Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-28T07:47:52.747Z Has data issue: false hasContentIssue false

Part VI - Moving Learning Sciences Research into the Classroom

Published online by Cambridge University Press:  14 March 2022

R. Keith Sawyer
Affiliation:
University of North Carolina, Chapel Hill
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Alim, H. S., & Paris, D. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York, NY: Teachers College Press.Google Scholar
Alim, H. S., Rickford, J. R., & Ball, A. F. (Eds.). (2016). Raciolinguistics: How language shapes our ideas about race. New York, NY: Oxford University Press.Google Scholar
Amanti, C., González, N., & Moll, L. (2008). Case study: Using students’ cultural resources in teaching. In Rosebery, A. S. & Warren, B. (Eds.), Teaching science to English language learners (pp. 99102). Washington, DC: National Science Foundation.Google Scholar
Annamma, S., & Booker, A. (2020). Integrating intersectionality into the study of learning. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M., The handbook of the cultural foundations of learning (pp. 297313). New York, NY: Routledge.CrossRefGoogle Scholar
Au, K. (1980). Participation structures in a reading lesson with Hawaiian children: Analysis of a culturally appropriate instructional event. Anthropology Education Quarterly, 11(2), 91115.CrossRefGoogle Scholar
Baldridge, B. (2020). Reclaiming community: Race and the uncertain future of youth work. Palo Alto, CA; Stanford University Press.Google Scholar
Ball, A. F. (1995). Community based learning in an urban setting as a model for educational reform. Applied Behavioral Science Review, 3(2), 127146.Google Scholar
Bang, M., & Marin, A. (2015). Nature-culture constructs in science learning: Human-non-human agency and intentionality. Journal of Research in Science Teaching, 52(4), 530544.CrossRefGoogle Scholar
Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 10081026.Google Scholar
Bang, M., Warren, B., Rosebery, A. S., & Medin, D. (2012). Desettling expectations in science education. Human Development, 55(5–6), 302318.Google Scholar
Barton, A. C., & Tan, E. (2018). STEM-rich maker learning: Designing for equity with youth of color. New York, NY: Teachers College Press.Google Scholar
Boykin, A. W. (2000). The talent development model of schooling: Placing students at promise for academic success. Journal of Education for Students Placed At Risk, 5(1–2), 325.CrossRefGoogle Scholar
Brayboy, B. (2008). “Yakkity yak” and “talking back”: An examination of sites of survivance in indigenous knowledge. In Villegas, M., Neugebauer, S., & Venegas, K. (Eds.), Indigenous knowledge and education (pp. 321339). Cambridge, MA: Harvard Educational Review.Google Scholar
Bricker, L. A., & Bell, P. (2014). “What comes to mind when you think of science? The perfumery!”: Documenting science-related cultural learning pathways across contexts and timescales. Journal of Research in Science Teaching, 51(3), 260285.CrossRefGoogle Scholar
Brown, B. A. (2019) Science in the city: Culturally relevant STEM education. Cambridge, MA: Harvard Education Press.Google Scholar
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 131.Google Scholar
Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In Nasir, N. & Cobb, P. (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105117). New York, NY: Teachers College Press.Google Scholar
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Belknap Press of Harvard University Press.Google Scholar
Cole, M., & The Distributed Literacy Consortium. (2006). The Fifth Dimension: An after-school program built on diversity. New York, NY: Russell Sage Foundation.Google Scholar
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97140.Google Scholar
Díez, D., Gatt, S., & Racionero, S. (2011). Placing immigrant and minority family and community members at the school’s centre: The role of community participation. European Journal of Education, 46(2), 184196.Google Scholar
Espinoza, M. (2009). A case study of the production of educational sanctuary in one migrant classroom. Pedagogies: An International Journal, 4(1), 4462.Google Scholar
Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149171.Google Scholar
Flores, N., & Schissel, J. L. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454479. doi: 10.1002/tesq.182Google Scholar
