Self-Adjusting Curriculum Planning in Sherlock II. - Sandra Katz; Alan M. Lesgold; Gary Eggan; Maria Gordin; Linda Greenberg (ICCAL, 1992)

Identifying the support needed in computer-supported collaborative learning systems. - Sandra Katz (CSCL, 1995)

Towards the Design of More Effective Advisors for Learning-by-Doing Systems. - Sandra Katz; Alan M. Lesgold; Gary Eggan; Linda Greenberg (Intelligent Tutoring Systems, 1996)

An Interface for Collaborative and Coached Approaches to Learning Critical Inquiry. - Daniel D. Suthers; Alan M. Lesgold; Sandra Katz; Arlene Weiner; Eva Erdosne Toth; Kim Harrigal; Dan Jones; Joe Toth; John Connelly; Yazmine DeLeon (IUI, 1997)

The cognitive skill of coaching collaboration. - Sandra Katz; Gabriel O'Donnell (CSCL, 1999)

Modeling pedagogical interactions with machine learning. - Sandra Katz; John M. Aronis; Colin Creitz (Kognitionswissenschaft, 2000)

Going Beyond the Problem Given: How Human Tutors Use Post-practice Discussions to Support Transfer. - Sandra Katz; David Allbritton (Intelligent Tutoring Systems, 2002)

A study to identify predictors of achievement in an introductory computer science course. - Sandra Katz; John M. Aronis; David Allbritton; Christine Wilson; Mary Lou Soffa (CPR, 2003)

Going Beyond the Problem Given: How Human Tutors Use Post-Solution Discussions to Support Transfer. - Sandra Katz; David Allbritton; John Connelly (Int. J. Artif. Intell. Educ., 2003)

Gender and race in predicting achievement in computer science. - Sandra Katz; John M. Aronis; David Allbritton; Christine Wilson; Mary Lou Soffa (IEEE Technol. Soc. Mag., 2003)

Increasing Diversity in the Information Technology Workforce: Implications from a Study of Factors that Predict Achievement in CS. - Sandra Katz; David Allbritton; John M. Aronis; Christine Wilson; Mary Lou Soffa (ICLS, 2004)

Gender, achievement, and persistence in an undergraduate computer science program. - Sandra Katz; David Allbritton; John M. Aronis; Christine Wilson; Mary Lou Soffa (Data Base, 2006)

Out of the Lab and into the Classroom: An Evaluation of Reflective Dialogue in Andes. - Sandra Katz; John Connelly; Christine Wilson (AIED, 2007)

Knowledge Co-construction and Initiative in Peer Learning Interactions. - Cynthia Kersey; Barbara Di Eugenio; Pamela W. Jordan; Sandra Katz (AIED, 2009)

KSC-PaL: A Peer Learning Agent. - Cynthia Kersey; Barbara Di Eugenio; Pamela W. Jordan; Sandra Katz (Intelligent Tutoring Systems (2), 2010)

KSC-PaL: A Peer Learning Agent that Encourages Students to take the Initiative. - Cynthia Kersey; Barbara Di Eugenio; Pamela W. Jordan; Sandra Katz (NAACL (Demos), 2010)

Predicting Changes in Level of Abstraction in Tutor Responses to Students. - Michael Lipschultz; Diane J. Litman; Pamela W. Jordan; Sandra Katz (FLAIRS, 2011)

Reformulating student contributions in tutorial dialogue. - Pamela W. Jordan; Sandra Katz; Patricia L. Albacete; Michael Ford; Christine Wilson (INLG, 2012)

Evaluating learning factors analysis. - Michael Lipschultz; Diane J. Litman; Pamela W. Jordan; Sandra Katz (UMAP Workshops, 2012)

Interactive Event: The Rimac Tutor - A Simulation of the Highly Interactive Nature of Human Tutorial Dialogue. - Pamela W. Jordan; Patricia L. Albacete; Michael Ford; Sandra Katz; Michael Lipschultz; Diane J. Litman; Scott Silliman; Christine Wilson (AIED, 2013)

Eliciting student explanations during tutorial dialogue for the purpose of providing formative feedback. - Pamela W. Jordan; Patricia L. Albacete; Sandra Katz; Michael Ford; Michael Lipschultz (AIED Workshops, 2013)

Pilot Test of a Natural-Language Tutoring System for Physics That Simulates the Highly Interactive Nature of Human Tutoring. - Sandra Katz; Patricia L. Albacete; Michael Ford; Pamela W. Jordan; Michael Lipschultz; Diane J. Litman; Scott Silliman; Christine Wilson (AIED, 2013)

