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
  Palincsar, 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.