Citations (65)
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Etan Cohen & Yotam Hod. (2023) Enriching the informing cycle of Knowledge Building Communities by investigating students’ interpretations of design principles. Interactive Learning Environments 31:7, pages 4382-4394.
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JinJu Duan, Lin Lu & Kui Xie. (2023) Examining knowledge construction in three social interactive learning environments: a comparison of knowledge networks, social networks, and social knowledge networks. Interactive Learning Environments 31:6, pages 3914-3938.
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Mallika Scott & Thomas M. Philip. (2023) “We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners. Cognition and Instruction 41:3, pages 291-315.
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Yotam Hod, Michal Dvir & Sahar Tueg. (2023) From turtle in a shell to one that wins the race: noticing identities in interactive classroom learning communities. Interactive Learning Environments 0:0, pages 1-13.
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Diana Da Silva Dias. (2022) Students strategies to survive the academic transition: recycling skills, reshaping minds. European Journal of Engineering Education 47:6, pages 1050-1060.
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Frederick A. Peck, Ian Parker Renga, Ke Wu & David Erickson. (2022) The Durability and Invisibility of Practice Fields: Insights from Math Teachers Doing Math. Cognition and Instruction 40:3, pages 385-412.
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Flávio S. Azevedo & Michele J. Mann. (2022) An Investigation of Students’ Identity Work and Science Learning at the Classroom Margins. Cognition and Instruction 40:2, pages 179-205.
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Francesca López. (2022) Can educational psychology be harnessed to make changes for the greater good?. Educational Psychologist 57:2, pages 114-130.
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Lara Jasien & Melissa Gresalfi. (2021) The role of participatory identity in learners’ hybridization of activity across contexts. Journal of the Learning Sciences 30:4-5, pages 676-706.
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Laura Scholes, Garth Stahl, Barbara Comber, Sarah McDonald & Jo Lunn Brownlee. (2021) ‘We don’t read in science’: student perceptions of literacy and learning science in middle school. Cambridge Journal of Education 51:4, pages 451-466.
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Nicholas C. Wilson. (2021) Examining the Impact of Systemic Tensions on Agency and Identity: The Multiple Positions of Reggie in Production-Centered, Technology-Mediated Activity. Cognition and Instruction 39:2, pages 181-209.
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Miwa Aoki Takeuchi. (2021) Geopolitical Configuration of Identities and Learning: Othering through the Institutionalized Categorization of “English Language Learners”. Cognition and Instruction 39:1, pages 85-112.
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Maggie Dahn & David DeLiema. (2020) Dynamics of emotion, problem solving, and identity: Portraits of three girl coders. Computer Science Education 30:3, pages 362-389.
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Heejoo Suh. (2020) Teachers’ collective construction of students: an investigation of student positionings reinforced in a teacher study group. Cambridge Journal of Education 50:3, pages 325-343.
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Gavin Tierney, Alexandra Goodell, Susan Bobbitt Nolen, Nathanie Lee, Lisé Whitfield & Robert D. Abbott. (2020) (Re)Designing for Engagement in a Project-based AP Environmental Science Course. The Journal of Experimental Education 88:1, pages 72-102.
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Ellen L. Usher. (2018) Acknowledging the Whiteness of Motivation Research: Seeking Cultural Relevance. Educational Psychologist 53:2, pages 131-144.
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Nick Bozic, Rebecca Lawthom & Janice Murray. (2018) Exploring the context of strengths – a new approach to strength-based assessment. Educational Psychology in Practice 34:1, pages 26-40.
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Ian Parker Renga. (2017) Unpacking a Liturgical Framing of Desire for the Purposes of Educational Research. Educational Studies 53:3, pages 263-284.
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Jacob (Jenna) McWilliams. (2016) Queering Participatory Design Research. Cognition and Instruction 34:3, pages 259-274.
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James G. Greeno. (2015) Commentary: Some Prospects for Connecting Concepts and Methods of Individual Cognition and of Situativity. Educational Psychologist 50:3, pages 248-251.
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Julianne C. Turner & Susan Bobbitt Nolen. (2015) Introduction: The Relevance of the Situative Perspective in Educational Psychology. Educational Psychologist 50:3, pages 167-172.
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Susan Bobbitt Nolen, Ilana Seidel Horn & Christopher J. Ward. (2015) Situating Motivation. Educational Psychologist 50:3, pages 234-247.
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Articles from other publishers (43)
Christine Edwards‐Groves, Peter Grootenboer, Kirsten Petrie & Karin Rönnerman. (2023)
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