Citations (55)
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Melissa Braaten, Tiffany Boyd & Jessica R. Bean. (2024) Hope for Local Waterways. Science and Children 61:2, pages 36-42.
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Kyle Halle-Erby. (2024) “Relationships are reality”: centering relationality to investigate land, indigeneity, blackness, and futurity. International Journal of Qualitative Studies in Education 37:1, pages 114-131.
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Christopher Jadallah, Heidi Ballard, Ryan McLaren Meyer, Cynthia Carter Ching & Alexis Patterson Williams. (2024) “Seeing power” between young people and conservation professionals in the design of a community-based watershed monitoring initiative. Journal of the Learning Sciences 33:1, pages 1-40.
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Mary Rose Hermes, Mel M. Engman, Meixi & James McKenzie. (2023) Relationality and Ojibwemowin† in Forest Walks: Learning from Multimodal Interaction about Land and Language. Cognition and Instruction 41:1, pages 1-31.
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Revathy Kumar & Jessica DeCuir-Gunby. (2023) What is the role of race in educational psychology? A review of research in Educational Psychologist. Educational Psychologist 58:1, pages 1-17.
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Gabriela Kovats Sánchez, Melissa Mesinas, Saskias Casanova, David W. Barillas Chón & Luis Javier Pentón Herrera. (2022) Creating positive learning communities for diasporic indigenous students. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Meixi. (2022) Towards gentle futures: co-developing axiological commitments and alliances among humans and the greater living world at school. Mind, Culture, and Activity 29:4, pages 316-335.
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Joe Curnow. (2022) Resituating situated learning within racialized and colonial social relations. Mind, Culture, and Activity 29:4, pages 301-315.
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Lila Finch, Celeste Moreno & R. Benjamin Shapiro. (2021) Luminous Science: Teachers Designing For and Developing Transdisciplinary Thinking and Learning. Cognition and Instruction 39:4, pages 512-560.
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Susan Bobbitt Nolen. (2020) Challenging research norms in educational psychology. Educational Psychologist 55:4, pages 267-272.
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Antero Garcia. (2020) “Electric Word Life”: Methodological Dignity in Equity-Driven Research. Equity & Excellence in Education 53:3, pages 399-411.
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Ananda Maria Marin. (2020) Ambulatory Sequences: Ecologies of Learning by Attending and Observing on the Move. Cognition and Instruction 38:3, pages 281-317.
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Junqian Ma. (2020) Qualitative change in social situation of development as the starting point of children’s role adjustment during the transition to school. Early Child Development and Care 190:5, pages 750-765.
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Jeanne L. Reid, Sharon Lynn Kagan & Catherine Scott-Little. (2019) New understandings of cultural diversity and the implications for early childhood policy, pedagogy, and practice. Early Child Development and Care 189:6, pages 976-989.
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Yael Wyner & Erica Blatt. (2019) Connecting ecology to daily life: how students and teachers relate food webs to the food they eat. Journal of Biological Education 53:2, pages 128-149.
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Jenni Conrad. (2019) The Big History Project and colonizing knowledges in world history curriculum. Journal of Curriculum Studies 51:1, pages 1-20.
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David Hammer, Julia Gouvea & Jessica Watkins. (2018) Idiosyncratic cases and hopes for general validity: what education research might learn from ecology / Casos idiosincrásicos y expectativas de validez general: lo que la investigación en educación puede aprender de la ecología. Journal for the Study of Education and Development 41:4, pages 625-673.
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Sarit Barzilai & Clark A. Chinn. (2018) On the Goals of Epistemic Education: Promoting Apt Epistemic Performance. Journal of the Learning Sciences 27:3, pages 353-389.
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Ananda Marin & Megan Bang. (2018) “Look It, This is how You Know:” Family Forest Walks as a Context for Knowledge-Building About the Natural World. Cognition and Instruction 36:2, pages 89-118.
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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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Kaleb Germinaro. (2022) In Between the Lines: Black and Brown Adolescents Creating a Homeplace Across School Settings. Urban Education 59:5, pages 1428-1454.
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Ashlyn E. Pierson, Corey E. Brady & Sarah J. Lee. (2023) Emotional configurations in STEM classrooms: Braiding feelings, sensemaking, and practices in extended investigations. Science Education.
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Deborah Silvis. (2022) Renewing learning: Reimagining the newness of families' sociotechnical practices towards ecologically sustainable media engagement. Learning, Culture and Social Interaction 35, pages 100644.
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Jenni Conrad. (2022) Desettling History: Non-Indigenous Teachers’ Practices and Tensions Engaging Indigenous Knowledges. Teachers College Record: The Voice of Scholarship in Education 124:1, pages 3-29.
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Hiroko Kamide & Tatsuo Arai. (2021) Caring for Things Helps Humans Grow: Effects of Courteous Interaction with Things on Pro-Environmental Behavior. Sustainability 13:7, pages 3969.
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Clark A. Chinn, Sarit Barzilai & Ravit Golan Duncan. (2020) Education for a “Post-Truth” World: New Directions for Research and Practice. Educational Researcher 50:1, pages 51-60.
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Susan Bobbitt Nolen. (2020) A situative turn in the conversation on motivation theories. Contemporary Educational Psychology 61, pages 101866.
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Robert M. Kao. (2020) Beyond the lab bench: Pathways in inclusion, equity, and diversity in biology education and social justice. Developmental Biology 459:1, pages 49-51.
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