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Editors’ Note

Re-Envisioning Learning, Re-Engaging the Literature

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REFERENCES

  • Abrahamson, D., & Sánchez-García, R. (2016 /this issue). Learning is moving in new ways: The ecological dynamics of mathematics education. Journal of the Learning Sciences, 25, 203–239. doi:10.1080/10508406.2016.1143370
  • Akkerman, S., & Bruining, T. (2016 /this issue). Multi-level boundary crossing in a professional development school partnership. Journal of the Learning Sciences, 25, 240–284. doi:10.1080/10508406.2016.1147448
  • Jaber, L. Z., & Hammer, D. (2015): Engaging in science: A feeling for the discipline. Journal of the Learning Sciences, 25, 156–202. doi:10.1080/10508406.2015.1088441
  • Jornet, A., Roth, W.-M., & Krange, I. (2016 /this issue). A transactional approach to transfer episodes. Journal of the Learning Sciences, 25, 285–330. doi:10.1080/10508406.2016.1147449
  • Nemirovsky, R. (2011). Episodic feelings and transfer of learning. Journal of the Learning Sciences, 20, 308–337.
  • Penuel, W. R., Confrey, J., Maloney, A., & Rupp, A. A. (2014). Design decisions in developing learning trajectories–based assessments in mathematics: A case study. Journal of the Learning Sciences, 23, 47–95.
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  • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago, IL: Open Court.

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