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 K.  Hogan, B. K.  Nastasi, and M.  Pressley, ?Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions?, Cognition and Instruction, vol. 17, p. 379-432, 2000.\par \par  K.  Hogan and M.  Pressley, ?Becoming a scaffolder of students' learning?, in K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 1997, p. 185-191.\par \par  K.  Hogan and M.  Pressley, ?Scaffolding scientific competencies within classroom communities of inquiry?, in K. Hogan and M. Pressley (eds.). Scaffolding Student Learning: Instructional Approaches and Issues, 1997, p. 74-107.\par \par Scaffolding Student Learning: Instructional Approaches and Issues. 1997, p. 199.\par \par  M.  Pressley, K.  Hogan, R.  Wharton-McDonald, J.  Mistretta, and S.  Ettenberger, ?The challenges of instructional scaffolding. . .the challenges of instruction that supports student thinking?, Learn. Disabil. Res. Pract, vol. 11, p. 138-146, 1996.\par \par }