| 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 | 295 | 2017 |
| 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 | 242 | 2012 |
| Spontaneous sourcing among students reading multiple documents HI Strømsø, I Bråten, MA Britt, LE Ferguson Cognition and Instruction 31 (2), 176-203, 2013 | 197 | 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 | 193 | 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 | 185 | 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 | 181 | 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 | 168 | 2013 |
| Beliefs about sources of knowledge predict motivation for learning in teacher education I Bråten, LE Ferguson Teaching and Teacher Education 50, 13-23, 2015 | 153 | 2015 |
| 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 | 142 | 2013 |
| 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 | 132 | 2013 |
| Diverging information and epistemic change D Kienhues, L Ferguson, E Stahl Handbook of epistemic cognition, 318-330, 2016 | 93 | 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 | 67 | 2015 |
| 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, 67-79, 2015 | 57 | 2015 |
| Hvordan fremme kritisk tenkning i grunnskolen? Forskningsbaserte forslag LE Ferguson, I Krange Norsk pedagogisk tidsskrift 104 (2), 194-205, 2020 | 53 | 2020 |
| 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 | 46 | 2017 |
| An investigation of preservice teachers' beliefs about the certainty of teaching knowledge LE Ferguson, JL Brownlee Australian Journal of Teacher Education (Online) 43 (1), 94-111, 2018 | 45 | 2018 |
| 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 | 45 | 2014 |
| Evidence-informed teaching and practice-informed research LE Ferguson Zeitschrift für Pädagogische Psychologie, 2021 | 40 | 2021 |
| Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement I Bråten, LE Ferguson Learning and Individual Differences 36, 124-130, 2014 | 39 | 2014 |
| A longitudinal mixed methods study of Norwegian preservice teachers’ beliefs about sources of teaching knowledge and motivation to learn from theory and practice LE Ferguson, I Bråten, M Skibsted Jensen, UR Andreassen Journal of Teacher Education 74 (1), 55-68, 2023 | 38 | 2023 |
