| How do teachers use comics to promote engagement, equity, and diversity in science classrooms? C Matuk, T Hurwich, A Spiegel, J Diamond Research in Science Education 51, 685-732, 2021 | 71 | 2021 |
| Worth a thousand words: Using graphic novels to teach visual and verbal literacy M Jaffe, T Hurwich John Wiley & Sons, 2018 | 30 | 2018 |
| How science fiction worldbuilding supports students' scientific explanation C Matuk, T Hurwich, A Amato Proceedings of FabLearn 2019, 193-196, 2019 | 12 | 2019 |
| Iterations on a transmedia game design experience for youth’s autonomous, collaborative learning C Matuk, T Hurwich, J Prosperi, Y Ezer International Journal of Designs for Learning 11 (1), 108-139, 2020 | 8 | 2020 |
| Knowledge integration in the digital age: Trajectories, opportunities and future directions M Linn, BS Eylon, A Kidron, L Gerard, E Toutkoushian, K Ryoo, ... International Society of the Learning Sciences, Inc.[ISLS]., 2018 | 8 | 2018 |
| Worth a Thousand Words M Jaffe, T Hurwich San Francisco: A Wiley Brand. Masela, M., & Subekti, A.(2020). INDONESIAN …, 2019 | 5 | 2019 |
| “If You Add Too Much Science, It Gets Boring.” Exploring Students’ Conceptual Change Through Their Game Design Iterations CM Hovey, C Matuk, T Hurwich 13th International Conference of the Learning Sciences, ICLS 2018 …, 2018 | 2 | 2018 |
| Modding for Change: Promoting Empathy and Agency for Climate Systems A Amato, C Matuk, T Hurwich Proceedings of the FabLearn 2020-9th Annual Conference on Maker Education …, 2020 | 1 | 2020 |
| Reconsidering religious gender normativity in graphic novel adaptations: a quantitative and qualitative case study T Hurwich English Teaching: Practice & Critique 20 (2), 180-195, 2021 | | 2021 |
| Seen but Not Heard? Graphic Novel Adaptations of Texts with Jewish Feminist Religious Significance T Hurwich New York University, 2021 | | 2021 |
| " It Kind of Shows the Terrible Morality of This Scene": Using Graphic Novels to Encourage Feminist Readings of Jewish Hebrew Texts with Religious Significance. T Hurwich Journal of Multilingual Education Research 11 (5), 59-77, 2021 | | 2021 |
| Students’ Epistemological Framing of Roles in a Collaborative Game Design Project T Hurwich, C Matuk, C Hovey International Society of the Learning Sciences (ISLS), 2020 | | 2020 |
| If you add too much science, it gets boring. Exploring Students’ Conceptual Change in Game Design Iterations CM Hovey, C Matuk, TA Hurwich International Society of the Learning Sciences, Inc.[ISLS]., 2018 | | 2018 |
| Journal of Multilingual Education Research T Hurwich | | |
| “If You Add Too Much Science, it Gets Boring.” Exploring Students’ Conceptual Change Through Their Game Design Iterations CM Hovey, C Matuk, T Hurwich | | |
