Citations (30)
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Kevin Leander, Laura Carter-Stone & Emma Supica. (2023) “We got so much better at reading each other’s energy”: Knowing, acting, and attuning as an improv ensemble. Journal of the Learning Sciences 32:2, pages 250-287.
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Ashlyn E. Pierson, D. Teo Keifert, Sarah J. Lee, Andrea Henrie, Heather J. Johnson & Noel Enyedy. (2022) Multiple Representations in Elementary Science: Building Shared Understanding while Leveraging Students’ Diverse Ideas and Practices. Journal of Science Teacher Education 0:0, pages 1-25.
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Selena Steinberg, Melissa Gresalfi, Lauren Vogelstein & Corey Brady. (2022) Coding choreography: Understanding student responses to representational incompatibilities between dance and programming. Journal of Research on Technology in Education 0:0, pages 1-18.
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Leslie Atkins Elliott. (2022) Supporting aesthetic experience of science in everyday life. International Journal of Science Education 44:5, pages 775-796.
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Ty Hollett, XinYun Peng & Susan Land. (2022) Learning with and beyond the body: The production of mobile architectures in a ballet variations class. Journal of the Learning Sciences 31:1, pages 43-72.
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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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Laurie H. Rubel & Cynthia Nicol. (2020) The power of place: spatializing critical mathematics education. Mathematical Thinking and Learning 22:3, pages 173-194.
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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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Heather Toomey Zimmerman, Susan M. Land, Chrystal Maggiore & Chris Millet. (2019) Supporting children’s outdoor science learning with mobile computers: integrating learning on-the-move strategies with context-sensitive computing. Learning, Media and Technology 44:4, pages 457-472.
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Marta Kobiela & Richard Lehrer. (2019) Supporting dynamic conceptions of area and its measure. Mathematical Thinking and Learning 21:3, pages 178-206.
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Katie Headrick Taylor, Deborah Silvis & Adam Bell. (2018) Dis-placing place-making: how African-American and immigrant youth realize their rights to the city. Learning, Media and Technology 43:4, pages 451-468.
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Laurie H. Rubel, Maren Hall-Wieckert & Vivian Y. Lim. (2017) Making Space for Place: Mapping Tools and Practices to Teach for Spatial Justice. Journal of the Learning Sciences 26:4, pages 643-687.
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Josh Radinsky & Iris Tabak. (2016) Constructions of the Self as Learner: Perspective-Taking and Positioning in Mathematics, History, and Science Learning. Journal of the Learning Sciences 25:3, pages 331-334.
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Articles from other publishers (17)
Peter J. Woods & Y. Copur-Gencturk. (2024) Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education 138, pages 104415.
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Leah F. Rosenbaum. (2023) Move with whom? A framework for analyzing collaboration within embodied learning activities. Learning Environments Research.
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Frank Fischer, Daniel Sommerhoff & Anna Keune. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Xintian Tu, Chris Georgen, Joshua A. Danish & Noel Enyedy. (2021) Elementary students learning science in an MR environment by constructing liminal blends through action on props. Information and Learning Sciences 122:7/8, pages 525-545.
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Camden G. Bock & Justin K. Dimmel. (2020) Digital Representations without Physical Analogues: a Study of Body-Based Interactions with an Apparently Unbounded Spatial Diagram. Digital Experiences in Mathematics Education 7:2, pages 193-221.
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Maya Denton & Maura Borrego. (2021) Funds of Knowledge in STEM Education: A Scoping Review. Studies in Engineering Education 1:2, pages 71.
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Daniel T. Hickey, Grant T. Chartrand & Christopher D. Andrews. (2020) Expansive framing as pragmatic theory for online and hybrid instructional design. Educational Technology Research and Development 68:2, pages 751-782.
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Joshua A. Danish, Noel Enyedy, Asmalina Saleh & Megan Humburg. (2020) Learning in embodied activity framework: a sociocultural framework for embodied cognition. International Journal of Computer-Supported Collaborative Learning 15:1, pages 49-87.
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Ty Hollett, Siyuan Luo, Nate Turcotte, Crystal Ramsay, Chris Stubbs & Zac Zidik. (2019) Moments of friction in virtual reality: How feeling histories impact experience. E-Learning and Digital Media 17:1, pages 56-77.
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Igor Verner, Khayriah Massarwe & Daoud Bshouty. (2019) Development of competencies for teaching geometry through an ethnomathematical approach. The Journal of Mathematical Behavior 56, pages 100708.
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Nadav Ehrenfeld & Einat Heyd-Metzuyanim. (2018) Intellective Identities in the Construction of a Hybrid Discourse: the Case of an Ultra-Orthodox Jewish Mathematics Classroom. International Journal of Science and Mathematics Education 17:4, pages 739-757.
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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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Deborah Silvis, Katie Headrick Taylor & Reed Stevens. (2018) Community technology mapping: inscribing places when “everything is on the move”. International Journal of Computer-Supported Collaborative Learning 13:2, pages 137-166.
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Molly L. Kelton & Jasmine Y. Ma. (2018) Reconfiguring mathematical settings and activity through multi-party, whole-body collaboration. Educational Studies in Mathematics 98:2, pages 177-196.
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