Lobczowski, N. G., Allen, E. M., Firetto, C. M., Greene, J. A., & Murphy, P. K. (2020). An exploration of social regulation of learning during scientific argumentation discourse. Contemporary Educational Psychology, 63(4), 1-17. https://doi.org/10.1016/j.cedpsych.2020.101925

Murphy, P. K., Ebersöhn, L., Funke, M. F., & Firetto, C. M. (2020). Exploring the structure and content of discourse in remote, rural South African classrooms. South African Journal of Education, 40(2), 1-11.

Firetto, C. M., Murphy, P. K., Greene, J. A., Li, M., Wei, L., Montalbano, C., Hendrick, B., & Croninger, R. M. V. (2019). Bolstering students’ written argumentation by refining an effective discourse intervention: Negotiating the fine line between flexibility and fidelity. Instructional Science, 47, 181-214. https://doi.org/10.1007/s11251-018-9477-x

Wei, L., Firetto, C. M., Murphy, P. K., Li, M., Greene, J. A., & Croninger, R. M. V. (2019). Facilitating fourth-grade students’ written argumentation: The use of an argumentation graphic organizer. The Journal of Educational Research, 112(5), 627-639. https://doi.org/10.1080/00220671.2019.1654428

Firetto, C. M., & Van Meter, P. N. (2018). Inspiring integration in college biology students reading multiple texts. Learning and Individual Differences, 65, 123-134. https://doi.org/10.1016/j.lindif.2018.05.011

Murphy, P. K., Greene, J. A., Firetto, C. M., Hendrick, B., Li, M., Montalbano, C., & Wei, L. (2018). Quality Talk: Developing students’ discourse to promote high-level comprehension. American Educational Research Journal, 55(5), 1113-1160. https://doi.org/10.3102/0002831218771303  

Wei, L., Murphy, P. K., & Firetto, C. M. (2018). How can teachers facilitate productive small-group talk? An integrated taxonomy of teacher discourse moves. Elementary School Journal, 118(4), 578–609. https://doi.org/10.1086/697531