64 items

• Cognitive Tutors: Lessons Learned
  Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, Ray. (1995). Cognitive Tutors: Lessons Learned. Journal of the Learning Sciences, 4(2), 167–207. https://doi.org/10.1207/s15327809jls0402_2
• Learning in and Out of School in Diverse Environments
  Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutiérrez, K. D., Heath, S. B., Lee, C. D., Lee, Y., Mahiri, J., Nasir, N. S., Valdés, G., & Zhou, M. (2007). Learning in and Out of School in Diverse Environments. The Learning in Informal and Formal Environments (LIFE) Center; Center for Multicultural Education, University of Washington, Seattle.
• Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective
  Barron, B. (2006). Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368
• STEM Learning Ecologies: Relevant, Responsive, Connected
  Bevan, B. (2016). STEM Learning Ecologies: Relevant, Responsive, Connected. Connected Science Learning, 1(1). https://www.nsta.org/connected-science-learning/connected-science-learning-march-2016/stem-learning-ecologies
• Academic Ideology and the New Attention to Teaching
  Bleich, D. (1995). Academic Ideology and the New Attention to Teaching. New Literary History, 26(3), 565–590.
• Creating Usable Innovations in Systemic Reform: Scaling Up Technology-Embedded Project-Based Science in Urban Schools
  Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000). Creating Usable Innovations in Systemic Reform: Scaling Up Technology-Embedded Project-Based Science in Urban Schools. Educational Psychologist, 35(3), 149–164. https://doi.org/10.1207/S15326985EP3503_2
• Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap
  Boykin, A. W., & Noguera, P. (2011). Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap. ASCD.
• Imagining, Creating, Playing, Sharing, Reflecting: How Online Community Supports Young People as Designers of Interactive Media
  Brennan, K., & Resnick, M. (2013). Imagining, Creating, Playing, Sharing, Reflecting: How Online Community Supports Young People as Designers of Interactive Media. In C. Mouza & N. Lavigne (Eds.), Emerging Technologies for the Classroom: A Learning Sciences Perspective (pp. 253–268). Springer. https://doi.org/10.1007/978-1-4614-4696-5_17
• Toward an Experimental Ecology of Human Development
  Bronfenbrenner, U. (1977). Toward an Experimental Ecology of Human Development. American Psychologist, 32, 513–531. https://doi.org/10.1037/0003-066X.32.7.513
• Ecological Models of Human Development
  Bronfenbrenner, U. (1994). Ecological Models of Human Development. In M. Gauvain & M. Cole (Eds.), Readings on the Development of Children (4th ed., pp. 3–8). Worth.
• A Utopian Methodology as a Tool for Cultural and Critical Psychologies: Toward a Positive Critical Theory
  Brown, Katherine, and Michael Cole. “A Utopian Methodology as a Tool for Cultural and Critical Psychologies: Toward a Positive Critical Theory.” In Cultural and Critical Perspectives on Human Development. State University of New York Press, 2001.
• Rethinking High-Leverage Practices in Justice-Oriented Ways
  Calabrese Barton, A., Tan, E., & Birmingham, D. J. (2020). Rethinking High-Leverage Practices in Justice-Oriented Ways. Journal of Teacher Education, 71(4), 477–494. https://doi.org/10.1177/0022487119900209
• Transcending Conventional Credentialing and Assessment Paradigms With Information-Rich Digital Badges
  Casilli, C., & Hickey, D. (2016). Transcending Conventional Credentialing and Assessment Paradigms With Information-Rich Digital Badges. The Information Society, 32(2), 117–129. https://doi.org/10.1080/01972243.2016.1130500
• Cognitive Tutors: From the Research Classroom to All Classrooms
  Corbett, A. T., Koedinger, K., & Hadley, W. S. (2001). Cognitive Tutors: From the Research Classroom to All Classrooms. In Technology Enhanced Learning: Opportunities for Change (pp. 235–263). Lawrence Erlbaum Associates Publishers.
• Teachers and Machines: The Classroom Use of Technology Since 1920
  Cuban, L. (1986). Teachers and Machines: The Classroom Use of Technology Since 1920. Teachers College Press.
• Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning
  Esmonde, I., & Booker, A. N. (Eds.). (2016). Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning. Routledge. https://doi.org/10.4324/9781315685762
• Creating a Framework for Research on Systemic Technology Innovations
  Fishman, B., Marx, R. W., Blumenfeld, P., Krajcik, J., & Soloway, E. (2004). Creating a Framework for Research on Systemic Technology Innovations. Journal of the Learning Sciences, 13(1), 43–76. https://doi.org/10.1207/s15327809jls1301_3
• Beyond Transcripts and GPAs: An NSF Workshop on Digital Micro-credentials for Use in College Admissions
  Fishman, B., Teasley, S., & Cederquist, S. (2019). Beyond Transcripts and GPAs: An NSF Workshop on Digital Micro-credentials for Use in College Admissions. https://repository.isls.org//handle/1/1762
• Sustaining Innovations Through Lead Teacher Learning: A learning sciences perspective on supporting professional development
  Fogleman, J., Fishman, B., & Krajcik, J. (2006). Sustaining Innovations Through Lead Teacher Learning: A learning sciences perspective on supporting professional development. Teaching Education, 17(2), 181–194. https://doi.org/10.1080/10476210600680416
• 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
• The Socialization of Cognition: What’s Involved?