García, G. E. (2000). Bilingual children’s reading. In Kamil, M., Mosenthal, P., Pearson, P. D., & Barr, R. (Eds.), Handbook of reading research (Vol. 3, pp. 813834). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Gray, D., Hope, E., & Matthews, J. S. (2018). Black and belonging at school: A case for interpersonal, instructional, and institutional opportunity structures. Educational Psychologist, 53(2), 97113.Google Scholar
Gutiérrez, K. D., Baquedano-López, P., & Tejada, C. (2000). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286303.Google Scholar
Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 1925.Google Scholar
Gutiérrez, R. (2017). Living mathematx: Towards a vision for the future. Philosophy of Mathematics Education, 32(1), 134.Google Scholar
Hand, V., & Penuel, W., & Gutiérrez, K. (2012). (Re)framing educational possibility: Attending to power and equity in shaping access to and within learning opportunities. Human Development, 55(5–6), 250268.Google Scholar
Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In Stevenson, H. W., Azuma, H., & Hakuta, K. (Eds.), Child development and education in Japan (pp. 262272). New York, NY: Freeman.Google Scholar
Hattam, R., Brennan, M., Zipin, L., & Comber, B. (2009). Researching for social justice: Contextual, conceptual and methodological challenges. Discourse, 30(3), 303316.Google Scholar
Heath, S. B., & McLaughlin, M. (1993). Identity and inner-city youth. New York, NY: Teachers College Press.Google Scholar
Hudicourt-Barnes, J. (2003). The use of argumentation in Haitian Creole science classrooms. Harvard Educational Review, 73(1), 7393.Google Scholar
Kimmerer, R. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge, and the teachings of plants. Minneapolis, MN: Milkweed Editions.Google Scholar
Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco, CA: Jossey-Bass.Google Scholar
Latour, B., & Woolgar, S. (1986). Laboratory life: The social construction of scientific facts (2nd ed.). Princeton, NJ: Princeton University Press.Google Scholar
Lave, J. (1988). Cognition in practice. New York, NY: Cambridge University Press.Google Scholar
Leander, K. M., Phillips, N. C., & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34(1), 329394.Google Scholar
Lee, C. D. (1995). A culturally based cognitive apprenticeship: Teaching African American high school students’ skills in literary interpretation. Reading Research Quarterly, 30(4), 608631.Google Scholar
Lee, C. D. (1997). Bridging home and school literacies: A model of culturally responsive teaching. In Flood, J., Heath, S. B. & Lapp, D. (Eds.), A handbook for literacy educators: Research on teaching the communicative and visual arts (pp. 330341). New York, NY: Macmillan Publishing Company.Google Scholar
Lee, C. D. (2001). Is October Brown Chinese: A cultural modeling activity system for underachieving students. American Educational Research Journal, 38(1), 97142.Google Scholar
Lee, C. D. (2005). The state of knowledge about the education of African Americans. In King, J. (Ed.), Black education: A transformative research and action agenda for the new century (pp. 4571). Mahwah, NJ: Lawrence Erlbaum Associates (joint publication with the American Educational Research Association).Google Scholar
Lee, C. D. (2007). Culture, literacy and learning: Taking blooming in the midst of the whirlwind. New York, NY: Teachers College Press.Google Scholar
Lee, C. D. (2008). The centrality of culture to the scientific study of learning and development: How an ecological framework in educational research facilitates civic responsibility. Educational Researcher, 37(5), 267279.Google Scholar
Lee, C. D. (2017). Integrating research on how people learn and learning across settings as a window of opportunity to address inequality in educational processes and outcomes. Review of Research in Education, 41(1), 88111.Google Scholar
Lee, C. D., Goldman, S., Levine, S., Magliano, J., Yukhymenko-Lescroart, M., & Briner, S. (2016). Epistemic cognition in literary reasoning. In Green, J., Sandoval, W., & Bråten, I. (Eds.), Handbook of epistemic cognition (pp. 165183). New York, NY: Taylor & Francis.Google Scholar
Lee, C. D., Rosenfeld, E., Mendenhall, R., Rivers, A., & Tynes, B. (2004). Cultural modeling as a frame for narrative analysis. In Dauite, C. L. & Lightfoot, C. (Eds.), Narrative analysis: Studying the development of individuals in society (pp. 3962). Thousand Oaks, CA: Sage Publications.Google Scholar
Lee, C. D., Spencer, M. B., & Harpalani, V. (2003). Every shut eye ain’t sleep: Studying how people live culturally. Educational Researcher, 32(5), 613.Google Scholar
