffolding scientific competencies within classroom communities of inquiry
Hogan, K., and M. Pressley. 1997. “Scaffolding Scientific Competencies Within Classroom Communities of Inquiry”. In K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 74-107. Brookline Books, Cambridge, Massachusetts.
The challenges of instructional scaffolding. . .the challenges of instruction that supports student thinking
Pressley, M., K. Hogan, R. Wharton-McDonald, J. Mistretta, and S. Ettenberger. 1996. “The Challenges of Instructional Scaffolding. . .The Challenges of Instruction That Supports Student Thinking”. Learn. Disabil. Res. Pract 11: 138-46.