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Educational Psychologist Volume 47, 2012 - Issue 3: New Conceptualizations of Transfer of Learning
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Original Articles

The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice

Joanne Lobato Department of Mathematics and Statistics, San Diego State University
Pages 232-247 | Published online: 25 Jul 2012

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Charles Hohensee, Laura Willoughby & Sara Gartland. (2024) Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions. Mathematical Thinking and Learning 26:1, pages 71-89.
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Alexander P. Parobek, Patrick M. Chaffin & Marcy H. Towns. (2023) Exploring the impact of disciplinary context on students’ dynamic transfer of learning when addressing problems that apply the first law of thermodynamics. International Journal of Science Education 45:7, pages 571-592.
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Mariana Orozco, Mieke Boon & Arturo Susarrey Arce. (2023) Learning electrochemistry through scientific inquiry. Conceptual modelling as learning objective and as scaffold. European Journal of Engineering Education 48:1, pages 180-196.
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H. Bergentoft, C. Annerstedt, D. Barker & M. Holmqvist. (2022) Teachers’ actor-oriented transfer of movement pedagogy knowledge in physical education. Physical Education and Sport Pedagogy 0:0, pages 1-14.
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Daniel Gysin & Dorothee Brovelli. (2021) Use of knowledge pieces and context features during the transfer process in physics tasks. International Journal of Science Education 43:13, pages 2108-2126.
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Jeffrey A. Greene, Clark A. Chinn & Victor M. Deekens. (2021) Experts’ reasoning about the replication crisis: Apt epistemic performance and actor-oriented transfer. Journal of the Learning Sciences 30:3, pages 351-400.
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Petr Knecht, Michaela Spurná & Hana Svobodová. (2020) Czech secondary pre-service teachers’ conceptions of geography. Journal of Geography in Higher Education 44:3, pages 458-473.
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Christian Jaramillo-Baquerizo, Martin Valcke & Ruben Vanderlinde. (2019) Professional development initiatives for university teachers: Variables that influence the transfer of learning to the workplace. Innovations in Education and Teaching International 56:3, pages 352-362.
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Benjamin Robert Forsyth. (2018) Defining far transfer via thematic similarity. Cogent Psychology 5:1.
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Mariana Levin. (2018) Conceptual and Procedural Knowledge During Strategy Construction: A Complex Knowledge Systems Perspective. Cognition and Instruction 36:3, pages 247-278.
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Jorunn Spord Borgen & Finn R. Hjardemaal. (2017) From general transfer to deep learning as argument for practical aesthetic school subjects?. Nordic Journal of Studies in Educational Policy 3:3, pages 218-229.
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Nicholas H. Wasserman, Timothy Fukawa-Connelly, Matthew Villanueva, Juan Pablo Mejia-Ramos & Keith Weber. (2017) Making Real Analysis Relevant to Secondary Teachers: Building Up from and Stepping Down to Practice. PRIMUS 27:6, pages 559-578.
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Mitchell J. Nathan, Matthew Wolfgram, Rachaya Srisurichan, Candace Walkington & Martha W. Alibali. (2017) Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration. The Journal of Educational Research 110:3, pages 272-293.
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William R. Penuel, Rachel S. Phillips & Christopher J. Harris. (2014) Analysing teachers’ curriculum implementation from integrity and actor-oriented perspectives. Journal of Curriculum Studies 46:6, pages 751-777.
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Charles Hohensee. (2014) Backward Transfer: An Investigation of the Influence of Quadratic Functions Instruction on Students’ Prior Ways of Reasoning About Linear Functions. Mathematical Thinking and Learning 16:2, pages 135-174.
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Jake McMullen, Minna M. Hannula-Sormunen & Erno Lehtinen. (2014) Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge. Cognition and Instruction 32:2, pages 198-218.
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TimothyJ. Nokes-Malach & JoseP. Mestre. (2013) Toward a Model of Transfer as Sense-Making. Educational Psychologist 48:3, pages 184-207.
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Randi A. Engle. (2012) The Resurgence of Research Into Transfer: An Introduction to the Final Articles of the Transfer Strand. Journal of the Learning Sciences 21:3, pages 347-352.
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SamuelB. Day & RobertL. Goldstone. (2012) The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning. Educational Psychologist 47:3, pages 153-176.
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DanielL. Schwartz, CatherineC. Chase & JohnD. Bransford. (2012) Resisting Overzealous Transfer: Coordinating Previously Successful Routines With Needs for New Learning. Educational Psychologist 47:3, pages 204-214.
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RobertL. Goldstone & SamuelB. Day. (2012) Introduction to “New Conceptualizations of Transfer of Learning”. Educational Psychologist 47:3, pages 149-152.
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RandiA. Engle, DianeP. Lam, XeniaS. Meyer & SarahE. Nix. (2012) How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them. Educational Psychologist 47:3, pages 215-231.
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DavidN. Perkins & Gavriel Salomon. (2012) Knowledge to Go: A Motivational and Dispositional View of Transfer. Educational Psychologist 47:3, pages 248-258.
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Victor M. Deekens, Brian M. Cartiff & Jeffrey A. Greene. Experts’ adaptation of apt epistemic performance: The role of practical knowledge. Journal of the Learning Sciences 0:0, pages 1-37.
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