392 items

• Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform
  Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay-Chambers, J. (2008). Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. Journal of Research in Science Teaching, 45(8), 922–939. https://doi.org/10.1002/tea.20248
• Mastery Learning
  Guskey, T. R. (2015). Mastery Learning. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (pp. 752–759). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26039-X
• 2011 AERA Presidential Address: Designing Resilient Ecologies: Social Design Experiments and a New Social Imagination
  Gutiérrez, K. D. (2016). 2011 AERA Presidential Address: Designing Resilient Ecologies: Social Design Experiments and a New Social Imagination. Educational Researcher, 45(3), 187–196. https://doi.org/10.3102/0013189X16645430
• Shared Cognition: Thinking As Social Practice
  Resnick, L. B. . (1991). Shared Cognition: Thinking As Social Practice. In Perspectives on socially shared cognition (pp. 1–20). American Psychological Association. https://doi.org/10.1037/10096-018
• Scratch: Programming for All
  Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for All. Communications of the ACM, 52(11), 60–67. https://doi.org/10.1145/1592761.1592779
• On Two Metaphors for Learning and the Dangers of Choosing Just One
  Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 27(2), 4–13. https://doi.org/10.3102/0013189X027002004
• The Role of Assessment in a Learning Culture
  Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004
• Technological Support for Teachers Transitioning to Project-Based Science Practices
  Soloway, E., Krajcik, J. S., Blumenfeld, P., & Marx, R. (1996). Technological Support for Teachers Transitioning to Project-Based Science Practices. In T. Koschmann (Ed.), CSCL: Theory and Practice of an Emerging Paradigm. Routledge.
• Counter-Mapping the Neighborhood on Bicycles: Mobilizing Youth to Reimagine the City
  Taylor, K. H., & Hall, R. (2013). Counter-Mapping the Neighborhood on Bicycles: Mobilizing Youth to Reimagine the City. Technology, Knowledge and Learning, 18(1), 65–93. https://doi.org/10.1007/s10758-013-9201-5
• Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan
  Thomas, S. (2016). Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan. In Office of Educational Technology, US Department of Education. Office of Educational Technology, US Department of Education. https://eric.ed.gov/?id=ED571884
• Critical Pedagogy and Sociocultural Theory
  Vossoughi, S., & Gutiérrez, K. D. (2016). Critical Pedagogy and Sociocultural Theory. In Power and Privilege in the Learning Sciences. Routledge.
• Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity
  Vossoughi, S., Hooper, P. K., & Escudé, M. (2016). Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity. Harvard Educational Review, 86(2), 206–232. https://doi.org/10.17763/0017-8055.86.2.206
• Third Space with Dr. Kris Gutiérrez
  Baker, E. A., & Gutierrez, K. (2008, November 17). Third Space. Voice of Literacy. Podcast retrieved from http://voiceofliteracy.org
• Chinese Lesson Study: Critical Aspects of Transfer From China to Italy
  Ramploud, A., Funghi, S., & Bartolini, M. G. (2022). Chinese Lesson Study: Critical Aspects of Transfer From China to Italy. International Journal for Lesson & Learning Studies, 11(2), 147–160. https://doi.org/10.1108/IJLLS-04-2021-0031
• Continuity and Change: Chinese Lesson Study Redefined in the Context of Key Competencies-Based Reform
  Fang, Y., Paine, L., & Huang, R. (2022). Continuity and Change: Chinese Lesson Study Redefined in the Context of Key Competencies-Based Reform. International Journal for Lesson & Learning Studies, 11(2), 49–59. https://doi.org/10.1108/IJLLS-04-2022-0057
• Cultural Transposition of Chinese Lesson Study to Italy: An Exploratory Study on Fractions in a Fourth-Grade Classroom
  Bartolini Bussi, M. G., Bertolini, C., Ramploud, A., & Sun, X. (2017). Cultural Transposition of Chinese Lesson Study to Italy: An Exploratory Study on Fractions in a Fourth-Grade Classroom. International Journal for Lesson and Learning Studies, 6(4), 380–395. https://doi.org/10.1108/IJLLS-12-2016-0057
• Improving Core Instructional Practice in Mathematics Teaching Through Lesson Study
  Huang, R., Barlow, A. T., & Haupt, M. E. (2017). Improving Core Instructional Practice in Mathematics Teaching Through Lesson Study. International Journal for Lesson and Learning Studies, 6(4), 365–379. https://doi.org/10.1108/IJLLS-12-2016-0055
• From Shanghai to Tennessee: Developing Instructional Leadership Through Teacher Peer Excellence Groups
  Cravens, X., & Drake, T. (2017). From Shanghai to Tennessee: Developing Instructional Leadership Through Teacher Peer Excellence Groups. International Journal for Lesson and Learning Studies, 6(4), 348–364. https://doi.org/10.1108/IJLLS-12-2016-0062
