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Anne Kultti. (2014) Mealtimes in Swedish preschools: pedagogical opportunities for toddlers learning a new language. Early Years 34:1, pages 18-31.
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Jeanne Gamble. (2014) ‘Approaching the sacred’: directionality in the relation between curriculum and knowledge structure. British Journal of Sociology of Education 35:1, pages 56-72.
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Anne Kultti. (2013) Singing as language learning activity in multilingual toddler groups in preschool. Early Child Development and Care 183:12, pages 1955-1969.
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Kristina Westerberg, Jan Hjelte, Jan Brännström & Ulf Hyvönen. (2012) The Meaning of a Knowledge-based Organization in Swedish Municipal Elderly Care. Social Work Education 31:4, pages 465-484.
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Joanne Hardman. (2010) Variation in semiotic mediation across different pedagogical contexts. Education as Change 14:1, pages 91-106.
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LeahN. Sikoyo & Heather Jacklin. (2009) Exploring the boundary between school science and everyday knowledge in primary school pedagogic practices. British Journal of Sociology of Education 30:6, pages 713-726.
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Josef de Beer, Ubbo Smith & Carol Jansen. (2009) ‘Situated’ in a separated campus – Students’ sense of belonging and academic performance: A case study of the experiences of students during a higher education merger. Education as Change 13:1, pages 167-194.
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Dongseop Park & Yuji Moro. (2006) Dynamics of Situation
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Marilyn Fleer & Bridie Raban. (2006) A cultural-historical analysis of concept formation in early education settings: Conceptual consciousness for the child or only the adult?. European Early Childhood Education Research Journal 14:2, pages 69-80.
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Peter Hoffman-Kipp, Alfredo J. Artiles & Laura López-Torres. (2003) Beyond Reflection: Teacher Learning as Praxis. Theory Into Practice 42:3, pages 248-254.
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Stuart Rowlands. (2003) VYGOTSKY AND THE ZPD: HAVE WE GOT IT RIGHT?. Research in Mathematics Education 5:1, pages 155-170.
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VICKI ZACK. (1999) Everyday and Mathematical Language in Children's Argumentation about Proof. Educational Review 51:2, pages 129-146.
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Katherine Alberta Sharp, Rebecca McNall Krall & Jeffrey Chalfant. (2023) Deepening Undergraduate Students’ Thinking about Central Dogma through Problem-Based Learning. Education Sciences 13:9, pages 854.
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