Citations (102)
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Christine Greenhow, Cathy Lewin & K. Bret Staudt Willet. (2023) Teachers without borders: professional learning spanning social media, place, and time. Learning, Media and Technology 48:4, pages 666-684.
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K. P. J. Fortuin, Judith T. M. Gulikers, Nynke C. Post Uiterweer, Carla Oonk & Cassandra W. S. Tho. (2023) Developing a boundary crossing learning trajectory: supporting engineering students to collaborate and co-create across disciplinary, cultural and professional practices. European Journal of Engineering Education 0:0, pages 1-24.
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Lucía Beatriz Chisari, A. Bakker & S. F. Akkerman. (2023) Seeing and seeking relevance in the challenges of a STEM school–university partnership. International Journal of Science Education, Part B 13:2, pages 99-115.
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Anitta Melasalmi, Saija Tanhuanpää & Teija Koskela. (2023) Knotworking — not working: Interprofessional collaboration and co-figuration of pre-service special education teachers. Research Papers in Education 0:0, pages 1-22.
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Sara Salloum & Saouma BouJaoude. (2023) Formative interventions for science teachers’ expansive learning and practices with multilingual learners: A case study from Lebanon. Professional Development in Education 0:0, pages 1-23.
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Paul Adams, Mark Carver & Anna Beck. (2023) Partnership through placement: Scottish HEI-tutors views on collaboration with schools through the initial teacher education placement experience. Journal of Education for Teaching 49:1, pages 69-84.
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M. E. Veltman, J. van Keulen & J. M. Voogt. (2022) Teacher strategies that foster students’ boundary-crossing expertise when addressing problems with wicked tendencies. Journal of Vocational Education & Training 0:0, pages 1-28.
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Núria Mollá & Montserrat Castelló. (2022) Characterisation of the professional identity of school principals (Caracterización de la identidad profesional de los directores de escuela). Journal for the Study of Education and Development 45:4, pages 804-841.
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Tobias Ley, Kairit Tammets, Edna Milena Sarmiento-Márquez, Janika Leoste, Maarja Hallik & Katrin Poom-Valickis. (2022) Adopting technology in schools: modelling, measuring and supporting knowledge appropriation. European Journal of Teacher Education 45:4, pages 548-571.
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Sarah Schneider Kavanagh, Alison Fox Resnick, Hala Ghousseini, Elizabeth Schiavone Gotwalt, Eric Cordero-Siy, Elham Kazemi & Elizabeth Dutro. (2022) Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning. Cognition and Instruction 40:1, pages 126-147.
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Heng Jiang, Ban Heng Choy & Christine Lee Kim Eng. (2022) Boundary actions for collaborative learning: a practical perspective of adapting lesson study in a Singapore primary school. Asia Pacific Journal of Education 42:1, pages 58-75.
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Liliana M. Garces, Briana Hinga & Cecilia Rios-Aguilar. (2021) Boundary Crossing Between Academia and Law: Understanding Researchers’ Participation in Legal Cases Pertaining to Educational Equity. The Journal of Higher Education 92:4, pages 648-675.
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Marte Lorentzen. (2020) Teacher Specialists and the Boundaries They Encounter: Towards a Nuanced Understanding of Teachers’ Perspectives of Specialised Teacher Roles. Scandinavian Journal of Educational Research 64:5, pages 677-691.
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Rui Yuan & Min Yang. (2020) Understanding university-based teacher educators’ boundary crossing experiences: voices from Hong Kong. Teachers and Teaching 26:2, pages 193-213.
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Harmen Schaap, Monika Louws, Jacobiene Meirink, Helma Oolbekkink-Marchand, Anna Van Der Want, Itzél Zuiker, Rosanne Zwart & Paulien Meijer. (2019) Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education 45:5, pages 814-831.
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Xiaofang Wang & Jocelyn L. N. Wong. (2019) How do university experts perform their boundary broker role to support teachers’ learning in the school-university partnership? An exploratory study in China. Journal of Education for Teaching 45:5, pages 585-604.
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Per Andersson & Susanne Köpsén. (2019) VET teachers between school and working life: boundary processes enabling continuing professional development. Journal of Education and Work 32:6-7, pages 537-551.
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Xin Zheng, Jia Zhang & Wenlan Wang. (2019) Teacher learning as boundary crossing: a case study of Master Teacher Studios in China. Teachers and Teaching 25:7, pages 837-854.
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Román Liera & Alicia C. Dowd. (2019) Faculty Learning at Boundaries to Broker Racial Equity. The Journal of Higher Education 90:3, pages 462-485.
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M. E. Veltman, J. Van Keulen & J. M. Voogt. (2019) Design principles for addressing wicked problems through boundary crossing in higher professional education. Journal of Education and Work 32:2, pages 135-155.
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Bart Rienties & Dirk Tempelaar. (2018) Turning Groups Inside Out: A Social Network Perspective. Journal of the Learning Sciences 27:4, pages 550-579.
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Alison Sewell, Tracey-Lynne Cody, Kama Weir & Sally Hansen. (2018) Innovations at the boundary: an exploratory case study of a New Zealand school-university partnership in initial teacher education. Asia-Pacific Journal of Teacher Education 46:4, pages 321-339.
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Julianne C. Turner, Andrea Christensen, Hayal Z. Kackar-Cam, Sara M. Fulmer & Meg Trucano. (2018) The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis. Journal of the Learning Sciences 27:1, pages 49-88.
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Olli Vesterinen, Marjaana Kangas, Leena Krokfors, Kaisa Kopisto & Laura Salo. (2017) Inter-professional pedagogical collaboration between teachers and their out-of-school partners. Educational Studies 43:2, pages 231-242.
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Josh Radinsky & Iris Tabak. (2017) Outgoing Editors’ Note: The Journal of the Learning Sciences as a Mirror of Trends in the Field. Journal of the Learning Sciences 26:1, pages 1-6.
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Josh Radinsky & Iris Tabak. (2016) Re-Envisioning Learning, Re-Engaging the Literature. Journal of the Learning Sciences 25:2, pages 153-155.
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Osnat Atias, Ayelet Baram-Tsabari, Yael Kali & Ayelet Shavit. (2023) In pursuit of mutual benefits in school-based citizen science: who wins what in a win-win situation?. Instructional Science 51:5, pages 695-728.
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Xiaofang Wang & Jocelyn LN Wong. (2021) Teacher leaders’ brokerage practice in China: Impact on teacher learning in a school–university partnership. Educational Management Administration & Leadership 51:3, pages 751-768.
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Marjon Baas, Robert Schuwer, Ellen van den Berg, Tjark Huizinga, Roeland van der Rijst & Wilfried Admiraal. (2022) The role of brokers in cultivating an inter-institutional community around open educational resources in higher education. Higher Education 85:5, pages 999-1019.
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Mairead Holden. (2022) Exploring online lesson study as a vehicle for teacher collaborative professional learning. International Journal for Lesson & Learning Studies 12:2, pages 179-193.
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Ali Soleymani, Paula van den Brom, Samir Ahmed, Maaike Konings, Ellen Sjoer, Laure Itard, Wim Zeiler, Maarten De Laat & Marcus Specht. (2023) Learnings Networks and Professional Development in Building Energy Management Systems Industry. Education Sciences 13:2, pages 215.
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Florinda Sauli. (2021) The collaboration between Swiss initial vocational education and training partners: perceptions of apprentices, teachers, and in-company trainers. Empirical Research in Vocational Education and Training 13:1.
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