• Perceived Professional Knowledge and Competence of Mathematics Specialists and Its Development in China
  Huang, R., Zhang, J., Mok, I. A. C., Zhao, W., Zhou, Y., & Wu, Z. (2017). Perceived Professional Knowledge and Competence of Mathematics Specialists and Its Development in China. International Journal for Lesson and Learning Studies, 6(4), 321–335. https://doi.org/10.1108/IJLLS-12-2016-0056
• Learning From the Masters: Shanghai’s Teacher-Expertise Infusion System
  Cravens, X., & Wang, J. (2017). Learning From the Masters: Shanghai’s Teacher-Expertise Infusion System. International Journal for Lesson and Learning Studies, 6(4), 306–320. https://doi.org/10.1108/IJLLS-12-2016-0061
• Continuous Improvement of the Teaching Process in Primary Education
  Szőköl, I. (2017). Continuous Improvement of the Teaching Process in Primary Education. Journal of Language and Cultural Education, 6(1), 53–64. https://doi.org/10.2478/jolace-2018-0004
• Mapping the Reading Improvement Sector in New York City The Role of External Support Providers in Improving K-3 Reading Outcomes
  Hatch, T., Ahn, M., Ferguson, D., & Rumberger, A. (2019). Mapping the Reading Improvement Sector in New York City The Role of External Support Providers in Improving K-3 Reading Outcomes. CPRE Working Papers. https://repository.upenn.edu/cpre_workingpapers/17
• Interventions Promoting Educators’ Use of Data: Research Insights and Gaps
  Marsh, J. A. (2012). Interventions Promoting Educators’ Use of Data: Research Insights and Gaps. Teachers College Record, 114(11), 1–48. https://doi.org/10.1177/016146811211401106
• Getting ‘What Works’ Working: Building Blocks for the Integration of Experimental and Improvement Science
  Peterson, A. (2016). Getting ‘What Works’ Working: Building Blocks for the Integration of Experimental and Improvement Science. International Journal of Research & Method in Education, 39(3), 299–313. https://doi.org/10.1080/1743727X.2016.1170114
• Building School-Wide Capacity for Improvement: The Role of Leadership, School Organizational Conditions, and Teacher Factors
  Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., & Peetsma, T. T. D. (2012). Building School-Wide Capacity for Improvement: The Role of Leadership, School Organizational Conditions, and Teacher Factors. School Effectiveness and School Improvement, 23(4), 441–460. https://doi.org/10.1080/09243453.2012.678867
• Research on Continuous Improvement: Exploring the Complexities of Managing Educational Change
  Yurkofsky, M. M., Peterson, A. J., Mehta, J. D., Horwitz-Willis, R., & Frumin, K. M. (2020). Research on Continuous Improvement: Exploring the Complexities of Managing Educational Change. Review of Research in Education, 44(1), 403–433. https://doi.org/10.3102/0091732X20907363
• Decolonization Is Not a Metaphor
  Tuck, E., & Yang, K. W. (2012). Decolonization Is Not a Metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.
• Making Work Visible
  Suchman, L. (1995). Making Work Visible. Communications of the ACM, 38(9), 56–64. https://doi.org/10.1145/223248.223263
• Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core
  Spillane, J. P., Parise, L. M., & Sherer, J. Z. (2011). Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core. American Educational Research Journal, 48(3), 586–619. https://doi.org/10.3102/0002831210385102
• Learning Theory in Practice: Case Studies of Learner-Centered Design
  Soloway, E., Jackson, S. L., Klein, J., Quintana, C., Reed, J., Spitulnik, J., Stratford, S. J., Studer, S., Eng, J., & Scala, N. (1996). Learning Theory in Practice: Case Studies of Learner-Centered Design. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 189–196. https://doi.org/10.1145/238386.238476
• Infrastructuring and Participatory Design: Exploring Infrastructural Inversion as Analytic, Empirical and Generative
  Simonsen, J., Karasti, H., & Hertzum, M. (2020). Infrastructuring and Participatory Design: Exploring Infrastructural Inversion as Analytic, Empirical and Generative. Computer Supported Cooperative Work (CSCW), 29(1), 115–151. https://doi.org/10.1007/s10606-019-09365-w
• Rational Choice and the Structure of the Environment
  Simon, H. A. (1956). Rational Choice and the Structure of the Environment. Psychological Review, 63(2), 129–138. https://doi.org/10.1037/h0042769
• Organizing for Teacher Agency in Curricular Co-Design
  Severance, S., Penuel, W. R., Sumner, T., & Leary, H. (2016). Organizing for Teacher Agency in Curricular Co-Design. Journal of the Learning Sciences, 25(4), 531–564. https://doi.org/10.1080/10508406.2016.1207541
• STEM-Rich and Equitable Making: Lessons from a Museum-Based Research- Practice Partnership
  Ryoo, J. J., & Kekelis, L. (2016). STEM-Rich and Equitable Making: Lessons from a Museum-Based Research- Practice Partnership. Dimensions, 45, 45–51.
