Citations (16)
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Douglas Andrews, Elizabeth Walton & Ruksana Osman. (2021) Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach. International Journal of Inclusive Education 25:13, pages 1508-1523.
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Hjordis Thorgeirsdottir. (2019) The Change Room promotes teachers’ agency to change their practice. Educational Action Research 27:2, pages 248-268.
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Ayelet Becher & Lily Orland-Barak. (2016) Integrating social activity theory and critical discourse analysis: a multilayered methodological model for examining knowledge mediation in mentoring. International Journal of Qualitative Studies in Education 29:4, pages 498-519.
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Jane McNicholl. (2013) Relational agency and teacher development: a CHAT analysis of a collaborative professional inquiry project with biology teachers. European Journal of Teacher Education 36:2, pages 218-232.
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Anu Kajamaa. (2012) Enriching action research with the narrative approach and activity theory: analyzing the consequences of an intervention in a public sector hospital in Finland. Educational Action Research 20:1, pages 75-93.
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Articles from other publishers (11)
Tracey Colville, James M.E. Boyle & Marc C. Obonsawin. (2023) ‘Why is this child in special education?’: A cultural-historical activity theory-based research intervention with senior UK education leaders on assessment for, and allocation of, specialist educational resources. Educational and Child Psychology 40:2, pages 23-53.
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Tracey Colville & Miranda Eodanable. (2023) Enriching the educational psychologist’s researcher identity and role in collaborative research: A cultural-historical activity theory perspective. Educational and Child Psychology 40:2, pages 10-22.
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Lindy L. Johnson, Nicole Sieben & Dana Buxton. (2018) Collaborative Design as Mediated Praxis: Professional Development for Socially Just Pedagogies. English Education 50:2, pages 172-198.
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Xiao Cheng & Li-ying Wu. (2016) The affordances of teacher professional learning communities: A case study of a Chinese secondary school. Teaching and Teacher Education 58, pages 54-67.
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Brett Bligh & Michelle Flood. 2015. Theory and Method in Higher Education Research. Theory and Method in Higher Education Research
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Sharada Gade. (2015) Unpacking teacher–researcher collaboration with three theoretical frameworks: a case of expansive learning activity?. Cultural Studies of Science Education 10:3, pages 603-619.
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Viv Ellis, Cathy Gower, Kenny Frederick & Ann Childs. (2015) Formative interventions and practice-development: A methodological perspective on teacher rounds. International Journal of Educational Research 73, pages 44-52.
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Tracey Colville. (2013) Strengths-based approaches in multi-agency meetings: The development of theory and practice. Educational and Child Psychology 30:4, pages 100-123.
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Viv Ellis. 2013. Pedagogy in Higher Education. Pedagogy in Higher Education
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Pier A. Junor Clarke & Janice B. Fournillier. (2012) Action research, pedagogy, and activity theory: Tools facilitating two instructors' interpretations of the professional development of four preservice teachers. Teaching and Teacher Education 28:5, pages 649-660.
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