Items

• 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.
• Vygotsky and the Social Formation of Mind

  Wertsch, J. V. (1988). Vygotsky and the Social Formation of Mind. Harvard University Press.
• Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

  Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment. Educational Measurement: Issues and Practice, 37(1), 21–34. https://doi.org/10.1111/emip.12189
• Trying to Predict the Future

  Papert, S. (1984). Trying to Predict the Future. Popular Computing, 3(13), 30–44.
• 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
• 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
• Thinking and Speech

  Vygotsky, L. S. (1987). Thinking and Speech. In N. Minick (Trans.), The Collected Works of L. S. Vygotsky: Child Psychology. Springer Science & Business Media.
• 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
• 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
• The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems

  VanLehn, K. (2011). The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.611369
• 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.
• The Construction of Reality in the Child

  Piaget, J. (2013). The Construction of Reality in the Child. Routledge. https://doi.org/10.4324/9781315009650
• 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
• 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.
• Teaching Machines

  Skinner, B. F. (1960). Teaching Machines. The Review of Economics and Statistics, 42(3), 189–191. https://doi.org/10.2307/1926170
• 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.
• 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
• 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
• 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
• 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
• Situating Constructionism

  Papert, S. (1991). Situating Constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. xi, 518). Ablex Publishing.
• Situated Learning: Legitimate Peripheral Participation

  Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
• 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
• Robot Teachers, Racist Algorithms, and Disaster Pedagogy

  Watters, A. (2020, September 3). Robot Teachers, Racist Algorithms, and Disaster Pedagogy. Hack Education. http://hackeducation.com/2020/09/03/racist-robots
• 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
• 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
• 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
• 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.
• Preparing Teachers as Democratic Professionals

  Zeichner, K. (2020). Preparing Teachers as Democratic Professionals. Action in Teacher Education, 42(1), 38–48. https://doi.org/10.1080/01626620.2019.1700847
• 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
• Pasteur's Quadrant: Basic Science and Technological Innovation

  Stokes, D. E. (2011). Pasteur’s Quadrant: Basic Science and Technological Innovation. Brookings Institution 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
• 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
• 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
• 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
• Mindstorms: Children, Computers, and Powerful Ideas

  Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books.
• 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
• 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
• 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.
• 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
• 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
• 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
• 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.
• 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
• How to Be an Antiracist

  Kendi, I. X. (2019). How to Be an Antiracist. Random House Publishing Group.
• 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.
• 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
• 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
• 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.