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Cognition and Instruction Volume 35, 2017 - Issue 1
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EDITORIAL

Cognition and Instruction in Transition

Noel EnyedyGraduate School of Education and Information Studies, University of California at Los Angeles, Los Angeles, California, USACorrespondence[email protected]
&
Rogers HallDepartment of Teaching and Learning, Vanderbilt University, Nashville, Tennessee, USA
Pages 1-3 | Published online: 08 Dec 2016

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Susan R. Goldman, Cindy E. Hmelo-Silver & Eleni Α. Kyza. (2022) Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue. Cognition and Instruction 40:1, pages 1-6.
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Maxine McKinney de Royston & Tesha Sengupta-Irving. (2019) Another Step Forward: Engaging the Political in Learning. Cognition and Instruction 37:3, pages 277-284.
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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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. (2017) The Learning Sciences in a New Era of U.S. Nationalism. Cognition and Instruction 35:2, pages 91-102.
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Articles from other publishers (1)

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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