Leila Ferguson
Leila Ferguson
Kristiania University College, Oslo
Verified email at kristiania.no - Homepage
Cited by
Cited by
Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study
LE Ferguson, I Bråten, HI Strømsø
Learning and Instruction 22 (2), 103-120, 2012
Spontaneous sourcing among students reading multiple documents
HI Strømsø, I Bråten, MA Britt, LE Ferguson
Cognition and Instruction 31 (2), 176-203, 2013
Promoting secondary school students’ evaluation of source features of multiple documents
JLG Braasch, I Bråten, HI Strømsø, Ø Anmarkrud, LE Ferguson
Contemporary Educational Psychology 38 (3), 180-195, 2013
Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension
LE Ferguson, I Bråten
Learning and Instruction 25, 49-61, 2013
Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays
I Bråten, LE Ferguson, HI Strømsø, Ø Anmarkrud
British Journal of Educational Psychology 84 (1), 58-85, 2014
Prediction of learning and comprehension when adolescents read multiple texts: The roles of word-level processing, strategic approach, and reading motivation
I Bråten, LE Ferguson, Ø Anmarkrud, HI Strømsø
Reading and Writing 26 (3), 321-348, 2013
Justification beliefs and multiple-documents comprehension
I Bråten, LE Ferguson, HI Strømsø, Ø Anmarkrud
European Journal of Psychology of Education 28 (3), 879-902, 2013
Changing teachers' epistemic cognition: A new conceptual framework for epistemic reflexivity
J Lunn Brownlee, LE Ferguson, M Ryan
Educational Psychologist 52 (4), 242-252, 2017
Beliefs about sources of knowledge predict motivation for learning in teacher education
I Bråten, LE Ferguson
Teaching and Teacher Education 50, 13-23, 2015
Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict
LE Ferguson, I Bråten, HI Strømsø, Ø Anmarkrud
International Journal of Educational Research 62, 100-114, 2013
Diverging information and epistemic change
D Kienhues, LE Ferguson, E Stahl
Handbook of epistemic cognition, 318-330, 2016
The role of epistemic beliefs in the comprehension of single and multiple texts
I Bråten, HI Strømsø, LE Ferguson
Handbook of individual differences in reading: Reader, text, and context, 67-79, 2016
Establishing trustworthiness when students read multiple documents containing conflicting scientific evidence
I Bråten, JLG Braasch, HI Strømsø, LE Ferguson
Reading Psychology 36 (4), 315-349, 2015
Modeling relations between students’ justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement
I Bråten, LE Ferguson, Ø Anmarkrud, HI Strømsø, C Brandmo
International Journal of Educational Research 66, 1-12, 2014
Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement
I Bråten, LE Ferguson
Learning and Individual Differences 36, 124-130, 2014
The integration and evaluation of a social-media facilitated journal club to enhance the student learning experience of evidence-based practice: A case study
C Ferguson, M DiGiacomo, L Gholizadeh, LE Ferguson, LD Hickman
Nurse education today 48, 123-128, 2017
Beliefs about justification for knowing when ethnic majority and ethnic minority students read multiple conflicting documents
HI Strømsø, I Bråten, Ø Anmarkrud, LE Ferguson
Educational Psychology 36 (4), 638-657, 2016
Epistemic beliefs and their relation to multiple-text comprehension: A Norwegian program of research
LE Ferguson
Scandinavian Journal of Educational Research 59 (6), 731-752, 2015
Kildearbeid, ideologier og oppgaveforståelse i historie
I Rasmussen, Ø Gilje, L Ferguson, L Ingulfsen, H Bakkene
En casestudie i prosjektet ARK&APP, samfunnsfag, videregående, 2014
An investigation of preservice teachers’ beliefs about the certainty of teaching knowledge
LE Ferguson, J Lunn Brownlee
Australian Journal of Teacher Education 43 (1), 6, 2018
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