Levine, S., Keifert, D., Marin, A., & Enyedy, N. (2020). Hybrid argumentation in literature and science for K–12 classrooms. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 141159). New York, NY: Routledge.Google Scholar
Ma, J. Y. (2016). Designing disruptions for productive hybridity: The case of walking scale geometry. Journal of the Learning Sciences, 25(3), 335371.Google Scholar
Mahiri, J. (1998). Shooting for excellence: African American and youth culture in new century schools. New York, NY: Teachers College Press and National Council of Teachers of English.Google Scholar
Mahiri, J. (2000/2001). Pop culture pedagogy and the end(s) of school. Journal of Adolescent & Adult Literacy, 44(4), 382386.Google Scholar
Majors, Y. (2003). Shoptalk: Teaching and learning in an African American hair salon. Mind, Culture and Activity, 10(4), 289310.Google Scholar
Marin, A. (2020). Ambulatory sequences: Ecologies of learning by attending and observing on the move. Cognition and Instruction, 38(3), 281317. doi:10.1080/07370008.2020.1767104Google Scholar
Martin, D. B. (2019). Equity, inclusion, and antiblackness in mathematics education. Race Ethnicity and Education, 22(4), 459478.Google Scholar
McAuliffe, M., & Khadria, B. (2019). The world migration report 2020. Geneva, Switzerland: International Organization for Migration.Google Scholar
McDermott, R., & Pea, R. (2020). Learning “how to mean”: Embodiment in cultural practices. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 99118). New York, NY: Routledge.Google Scholar
Medin, D. L., & Bang, M. (2014). Who’s asking? Native science, Western science, and science education. Cambridge, MA: MIT Press.Google Scholar
Moll, L., & González, N. (2004). Engaging life: A funds of knowledge approach to multicultural education. In Banks, J. & McGee Banks, C. (Eds.), Handbook of research on multicultural education (2nd ed., pp. 699715). New York, NY: Jossey-Bass.Google Scholar
Morrell, E. (2002). Toward a critical pedagogy of popular culture: Literacy development among urban youth. Journal of Adolescent & Adult Literacy, 46(1), 7278.Google Scholar
Moses, R. P., & Cobb, C. E. (2001). Radical equations: Math literacy and civil rights. Boston, MA: Beacon Press.Google Scholar
Moses, R., Kamii, M., Swap, S. M., & Howard, J. (1989). The Algebra Project: Organizing in the spirit of Ella. Harvard Educational Review, 59(4), 423443.Google Scholar
Nasir, N. (2000). “Points ain’t everything”: Emergent goals and average and percent understandings in the play of basketball among African-American students. Anthropology and Education Quarterly, 31(3), 283305.CrossRefGoogle Scholar
Nasir, N. (2012). Racialized identities: Race and achievement for African-American youth. Stanford, CA: Stanford University Press.Google Scholar
Nasir, N., & Bang, M. (Eds.). (2012). Conceptualizing culture and racialized processes in learning [Special issue]. Human Development, 55(5–6).CrossRefGoogle Scholar
Nasir, N., Givens, J., & Chatmon, C. (Eds.). (2019). We dare say love: Supporting the educational life of Black boys. New York, NY: Teachers College Press.Google Scholar
Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (2020). The handbook of the cultural foundations of learning. New York, NY: Routledge.CrossRefGoogle Scholar
Nasir, N., & Stone, L. (2003). ‘Mo’ money, no problem’: Learning to talk and play dominoes [Unpublished manuscript]. Stanford University.Google Scholar
Orellana, M. F., & García, O. (2014). Conversation currents: Language brokering and translanguaging in school. Language Arts, 91(5), 386392.Google Scholar
Organisation for Economic Co-operation and Development (OECD). (2010). PISA 2009 results: Overcoming social background. Equity in learning opportunities and outcomes. Paris, France: OECD Publishing.Google Scholar
Organisation for Economic Co-operation and Development (OECD). (2020). PISA 2018 results (Vol. V): Effective policies, successful schools. Paris, France: OECD Publishing.Google Scholar
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 131.Google Scholar
Peele‐Eady, T. B. (2011). Constructing membership identity through language and social interaction: The case of African American children at Faith Missionary Baptist Church. Anthropology & Education Quarterly, 42(1), 5475.Google Scholar
Peele-Eady, T., & Moje, E. (2020). Communities as contexts for learning. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 230246). New York, NY: Routledge.Google Scholar
