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Knowledge building is a student-centered, principle-based approach wherein students assume collective responsibility for collaboration and the co-regulation of activity in inquiry within a domain of study with the support of the teacher. Little is understood about the ways in which teachers support knowledge building in the classroom. This paper analyzes to what and how a teacher attends as noteworthy events in the classroom and investigates his associated enacted responses. The construct ofdblp:conf/icls/Judson16 fatcat:gdoqe3arijb6vga232j7qobu7a