Citations (9)
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Nataša Pantić. (2021) Teachers’ Reflection on their Agency for Change (TRAC): a tool for teacher development and professional inquiry. Teacher Development 25:2, pages 136-154.
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Warren Lilley & Joanne Hardman. (2017) “You focus, I’m talking”: A CHAT analysis of mobile dictionary use in an advanced EFL class. Africa Education Review 14:1, pages 120-138.
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Deirdre Martin & Nick Peim. (2009) Critical perspectives on activity theory. Educational Review 61:2, pages 131-138.
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Veronica Pacini-Ketchabaw & Ana-Elisa Armstrong de Almeida. (2006) Language Discourses and Ideologies at the Heart of Early Childhood Education. International Journal of Bilingual Education and Bilingualism 9:3, pages 310-341.
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Articles from other publishers (5)
Nataša Pantić, Sarah Galey, Lani Florian, Srećko Joksimović, Gil Viry, Dragan Gašević, Helén Knutes Nyqvist & Krystallia Kyritsi. (2021) Making sense of teacher agency for change with social and epistemic network analysis. Journal of Educational Change 23:2, pages 145-177.
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Sam Berry. (2019) Non-institutional learning technologies, risks and responsibilities: a critical discourse analysis of university artefacts. Research in Learning Technology 27:0.
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Wolff-Michael Roth & Yew-Jin Lee. (2016) “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory. Review of Educational Research 77:2, pages 186-232.
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Monika Maria Chavez. (2016) The orientation of learner language use in peer work: teacher role, learner role and individual identity. Language Teaching Research 11:2, pages 161-188.
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Veronica Pacini-Ketchabaw. (2006) Rethinking the History of Ontario Day Nurseries: Loci for Intervention, Regulation and Administration. Child and Youth Care Forum 35:2, pages 159-182.
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