Rogers, O., Rosario, R. J., & Cielto, J. (2020). The role of stereotypes: Racial identity and learning. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 6278). New York, NY: Routledge.Google Scholar
Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.Google Scholar
Rosado-May, F., Urietta, L., Dayton, A., & Rogoff, B. (2020). Innovation as a key feature of indigenous ways of learning: Individuals and communities generating knowledge. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 7996). New York, NY: Routledge.CrossRefGoogle Scholar
Rose, M. (2004). The mind at work. New York, NY: Viking.Google Scholar
Rosebery, A., Ogonowski, M., DiSchino, M., & Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as fundamental to learning. Journal of the Learning Sciences, 19(3), 322357.Google Scholar
Rosebery, A., & Warren, B. (Eds.). (2008). Teaching science to English language learners. Washington, DC: The National Science Foundation.Google Scholar
Saxe, G. B. (1991). Culture & cognitive development: Studies in mathematical understanding. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Scribner, S. (1985). Knowledge at work. Anthropology and Education Quarterly, 16(3), 199206.Google Scholar
Smitherman, G. (1977). Talkin and testifyin: The language of Black America. Boston, MA: Houghton Mifflin.Google Scholar
Smitherman, G. (2000). African American student writers in the NAEP, 1969–1988/89 and “The Blacker the berry, the sweeter the juice”. In Smitherman, G. (Ed.), Talkin that talk: Language, culture and education in African America (pp. 163194). New York, NY: Routledge.CrossRefGoogle Scholar
Sohmer, R., & Michaels, S. (2005). The “two puppies” story: The role of narrative in teaching and learning science. In Quasthoff, U. & Becker, T. (Eds.), Narrative interaction (pp. 5791). Philadelphia, PA: John Benjamins Publishing Company.Google Scholar
Spencer, M. B. (1999). Social and cultural influences on school adjustment: The application of an identity-focused cultural ecological perspective. Educational Psychologist, 34(1), 4357.CrossRefGoogle Scholar
Spencer, M. B., Offidani-Bertand, C., Harris, K., & Velez, G. (2020). Examining links between culture, identity, and learning. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 4461). New York, NY: Routledge.Google Scholar
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613629.Google Scholar
Taylor, E. V. (2009). The purchasing practice of low-income students: The relationship to mathematical development. Journal of the Learning Sciences, 18(3), 370415.Google Scholar
Taylor, K. H. (2017). Learning along lines: Locative literacies for reading and writing the city. Journal of the Learning Sciences, 26(4), 533574.CrossRefGoogle Scholar
Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York, NY: Cambridge University.Google Scholar
Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409428.Google Scholar
Vossoughi, S. (2014). Social analytic artifacts made concrete: A study of learning and political education. Mind, Culture and Activity, 21(4), 353373.CrossRefGoogle Scholar
Vossoughi, S., Jackson, A., Chen, S., Roldan, W., & Escudé, M. (2020). Embodied pathways and ethical trails: Studying learning in and through relational histories. Journal of the Learning Sciences, 29(2), 183223. doi: 10.1080/10508406.2019.1693380Google Scholar
Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A., & Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sensemaking. Journal of Research in Science Teaching, 38(5), 529552.Google Scholar
Warren, B., Ogonowski, M., & Pothier, S. (2005). “Everyday” and “scientific”: Re-thinking dichotomies in modes of thinking in science learning. In Nemirovsky, R., Rosebery, A., Solomon, J., & Warren, B. (Eds.), Everyday matters in mathematics and science: Studies of complex classroom events (pp. 119148). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Warren, B., & Rosebery, A. (2011). Navigating interculturality: African American male students and the science classroom. Journal of African American Males in Education, 2(1), 98115.Google Scholar
Warren, B., Vossoughi, S., Rosebery, A. S., Bang, M., & Taylor, E. (2020). Multiple ways of knowing: Re-imagining disciplinary learning. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 277294). New York, NY: Routledge.Google Scholar
Winn, M. T. (2011). Girl time: Literacy, justice, and the school-to-prison pipeline (Teaching for Social Justice series). New York, NY: Teachers College Press.Google Scholar