  Goodnow, J. J. (1990). The Socialization of Cognition: What’s Involved? In Cultural psychology: Essays on comparative human development (pp. 259–286). Cambridge University Press. https://doi.org/10.1017/CBO9781139173728.008
• 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
• Ways with Words: Language, Life and Work in Communities and Classrooms
  Heath, S. B., & Heath, S. B. (1983). Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge University Press.
• Sociocultural Theory as a Lens to Understand Organizational Learning
  Herrenkohl, L. R. (2008). Sociocultural Theory as a Lens to Understand Organizational Learning. American Journal of Education, 114(4), 673–679. https://doi.org/10.1086/589319
• From a Social Constructivist to a Decolonizing Critical Sociocultural Approach: Unsettling Power, Privilege, and Oppression and Imagining the Future of Human Learning
  Herrenkohl, L. R., Jackson, A., Ten Brink, J., Easley, K. M., DellaVecchia, G. P., & Sullivan Palincsar, A. (2022). From a Social Constructivist to a Decolonizing Critical Sociocultural Approach: Unsettling Power, Privilege, and Oppression and Imagining the Future of Human Learning. In A. O’Donnell, N. C. Barnes, & J. Reeve (Eds.), The Oxford Handbook of Educational Psychology (p. 0). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199841332.013.48
• How Students Come to Be, Know, and Do: A Case for a Broad View of Learning
  Herrenkohl, L. R., & Mertl, V. (2010). How Students Come to Be, Know, and Do: A Case for a Broad View of Learning. Cambridge University Press.
• Navigating Fragility and Building Resilience: A School–University Partnership to Support the Development of a Full-Service Community School
  Herrenkohl, L. R., Napolitan, K., Herrenkohl, T. I., Kazemi, E., McAuley, L., & Phelps, D. (2019). Navigating Fragility and Building Resilience: A School–University Partnership to Support the Development of a Full-Service Community School. Teachers College Record, 121(12), 1–40. https://doi.org/10.1177/016146811912101203
• Introduction to the Special Issue ["State-Level Engagement of University-School Partnerships to Strengthen Opportunities for Student Learning and Educator Preparation"]
  Herrenkohl, T. I., & Herrenkohl, L. R. (2019). Introduction to the Special Issue. Teachers College Record, 121(12), 1–6. https://doi.org/10.1177/016146811912101201
• How to Be an Antiracist
  Kendi, I. X. (2019). How to Be an Antiracist. Random House Publishing Group.
• Inquiry Based Science Supported by Technology: Achievement among Urban Middle School Students
  Krajcik, J., Marx, R., Blumenfeld, P., Soloway, E., & Fishman, B. (2000). Inquiry Based Science Supported by Technology: Achievement among Urban Middle School Students. American Educational Research Association Annual Meeting.
• Situated Learning: Legitimate Peripheral Participation
  Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
• On Researching Activity Tracking to Support Learning: A Retrospective
  Lee, V. R. (2018). On Researching Activity Tracking to Support Learning: A Retrospective. Information and Learning Sciences, 120(1/2), 133–154. https://doi.org/10.1108/ILS-06-2018-0048
• Racialized Learning Ecologies: Understanding Race as a Key Feature of Learning and Developmental Processes in Schools
  de Royston, M. M., & Nasir, N. S. (2017). Racialized Learning Ecologies: Understanding Race as a Key Feature of Learning and Developmental Processes in Schools. In E. Turiel, N. Budwig, & P. D. Zelazo (Eds.), New Perspectives on Human Development (pp. 258–286). Cambridge University Press. https://doi.org/10.1017/CBO9781316282755.015
• The Cognitive Revolution: A Historical Perspective
  Miller, G. A. (2003). The Cognitive Revolution: A Historical Perspective. Trends in Cognitive Sciences, 7(3), 141–144. https://doi.org/10.1016/s1364-6613(03)00029-9
• Learning as a Cultural Process: Achieving Equity Through Diversity
  Nasir, N. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2005). Learning as a Cultural Process: Achieving Equity Through Diversity. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 489–504). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.030
• Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
  Palinscar, A. S., & Brown, A. L. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Instruction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102_1
• Mindstorms: Children, Computers, and Powerful Ideas
  Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books.
• Trying to Predict the Future
  Papert, S. (1984). Trying to Predict the Future. Popular Computing, 3(13), 30–44.
• Situating Constructionism
  Papert, S. (1991). Situating Constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. xi, 518). Ablex Publishing.
• The Construction of Reality in the Child
  Piaget, J. (2013). The Construction of Reality in the Child. Routledge. https://doi.org/10.4324/9781315009650
• 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
• Apprenticeship in Thinking: Cognitive Development in Social Context
  Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context (pp. xiv, 242). Oxford University Press.
• Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship
  Rogoff, B. (1995). Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship. In Sociocultural studies of mind (pp. 139–164). Cambridge University Press. https://doi.org/10.1017/CBO9781139174299.008
• The End of Average: How We Succeed in a World That Values Sameness
  Rose, T. (2015). The End of Average: How We Succeed in a World That Values Sameness. HarperOne/HarperCollins.
• Distributed Cognitions: Psychological and Educational Considerations
  Salomon, G. (1993). Distributed Cognitions: Psychological and Educational Considerations. Cambridge University Press.
• Psychologists, Process, Performance
  Scribner, S. (1997). Psychologists, Process, Performance. In E. Tobach, R. J. Falmagne, M. B. Parlee, L. M. W. Martin, & A. S. Kapelman (Eds.), Mind and Social Practice: Selected Writings of Sylvia Scribner. Cambridge University Press.
• 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