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  1.  22
    Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing.Gregory J. Kelly & Allison Takao - 2002 - Science Education 86 (3):314-342.
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  2. Research traditions in comparative context: A philosophical challenge to radical constructivism.Gregory J. Kelly - 1997 - Science Education 81 (3):355-375.
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  3. Science education in sociocultural context: Perspectives from the sociology of science.Gregory J. Kelly, William S. Carlsen & Christine M. Cunningham - 1993 - Science Education 77 (2):207-220.
     
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  4.  5
    Learning Progressions and Science Practices.Ashlyn E. Pierson, Douglas B. Clark & Gregory J. Kelly - 2019 - Science & Education 28 (8):833-841.
  5. An ethnographic investigation of the discourse processes of school science.Gregory J. Kelly & Teresa Crawford - 1997 - Science Education 81 (5):533-559.
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  6. Scientific literacy and discursive identity: A theoretical framework for understanding science learning.Bryan A. Brown, John M. Reveles & Gregory J. Kelly - 2005 - Science Education 89 (5):779-802.
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  7.  11
    Assessment of evidence in university students' scientific writing.Allison Y. Takao & Gregory J. Kelly - 2003 - Science & Education 12 (4):341-363.
  8. Experiments, contingencies, and curriculum: Providing opportunities for learning through improvisation in science teaching.Gregory J. Kelly, Candice Brown & Teresa Crawford - 2000 - Science Education 84 (5):624-657.
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  9. Challenges of standards‐based reform: The example of California's science content standards and textbook adoption process.Julie A. Bianchini & Gregory J. Kelly - 2003 - Science Education 87 (3):378-389.
     
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  10. Acknowledgment of External Reviewers.Zoubeida Dagher, Charles J. Linder, Barbara J. Reeves, Maria Cecilia Gramajo, Dick Gunstone, Gregory J. Kelly, HsingChi A. Wang, Hugh Lacey, Robin H. Millar & Hans E. Fischer - 2004 - Science & Education 13:153-154.
  11. Reviewers for Science & Education.Zoubeida Dagher, Cathleen C. Loving, Charles J. Linder, Barbara J. Reeves, Maria Cecilia Gramajo, Dick Gunstone, Gregory J. Kelly, HsingChi A. Wang, Hugh Lacey & Robin H. Millar - 2005 - Science & Education 14:97-99.
     
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