Citations (130)
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Katherine R. McCance, Stephanie D. Teeter, Margaret R. Blanchard & Richard A. Venditti. (2023) Using Activity Theory to understand the interactions of a university interdisciplinary team of scientists and science educators. Studies in Higher Education 48:6, pages 892-909.
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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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Marinos Anastasakis, Maria Zakynthinaki, Rodrigo Trujillo-González, Israel García-Alonso & Konstantinos Petridis. (2022) An Activity Theory approach in explaining engineering students’ difficulties with university mathematics. International Journal of Mathematical Education in Science and Technology 53:6, pages 1571-1587.
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Mi Song Kim. (2021) Deliberative collaboration in learning-by-designing multimodal modeling activities. Interactive Learning Environments 29:8, pages 1319-1338.
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Shan Li, Juan Zheng & Yunfeng Zheng. (2021) Towards a new approach to managing teacher online learning: Learning communities as activity systems. The Social Science Journal 58:3, pages 383-395.
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Nicholas C. Wilson. (2021) Examining the Impact of Systemic Tensions on Agency and Identity: The Multiple Positions of Reggie in Production-Centered, Technology-Mediated Activity. Cognition and Instruction 39:2, pages 181-209.
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H. J. Cha & M. L. Ahn. (2020) Design and development of a smart-tool prototype to promote differentiated instruction: a user-centered design approach. Interactive Learning Environments 28:6, pages 762-778.
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Robin Jocius, Jennifer Albert, Ashley Andrews & Melanie Blanton. (2020) A study in contradictions: Exploring standards-based making in elementary classrooms. The Journal of Educational Research 113:5, pages 396-403.
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Helge Fredriksen & Said Hadjerrouit. (2020) An activity theory perspective on contradictions in flipped mathematics classrooms at the university level. International Journal of Mathematical Education in Science and Technology 51:4, pages 520-541.
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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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Najma Agherdien & Roshini Pillay. (2018) Enabling transformation through socially just critical pedagogies in a health and wellbeing course: A South African case study. Journal of Human Behavior in the Social Environment 28:3, pages 338-354.
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Yeonjeong Park & Il-Hyun Jo. (2017) Using log variables in a learning management system to evaluate learning activity using the lens of activity theory. Assessment & Evaluation in Higher Education 42:4, pages 531-547.
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Turkan Karakus, Ozlem Baydas, Fatma Gunay, Murat Coban & Yuksel Goktas. (2016) Orchestrating learning during implementation of a 3D virtual world. New Review of Hypermedia and Multimedia 22:4, pages 303-320.
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Teresa Swist & Andreas Kuswara. (2016) Place-making in higher education: co-creating engagement and knowledge practices in the networked age. Higher Education Research & Development 35:1, pages 100-114.
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Patrick Carmichael. (2014) Editorial. Technology, Pedagogy and Education 23:2, pages 127-129.
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Jan Arild Dolonen & Sten Ludvigsen. (2013) Analysing design suggestions and use of resources in co-design of educational software: A case study. CoDesign 9:4, pages 247-265.
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Matthew
Tadashi Hora & Joseph
J. Ferrare. (2013) Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching. Journal of the Learning Sciences 22:2, pages 212-257.
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David Ng & Jeanne Ho. (2012) Distributed Leadership for ICT Reform in Singapore. Peabody Journal of Education 87:2, pages 235-252.
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Janice McMillan. (2011) What happens when the university meets the community? Service learning, boundary work and boundary workers. Teaching in Higher Education 16:5, pages 553-564.
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CheeS. Ang, Panayiotis Zaphiris & Stephanie Wilson. (2011) A case study analysis of a constructionist knowledge building community with activity theory. Behaviour & Information Technology 30:5, pages 537-554.
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Yew‐Jin Lee. (2011) More than just story‐telling: cultural–historical activity theory as an under‐utilized methodology for educational change research. Journal of Curriculum Studies 43:3, pages 403-424.
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Lee
Yong Tay & Cher
Ping Lim. (2010) An activity theoretical perspective towards the design of an ICT‐enhanced after‐school programme for academically at‐risk students. Educational Media International 47:1, pages 19-37.
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Wolff‐Michael Roth, Yew‐Jin Lee & Pei‐Ling Hsu. (2009) A tool for changing the world: possibilities of cultural‐historical activity theory to reinvigorate science education. Studies in Science Education 45:2, pages 131-167.
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Nick Hopwood & Claire Stocks. (2008) Teaching development for doctoral students: what can we learn from activity theory?. International Journal for Academic Development 13:3, pages 187-198.
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LisaC. Yamagata-Lynch. (2007) Confronting Analytical Dilemmas for Understanding Complex Human Interactions in Design-Based Research From a Cultural—Historical Activity Theory (CHAT) Framework. Journal of the Learning Sciences 16:4, pages 451-484.
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Geoffrey Lautenbach & Duan van der Westhuizen. (2005) Hybridising methods towards narratives in an educational ICT inquiry. Education as Change 9:2, pages 46-73.
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Wolff-Michael Roth. (2005) Mathematical Inscriptions and the Reflexive Elaboration of Understanding: An Ethnography of Graphing and Numeracy in a Fish Hatchery. Mathematical Thinking and Learning 7:2, pages 75-110.
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David Jonassen, Johannes Strobel & Joshua Gottdenker. (2005) Model building for conceptual change. Interactive Learning Environments 13:1-2, pages 15-37.
