Citations (42)
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Bethany Daniel, Ashlyn E. Pierson & D. Teo Keifert. (2023) Ideological sensemaking in an elementary science professional development community. Journal of the Learning Sciences 32:4-5, pages 573-621.
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Deborah Silvis. (2023) Cherished World Thinking: Developing a Maintenance Mindset in Family Caregiving Contexts. Cognition and Instruction 41:1, pages 61-93.
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Edna Tan, Angela Calabrese Barton & Christina Restrepo Nazar. (2023) Youth Enacting Social-Spatial Justice in Middle School STEM: Advancing Justice Work in Hyperlocal and Interscalar Ways. Cognition and Instruction 41:1, pages 94-124.
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José Ramón Lizárraga. (2023) Cyborg sociopolitical reconfigurations: Designing for speculative fabulation in learning. Journal of the Learning Sciences 32:1, pages 21-44.
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Molly V. Shea. (2022) Organizing for material possibility in a community-led science program. Mind, Culture, and Activity 29:2, pages 123-142.
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Kelsey Tayne. (2022) Buds of collectivity: student collaborative and system-oriented action towards greater socioenvironmental sustainability. Environmental Education Research 28:2, pages 216-240.
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Katie Headrick Taylor. (2022) Commitments for Connected STEM. Connected Science Learning 4:1.
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Pranjali Upadhyay & Rae Jing Han. (2021) Facilitating Emancipatory and Justice-Centered Environmental and Climate Learning. Connected Science Learning 3:5.
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Joe Curnow & A. Susan Jurow. (2021) Learning in and for collective action. Journal of the Learning Sciences 30:1, pages 14-26.
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Suraj Uttamchandani. (2021) Educational intimacy: Learning, prefiguration, and relationships in an LGBTQ+ youth group’s advocacy efforts. Journal of the Learning Sciences 30:1, pages 52-75.
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Miwa Aoki Takeuchi & Virgie Aquino Ishihara. (2021) Learning to assemble the hidden bodies: Embodied and emplaced mathematical literacy in transnational migrant activism. Journal of the Learning Sciences 30:1, pages 103-124.
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Ananda Marin, Katie Headrick Taylor, Ben Rydal Shapiro & Rogers Hall. (2020) Why Learning on the Move: Intersecting Research Pathways for Mobility, Learning and Teaching. Cognition and Instruction 38:3, pages 265-280.
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Katie Headrick Taylor. (2020) Resuscitating (and Refusing) Cartesian Representations of Daily Life: When Mobile and Grid Epistemologies of the City Meet. Cognition and Instruction 38:3, pages 407-426.
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Rogers Hall, Ben Rydal Shapiro, Andrew Hostetler, Helen Lubbock, David Owens, Colleen Daw & Douglas Fisher. (2020) Here-and-Then: Learning by Making Places with Digital Spatial Story Lines. Cognition and Instruction 38:3, pages 348-373.
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Normajean Cefarelli. (2020) An assessment of services for custodial parents during supervised visitation. Journal of Family Trauma, Child Custody & Child Development 17:2, pages 135-160.
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Susan Bobbitt Nolen, Lia Wetzstein & Alexandra Goodell. (2020) Designing Material Tools to Mediate Disciplinary Engagement in Environmental Science. Cognition and Instruction 38:2, pages 179-223.
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Karee E. Dunn, Anne Skutnik, Christine Patti & Brian Sohn. (2019) Disdain to Acceptance: Future Teachers’ Conceptual Change Related to Data-Driven Decision Making. Action in Teacher Education 41:3, pages 193-211.
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Susan Jurow, Ilana S. Horn & Thomas M. Philip. (2019) Re-mediating knowledge infrastructures: a site for innovation in teacher education. Journal of Education for Teaching 45:1, pages 82-96.
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Thomas M. Philip, Megan Bang & Kara Jackson. (2018) Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship. Cognition and Instruction 36:2, pages 83-88.
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Kris D. Gutiérrez & A. Susan Jurow. (2016) Social Design Experiments: Toward Equity by Design. Journal of the Learning Sciences 25:4, pages 565-598.
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Kris D. Gutiérrez, Yrjö Engeström & Annalisa Sannino. (2016) Expanding Educational Research and Interventionist Methodologies. Cognition and Instruction 34:3, pages 275-284.
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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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Hannah Park, Diane L. Schallert, Kyle M. Williams, Rachel E. Gaines, Jeonghyun Lee & Eunjeong Choi. (2024) Taking a stance in the process of learning: Developing perspectival understandings through knowledge co-construction during synchronous computer-mediated classroom discussion. International Journal of Computer-Supported Collaborative Learning 19:1, pages 67-95.
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Susan Bobbitt Nolen, Edward L. Michor & Milo D. Koretsky. (2023) Engineers, figuring it out: Collaborative learning in cultural worlds. Journal of Engineering Education 113:1, pages 164-194.
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Patricia Buenrostro & Nadav Ehrenfeld. (2023) Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning. Educational Studies in Mathematics 114:2, pages 199-221.
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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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Joshua A. Danish & Jasmine Y. Ma. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Corey Brady & Hyunyi Jung. (2021) Modeling presentations: toward an assessment of emerging classroom cultures of modeling. Educational Studies in Mathematics 109:2, pages 237-261.
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Ian Parker Renga. 2022. The Palgrave Handbook of Educational Thinkers. The Palgrave Handbook of Educational Thinkers
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Frederick Peck, Raymond Johnson, Derek Briggs & Jessica Alzen. (2021) Toward learning trajectory‐based instruction: A framework of conceptions of learning and assessment. School Science and Mathematics 121:6, pages 357-368.
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Adriana Alvarez, Leah Peña Teeters, Molly Hamm-Rodríguez & Sona Dimidjian. (2021) Understanding children's funds of identity as learners through multimodal self-expressions in Mexico City. Learning, Culture and Social Interaction 29, pages 100513.
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Mónica Alcindor, Ana Lima & Patricia Alcindor-Huelva. (2021) Ethos through traditional construction processes: Historical development between community builder in the Minho Area of the North-western Iberian Peninsula and Pico Island in the Azores. Learning, Culture and Social Interaction 28, pages 100468.
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Joanna Weidler‐Lewis, Michelle Wooten & Scott P. McDonald. (2020) The ontological construction of technology and behavior through practice. Human Behavior and Emerging Technologies 2:4, pages 377-386.
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Jonan Phillip Donaldson & Ayana Allen-Handy. (2019) The Nature and Power of Conceptualizations of Learning. Educational Psychology Review 32:2, pages 545-570.
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Geoffrey B. Saxe & Joshua Sussman. (2019) Mathematics Learning in Language Inclusive Classrooms: Supporting the Achievement of English Learners and Their English Proficient Peers. Educational Researcher 48:7, pages 452-465.
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Ashlyn E. Pierson & Douglas B. Clark. (2019) Sedimentation of Modeling Practices. Science & Education 28:8, pages 897-925.
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Marja Vauras, Simone Volet & Susan Bobbitt Nolen. 2019. Motivation in Education at a Time of Global Change. Motivation in Education at a Time of Global Change
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Kris D. Gutiérrez. (2018) Social Design–Based Experiments: A Proleptic Approach to Literacy. Literacy Research: Theory, Method, and Practice 67:1, pages 86-108.
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Jasmine Y. Ma & Rogers Hall. (2018) Learning a part together: ensemble learning and infrastructure in a competitive high school marching band. Instructional Science 46:4, pages 507-532.
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