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Jiao Ji, David Anderson & Xinchun Wu. (2023) Chinese Science Museum Educators’ Perspectives on the Contradictions between Their Practice and Visitors’ Expectations. Visitor Studies 26:2, pages 160-180.
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Amber Simpson, Signe Kastberg & Caro Williams-Pierce. (2023) Norms and collaboration in hybrid making-spaces. The Journal of Educational Research 116:3, pages 134-146.
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Eleni Loizou & Evi K. Loizou. (2022) Creative play and the role of the teacher through the cultural-historical activity theory framework. International Journal of Early Years Education 30:3, pages 527-541.
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Lerato Hlengiwe Sokhulu. (2021) Students’ experiences of using digital technologies to address their personal research needs during the COVID-19 lockdown. African Identities 19:4, pages 436-452.
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Stan Karanasios, Bonnie Nardi, Clay Spinuzzi & Julien Malaurent. (2021) Moving forward with activity theory in a digital world. Mind, Culture, and Activity 28:3, pages 234-253.
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Evagelos D. Lioutas, Chrysanthi Charatsari, Giuseppe La Rocca & Marcello De Rosa. (2019) Key questions on the use of big data in farming: An activity theory approach. NJAS: Wageningen Journal of Life Sciences 90-91:1, pages 1-12.
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Christopher M. Hinkle & Milo D. Koretsky. (2019) Toward professional practice: student learning opportunities through participation in engineering clubs. European Journal of Engineering Education 44:6, pages 906-922.
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Jasmine M. Nation & Richard P. Durán. (2019) Home is where the heart is: Latinx youth expression and identity in a critical maker project. Mind, Culture, and Activity 26:3, pages 249-265.
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Sarah Jo Ward. (2018) Interconnected impact: using CHAT to understand art museums as systems. Museum Management and Curatorship 33:2, pages 178-194.
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Jacob S. Bennett. (2018) A privileged perspective: How a racially conscious White male teacher interacts with his students. Whiteness and Education 3:1, pages 56-75.
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Martin Galvin & Geraldine Mooney Simmie. (2017) Theorising participation in urban regeneration partnerships: an adult education perspective. Journal of Education Policy 32:6, pages 809-831.
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Jörg Finsterwalder, Jeff Foote, Graeme Nicholas, Annabel Taylor, Maria Hepi, Virginia Baker & Natasha Dayal. (2017) Conceptual underpinnings for transformative research in a service ecosystems context to resolve social issues – framework foundations and extensions. The Service Industries Journal 37:11-12, pages 766-782.
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Alaster Scott Douglas. (2017) Raising the standard: contradictions in the theory of student-teacher learning. European Journal of Teacher Education 40:2, pages 157-170.
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Kirsten Foot. (2015) Using Cultural-Historical Activity Theory to Analyze Social Service Practices Evolving from the Norwegian HUSK Projects. Journal of Evidence-Informed Social Work 12:1, pages 112-123.
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