Wright, C. G. (2019). Constructing a collaborative critique-learning environment for exploring science through improvisational performance. Urban Education, 54(9), 13191348.Google Scholar

References

Ainley, M. (2012). Students’ interest and engagement in classroom activities. In Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.), Handbook of research on student engagement (pp. 283302). New York, NY: Springer.Google Scholar
Alexander, J. M., Johnson, K. E., & Neitzel, C. (2019). Multiple points of access for supporting interest in science. In Renninger, K. A. & Hidi, S. E. (Eds.), The Cambridge handbook of motivation and learning (pp. 312352). Cambridge, England: Cambridge University Press.Google Scholar
Azevedo, F. S. (2006). Personal excursions: Investigating the dynamics of student engagement. International Journal of Computers for Mathematical Learning, 11(1), 5798.Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.Google Scholar
Barton, A. C., Kang, H., Tan, E., O’Neil, T., Guerra, J. B., & Brecklin, C. (2013). Crafting a future in science. American Educational Research Journal, 50(1), 3775.Google Scholar
Berlyne, D. (1960). Conflict, arousal, and curiosity. New York, NY: McGraw-Hill.Google Scholar
Cannady, M. A., Vincent-Ruz, P., Chung, J. M., & Schunn, C. D. (2019). Scientific sensemaking supports science content learning across disciplines and instructional contexts. Contemporary Educational Psychology, 59, 115. doi:10.1016/j.cedpsych.2019.101802Google Scholar
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. New York, NY: Springer.Google Scholar
Crowley, K., Barron, B. J., Knutson, K., & Martin, C. (2015). Interest and the development of pathways to science. In Renninger, K. A., Nieswandt, M., & Hidi, S. (Eds.), Interest in mathematics and science learning (pp. 297313). Washington, DC: AERA.Google Scholar
Eccles, J. S., Adler, T. F., Futterman, R., et al. (1983). Expectancies, values, and academic behaviors. In Spence, J. T. (Ed.), Achievement and achievement motivation (pp. 75146). San Francisco, CA: W. H. Freeman.Google Scholar
Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In Ames, R. E. & Ames, C. (Eds.), Research on motivation in education (Vol. 3, pp. 139181). New York, NY: Guildford Press.Google Scholar
Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. Journal of the Learning Sciences, 15(4), 451498.Google Scholar
Falk, J. H., & Needham, M. D. (2011). Measuring the impact of a science center on its community. Journal of Research in Science Teaching, 48(1), 112.Google Scholar
Flum, H., & Kaplan, A. (2006). Exploratory orientation as an educational goal. Educational Psychologist, 41(2), 99110.Google Scholar
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59109.CrossRefGoogle Scholar
Gresalfi, M., & Barab, S. (2011). Learning for a reason: Supporting forms of engagement by designing tasks and orchestrating environments. Theory into Practice, 50(4), 300310.Google Scholar
Hadwin, A. F., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation and shared regulation in collaborative learning environments. In Schunk, D. & Greene, J. (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 83106). New York, NY: Routledge.Google Scholar
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(1), 105122. doi:10.1037/0022-0663.100.1.105Google Scholar
Hecht, C. A., Grande, M. R., & Harackiewicz, J. M. (2021). The role of utility value in promoting interest development. Motivation Science, 7(1), 120. doi:10.1037/mot0000182Google Scholar
Hidi, S., & Ainley, M. (2008). Interest and self-regulation: Relationships between two variables that influence learning. In Schunk, D. H. & Zimmerman, B. J. (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 77109). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Hidi, S., & Harackiewicz, J. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151179.Google Scholar
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111127.Google Scholar
Hidi, S., & Renninger, K. A. (in press). Reward, reward expectations/incentives, and interest. In Bong, M., Kim, S., & Reeve, J. (Eds.), Motivation science: Controversies and insights. New York, NY: Oxford University Press.Google Scholar
Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 14101412.Google Scholar
Ito, M., Martin, C., Rafalow, M., Tekinbas, K. S., Wortman, A., & Pfister, R. C. (2019). Online affinity networks as contexts for connected learning. In Renninger, K. A. & Hidi, S. E. (Eds.), The Cambridge handbook of motivation and learning (pp. 291311). Cambridge, England: Cambridge University Press.Google Scholar
