Gardner, Rod and Mushin, Ilana (2017). Epistemic trajectories in the classroom: how children respond in informing sequences. In Amanda Bateman and Amelia Church (Ed.), Children's knowledge-in-interaction: studies in conversation analysis (pp. 13-36) Singapore, Singapore: Springer. doi:10.1007/978-981-10-1703-2_2
Mushin, Ilana and Gardner, Rod (2016). Establishing connections: a tale of two communities. In Kerry Taylor-Leech and Donna Starks (Ed.), Doing research within communities: stories and lessons from language and education field research (pp. 105-114) Abingdon, Oxon, United Kingdom: Routledge.
Gardner, Rod and Mushin, Ilana (2016). The impact of interaction and language on leading learning in Indigenous classrooms. In Johnson, Greer and Dempster, Neil (Ed.), Leadership in diverse learning contexts (pp. 289-309) Switzerland: Springer International Publishing. doi:10.1007/978-3-319-28302-9_15
Gardner, Rod (2015). Summons turns: the business of securing a turn in busy classrooms. In Christopher J. Jenks and Paul Seedhouse (Ed.), International perspectives on ELT classroom interaction (pp. 28-48) New York, NY, United States: Palgrave Macmillan.
Gardner, Rod and Mushin, Ilana (2013). Language for learning in indigenous classrooms: foundations for literacy and numeracy. In Robyn Jorgensen, Peter Grootenboer and Peter Sullivan (Ed.), Pedagogies to enhance learning for indigenous students: evidence-based practice (pp. 89-104) Singapore: Springer. doi:10.1007/978-981-4021-84-5_6
Mushin, Ilana and Gardner, Rod (2011). Turn management in Garrwa mixed-language conversations. In Brett Baker, Ilana Mushin, Mark Harvey and Rod Gardner (Ed.), Indigenous language and social identity: Papers in honour of Michael Walsh (pp. 207-221) Canberra, ACT, Australia: Pacific Linguistics.
Gardner, Rod (2007). 'Broken' starts: Bricolage in turn starts in second language talk. In Z. Hua, P. Seedhouse and V. Cook (Ed.), Language Learning and Teaching as Social Inter-Action (pp. 58-71) UK: Palgrave MacMillan.
Mushin, Ilana, Gardner, Rod and Munro, Jennifer M. (2013) Language matters in demonstrations of understanding in early years mathematics assessment. Mathematics Education Research Journal, 25 2: 415-433. doi:10.1007/s13394-013-0077-4
Gardner, Rod and Mushin, Ilana (2013) Teachers telling: informings in an early years classroom. Australian Journal of Communication, 40 2: 63-81.
Levy, Mike and Gardner, Rod (2012) Liminality in multitasking: where talk and task collide in computer collaborations. Language in Society, 41 5: 557-587. doi:10.1017/S0047404512000656
Gardner, Rod and Levy, Mike (2010) The coordination of talk and action in the collaborative construction of a multimodal text. Journal of Pragmatics, 42 8: 2189-2203. doi:10.1016/j.pragma.2010.01.006
Butler, Carly, Fitzgerald, Richard D. and Gardner, Rod (2009) Branching out: Ethnomethodological approaches to communication. Australian Journal of Communication, 36 3: 1-14.
Gardner, Rod, Fitzgerald, Richard and Mushin, Ilana (2009) The underlying orderliness of turn-taking: Examples from Australian talk. Australian Journal of Communication, 36 3: 65-90.
Mushin, Ilana and Gardner, Rod (2009) Silence is talk: Conversational silence in Australian Aboriginal talk-in-interaction. Journal of Pragmatics, 41 10: 2033-2052. doi:10.1016/j.pragma.2008.11.004
Gardner, R. and Mushin, I. (2007) Post-start-up overlap and disattentiveness in talk in a Garrwa community. Australian Review of Applied Linguistics, 30 3: 35.1-35.14.
Gardner, R. (2007) The Right connections: Acknowledging epistemic progression in talk. Language in Society, 36 3: 319-341. doi:10.1017/S0047404507070169
Gardner, Rod and Mushin, Ilana (2012). Teachers telling students: informings in an Indigenous classroom. In: AIEMCA 2012 Biennial Conference, Brisbane, Australia, (). 29-30 November 2012.