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Sasha Barab, Steve Schatz & Rebecca Scheckler. (2004) Using Activity Theory to Conceptualize Online Community and Using Online Community to Conceptualize Activity Theory. Mind, Culture, and Activity 11:1, pages 25-47.
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Lisa C. Yamagata-Lynch. (2003) Using Activity Theory as an Analytic Lens for Examining Technology Professional Development in Schools. Mind, Culture, and Activity 10:2, pages 100-119.
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Alex Mäkiharju, Petra Autio & Michael Uljens. 2023. Non-affirmative Theory of Education and Bildung. Non-affirmative Theory of Education and Bildung
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Wen Xiao, Ping Ji & Juan Hu. (2021) A survey on educational data mining methods used for predicting students' performance. Engineering Reports 4:5.
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Anamaría Sagre, Jose David Herazo & Kristin J. Davin. (2021) Contradictions in Teachers’ Classroom Dynamic Assessment Implementation: An Activity System Analysis. TESOL Quarterly 56:1, pages 154-177.
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Aslı Ünlüsoy, Kevin M Leander & Mariëtte de Haan. (2021) Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. E-Learning and Digital Media 19:1, pages 78-92.
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Amber Simpson & Michelle Feyerabend. (2021) Tug-of-War: the Pull of Formal Institutional Practices and Structures and the Desire for Personal Change. International Journal of Science and Mathematics Education 20:1, pages 149-168.
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Sandra Tsui Eu Lam. (2021) A web-based feedback platform for peer and teacher feedback on writing: An Activity Theory perspective. Computers and Composition 62, pages 102666.
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Bas Van Zadelhoff, Ebrahim Rahimi & Erik Barendsen. (2021) Principles to facilitate design-based learning environments for programming in secondary education while making learning visible in an authentic way. Principles to facilitate design-based learning environments for programming in secondary education while making learning visible in an authentic way.
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Carme Grimalt-Álvaro & Jaume Ametller. (2021) A Cultural-Historical Activity Theory Approach for the Design of a Qualitative Methodology in Science Educational Research. International Journal of Qualitative Methods 20, pages 160940692110606.
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Hany Fazza. 2021. Teaching in the Post COVID-19 Era. Teaching in the Post COVID-19 Era
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Tatjana Bicjutko & Līva Goba-Medne. (2020) English Language Policy in Relation to Teachers and Teacher Educators in Latvia: Insights from Activity Systems Analysis. Acta Paedagogica Vilnensia 45, pages 60-76.
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Daniel J. Everding & John M. Keller. (2020) Survey of the academic use of planetariums for undergraduate education. Physical Review Physics Education Research 16:2.
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Hyunok Lee, Hyunju Lee & Dana L. Zeidler. (2020) Examining tensions in the socioscientific issues classroom: Students' border crossings into a new culture of science. Journal of Research in Science Teaching 57:5, pages 672-694.
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Amber Simpson, Alice Anderson & Adam V. Maltese. (2019) Caught on Camera: Youth and Educators’ Noticing of and Responding to Failure Within Making Contexts. Journal of Science Education and Technology 28:5, pages 480-492.
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Jun Lei. (2019) Publishing During Doctoral Candidature From an Activity Theory Perspective: The Case of Four Chinese Nursing Doctoral Students. TESOL Quarterly 53:3, pages 655-684.
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Ian Keith Alexander & Carsten Nico Hjortsø. (2018) Sources of complexity in participatory curriculum development: an activity system and stakeholder analysis approach to the analyses of tensions and contradictions. Higher Education 77:2, pages 301-322.
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Claire Englund, Anders D. Olofsson & Linda Price. (2018) The influence of sociocultural and structural contexts in academic change and development in higher education. Higher Education 76:6, pages 1051-1069.
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Jana L. Bouwma-Gearhart, John D. Ivanovitch, Ellen M. Aster & Andrew M. Bouwma. (2018) Exploring Postsecondary Biology Educators’ Planning for Teaching to Advance Meaningful Education Improvement Initiatives. CBE—Life Sciences Education 17:3, pages ar37.
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N. Asiah Razak, Habibah Ab. Jalil, Steven Eric Krauss & Nor Aniza Ahmad. (2018) Successful implementation of information and communication technology integration in Malaysian public schools: An activity systems analysis approach. Studies in Educational Evaluation 58, pages 17-29.
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Samuel Ekundayo & Alison Clear. (2018) An Activity Theory Framework to Explore Social Media and Nostalgia as Coping Tools for International Students. An Activity Theory Framework to Explore Social Media and Nostalgia as Coping Tools for International Students.
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Vicki Thorpe. (2017) An activity theory analysis of the relationship between student identity and the assessment of group composing at school. British Journal of Music Education 35:1, pages 5-22.
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Lisa C. Yamagata-Lynch & Michael T. Haudenschild. (2009) Using activity systems analysis to identify inner contradictions in teacher professional development. Teaching and Teacher Education 25:3, pages 507-517.
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T. D. Wilson. (2009) Activity theory and information seeking. Annual Review of Information Science and Technology 42:1, pages 119-161.
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Lisa C. Yamagata-Lynch & Sharon Smaldino. (2007) Using activity theory to evaluate and improve K-12 school and university partnerships. Evaluation and Program Planning 30:4, pages 364-380.
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Wolff-Michael Roth & Yew-Jin Lee. (2016) “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory. Review of Educational Research 77:2, pages 186-232.
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Ingeborg Krange. (2007) Students’ conceptual practices in science education. Cultural Studies of Science Education 2:1, pages 171-203.
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