59 item sets

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  OB Citations - Cross-Sector Research on Learning and Improvement
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  OB Citations - Design Thinking and the Learning Sciences
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  OB Citations - Equity and Improvement: Engaging Communities in Educational Research
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  OB Citations - Measurement for Improvement in Education
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  Ob Citations - Research–Practice Partnerships in Education Within the United States
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  OB Citations - Scale and Sustainability of Education Innovation and Improvement
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  OB Citations: Teacher Collaboration in School Improvement
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  OB Citations - Traditions of Quality Improvement in Education
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  Handbook Chapter 4 Citations

64 items

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  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.
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  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
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  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
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  A Utopian Methodology as a Tool for Cultural and Critical Psychologies: Toward a Positive Critical Theory

  This chapter offers an introduction to a program of research, teaching, and community development that can serve as a model for what the authors refer to as a positive critical theory. Critical theorizing has roots in several corners of the humanities and the term means different things across discourse communities. The authors' use of the term marks their attempt to supersede those forms of criticism that offer no possibility for remedy or redress within the reach of people who don't benefit from reading academic texts. The authors conclude with a critical assessment of their own success and failure to theorize, implement, and sustain Fifth Dimensions as alternatives to dominant practices in terms of the notion of a positive critical theory.
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  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.
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  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
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  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
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  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.
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  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
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  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.
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  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
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  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
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  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.
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  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