The Impact of CSCL Beyond the Online Environment. - Sherice N. Clarke; Gaowei Chen; Catherine Stainton; Sandra Katz; James G. Greeno; Lauren B. Resnick; Gregory Dyke; Iris K. Howley; David Adamson; Carolyn Penstein Rosé (CSCL (1), 2013)

Predicting semantic changes in abstraction in tutor responses to students. - Michael Lipschultz; Diane J. Litman; Sandra Katz; Patricia L. Albacete; Pamela W. Jordan (Int. J. Learn. Technol., 2014)

Is a Dialogue-Based Tutoring System that Emulates Helpful Co-constructed Relations During Human Tutoring Effective? - Patricia L. Albacete; Pamela W. Jordan; Sandra Katz (AIED, 2015)

When Is It Helpful to Restate Student Responses Within a Tutorial Dialogue System? - Pamela W. Jordan; Patricia L. Albacete; Sandra Katz (AIED, 2015)

Exploring the Effects of Redundancy within a Tutorial Dialogue System: Restating Students' Responses. - Pamela W. Jordan; Patricia L. Albacete; Sandra Katz (SIGDIAL Conference, 2015)

Analysis of Human-to-Human Tutorial Dialogues: Insights for Teaching Analytics. - Irene-Angelica Chounta; Bruce M. McLaren; Patricia L. Albacete; Pamela W. Jordan; Sandra Katz (IWTA@EC-TEL, 2016)

Exploring How to Adaptively Apply Tutorial Dialogue Tactics. - Sandra Katz; Pamela W. Jordan; Patricia L. Albacete (ICALT, 2016)

Exploring Contingent Step Decomposition in a Tutorial Dialogue System. - Pamela W. Jordan; Patricia L. Albacete; Sandra Katz (UMAP (Extended Proceedings), 2016)

Adapting Step Granularity in Tutorial Dialogue Based on Pretest Scores. - Pamela W. Jordan; Patricia L. Albacete; Sandra Katz (AIED, 2017)

The "Grey Area": A Computational Approach to Model the Zone of Proximal Development. - Irene-Angelica Chounta; Patricia L. Albacete; Pamela W. Jordan; Sandra Katz; Bruce M. McLaren (EC-TEL, 2017)

Modeling the Zone of Proximal Development with a Computational Approach. - Irene-Angelica Chounta; Bruce M. McLaren; Patricia L. Albacete; Pamela W. Jordan; Sandra Katz (EDM, 2017)

Shifting the Load: a Peer Dialogue Agent that Encourages its Human Collaborator to Contribute More to Problem Solving. - Cynthia Howard; Pamela W. Jordan; Barbara Di Eugenio; Sandra Katz (Int. J. Artif. Intell. Educ., 2017)

Exploring Initiative as a Signal of Knowledge Co-Construction During Collaborative Problem Solving. - Cynthia Howard; Barbara Di Eugenio; Pamela W. Jordan; Sandra Katz (Cogn. Sci., 2017)

Providing Proactive Scaffolding During Tutorial Dialogue Using Guidance from Student Model Predictions. - Patricia L. Albacete; Pamela W. Jordan; Dennis Lusetich; Irene-Angelica Chounta; Sandra Katz; Bruce M. McLaren (AIED (2), 2018)

A Comparison of Tutoring Strategies for Recovering from a Failed Attempt During Faded Support. - Pamela W. Jordan; Patricia L. Albacete; Sandra Katz (AIED (1), 2018)

The Impact of Student Model Updates on Contingent Scaffolding in a Natural-Language Tutoring System. - Patricia L. Albacete; Pamela W. Jordan; Sandra Katz; Irene-Angelica Chounta; Bruce M. McLaren (AIED (1), 2019)

Linking Dialogue with Student Modelling to Create an Adaptive Tutoring System for Conceptual Physics. - Sandra Katz; Patricia L. Albacete; Irene-Angelica Chounta; Pamela W. Jordan; Bruce M. McLaren; Diego Zapata-Rivera (Int. J. Artif. Intell. Educ., 2021)

Comparing Alternative Approaches to Debriefing in a Tool to Support Peer-Led Simulation-Based Training. - Sandra Katz; Patricia L. Albacete; John Gallagher; Pamela W. Jordan; Thomas Platt; Scott Silliman; Tiffany Yang (ITS, 2022)

Debriefings on Prehospital Care Scenarios in MedDbriefer - A Tool to Support Peer Learning. - Sandra Katz; Pamela W. Jordan; Patricia L. Albacete; Scott Silliman (NiDS (1), 2023)

Implementing Distributed Feedback in a Tool that Supports Peer-to-Peer Simulation in Healthcare. - Sandra Katz; Patricia L. Albacete; Pamela W. Jordan; Scott Silliman; Matthew Wrzesniewski (ITS (1), 2024)