• Symphony: A Case Study in Extending Learner-Centered Design Through Process Space Analysis
  Quintana, C., Eng, J., Carra, A., Wu, H.-K., & Soloway, E. (1999). Symphony: A Case Study in Extending Learner-Centered Design Through Process Space Analysis. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 473–480. https://doi.org/10.1145/302979.303136
• Equity of Learning Opportunities in the Chicago City of Learning Program
  Quigley, D., Dibie, O., Horne, K. V., Sumner, T., Acholonu, U., & Pinkard, N. (2016). Equity of Learning Opportunities in the Chicago City of Learning Program. In T. Barnes, M. Chi, & M. Feng (Eds.), Proceedings of the 9th International Conference on Educational Data Mining (pp. 618–619). International Educational Data Mining Society.
• Implementing Learning Analytics to Foster a STEM Learning Ecosystem at the City-Level: Emerging Research and Design Challenges
  Nacu, D., Upadhyay, P., Skorepa, E., Everette, T., Flores, E., Jackson, M., & Pinkard, N. (2019). Implementing Learning Analytics to Foster a STEM Learning Ecosystem at the City-Level: Emerging Research and Design Challenges. Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale, 1–4. https://doi.org/10.1145/3330430.3333651
• An Integrative Model Of Organizational Trust
  Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An Integrative Model Of Organizational Trust. Academy of Management Review, 20(3), 709–734. https://doi.org/10.5465/amr.1995.9508080335
• Theoretical Foundations for the Study of Sociomateriality
  Leonardi, P. M. (2013). Theoretical Foundations for the Study of Sociomateriality. Information and Organization, 23(2), 59–76. https://doi.org/10.1016/j.infoandorg.2013.02.002
• What is Social Informatics and Why Does it Matter?
  Kling, R. (1999). What is Social Informatics and Why Does it Matter? D-Lib Magazine, 5(1). https://doi.org/10.1045/january99-kling
• Artful Infrastructuring in Two Cases of Community PD
  Karasti, H., & Syrjänen, A.-L. (2004). Artful Infrastructuring in Two Cases of Community PD. Proceedings of the Eighth Conference on Participatory Design: Artful Integration: Interweaving Media, Materials and Practices – Volume 1, 20–30. https://doi.org/10.1145/1011870.1011874
• Extending the Consequentiality of “Invisible Work” in the Food Justice Movement
  Jurow, A. S., Teeters, L., Shea, M., & Van Steenis, E. (2016). Extending the Consequentiality of “Invisible Work” in the Food Justice Movement. Cognition and Instruction, 34(3), 210–221. https://doi.org/10.1080/07370008.2016.1172833
• Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions
  Horn, I. S., & Little, J. W. (2010). Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions. American Educational Research Journal, 47(1), 181–217. https://doi.org/10.3102/0002831209345158
• School System (Re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice
  Hopkins, M., & Woulfin, S. L. (2015). School System (Re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice. Journal of Educational Change, 16(4), 371–377. https://doi.org/10.1007/s10833-015-9260-6
• Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices
  Hall, R., & Jurow, A. S. (2015). Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices. Educational Psychologist, 50(3), 173–189. https://doi.org/10.1080/00461520.2015.1075403
• A Survey of Value Sensitive Design Methods
  Friedman, B., Hendry, D. G., & Borning, A. (2017). A Survey of Value Sensitive Design Methods. Foundations and Trends in Human-Computer Interaction, 11(2), 63–125. https://doi.org/10.1561/1100000015
• The Envisioning Cards: A Toolkit for Catalyzing Humanistic and Technical Imaginations
  Friedman, B., & Hendry, D. (2012). The Envisioning Cards: A Toolkit for Catalyzing Humanistic and Technical Imaginations. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 1145–1148. https://doi.org/10.1145/2207676.2208562
• Reconceptualizing Organizational Routines as a Source of Flexibility and Change
  Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing Organizational Routines as a Source of Flexibility and Change. Administrative Science Quarterly, 48(1), 94–118. https://doi.org/10.2307/3556620
• Studies of Expansive Learning: Foundations, Findings and Future Challenges
  Engeström, Y., & Sannino, A. (2010). Studies of Expansive Learning: Foundations, Findings and Future Challenges. Educational Research Review, 5(1), 1–24. https://doi.org/10.1016/j.edurev.2009.12.002
• Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization
  Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical Reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747