Järvelä, S., Gašević, D., Seppänen, T., Pechenizkiy, M., & Kirschner, P. A. (2020). Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning. British Journal of Educational Technology, 52(6), 23912406. doi:10.1111/bjet.12917Google Scholar
Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J., & Sobocinski, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction, 43, 3951. doi:10.1016/j.learninstruc.2016.01.005Google Scholar
Järvelä, S., Järvenoja, H., & Muukkonen, H. (2021). Motivation in collaborative inquiry environments. In Golan Duncan, R. & Chinn, C. A. (Eds.), International handbook of inquiry and learning (pp. 157173). New York, NY: Routledge.Google Scholar
Järvelä, S., Kirschner, P. A., Hadwin, A., et al. (2016). Socially shared regulation of learning in CSCL: Understanding and prompting individual- and group-level shared regulatory activities. International Journal of Computer Supported Collaborative Learning, 11(3), 263280. doi:10.1007/s11412–016-9238-2Google Scholar
Järvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding regulated learning in situative and contextual frameworks. Educational Psychologist, 50(3), 204219. doi:10.1080/00461520.2015.1075400Google Scholar
Kapon, S. (2017). Unpacking sensemaking. Science Education, 101(1), 165198.Google Scholar
Lakanen, J. A., & Isomöttönen, V. (2018). Computer science outreach workshop and interest development: A longitudinal study. Informatics in Education, 17(2), 341361. doi:10.15388/infedu.2018.18Google Scholar
Magnifico, A. M., Olmanson, J., & Cope, W. (2013). New pedagogies of motivation: Reconstructing and repositioning motivational constructs in the design of learning technologies. E-Learning and Digital Media, 10(4), 483511.Google Scholar
McKinsey Global Institute. (2017). Jobs lost, jobs gained: What the future of work will mean for jobs, skills, and wages. San Francisco, CA.Google Scholar
Michaelis, J., & Nathan, M. (2016). The four-phase interest development in engineering survey [Paper presentation]. ASEE Annual Conference and Exposition, Seattle, Washington, DC. doi:10.18260/p.25117Google Scholar
Nolen, S. B., & Ward, C. J. (2008). Sociocultural and situative approaches to studying motivation. In Maehr, M. L., Karabenick, S. A., & Urdan, T. C. (Eds.), Advances in motivation and achievement: Social psychological perspectives (pp. 425460). London, England: Emerald Group Publishing.Google Scholar
Palmer, D. H., Dixon, J., & Archer, J. (2016). Identifying underlying causes of situational interest in a science course for preservice elementary teachers. Science Education, 100(6), 10391061. doi:10.1002/sce.21244Google Scholar
Pedaste, M., Mäeots, M., Siiman, L. A., et al. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 4761. doi:10.1016/j.edurev.2015.02.003Google Scholar
Perry, N. E. (1998). Young children’s self-regulated learning and contexts that support it. Journal of Educational Psychology, 90(4), 715729.Google Scholar
Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 515.Google Scholar
Reich, J., & Ruipérez-Valienten, J. A. (2019). The MOOC pivot: What happened to disruptive transformation of education? Science, 363(6423), 130131.Google Scholar
Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In Sansone, C. & Harackiewicz, J. M. (Eds.), Intrinsic motivation: Controversies and new directions (pp. 373404). San Diego, CA: Academic Press.Google Scholar
Renninger, K. A. (2010). Working with and cultivating interest, self-efficacy, and self-regulation. In Preiss, D. & Sternberg, R. (Eds.), Innovations in educational psychology: Perspectives on learning, teaching and human development (pp. 158195). New York, NY: Springer.Google Scholar
Renninger, K. A., Cai, M., Lewis, M. C., Adams, M. M., & Ernst, K. L. (2011). Motivation and learning in an online, unmoderated, mathematics workshop for teachers. Educational Technology Research and Development, 59(2), 229247.Google Scholar
Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168184.Google Scholar
Renninger, K. A., & Hidi, S. (2016). The power of interest for motivation and engagement. New York, NY: Routledge.Google Scholar
Renninger, K. A., & Hidi, S. E. (2019). Interest development and learning. In Renninger, K. A. & Hidi, S. E. (Eds.), The Cambridge handbook of motivation and learning (pp. 265296). Cambridge, England: Cambridge University Press.Google Scholar
Renninger, K. A., & Hidi, S. E. (2020). To level the playing field, develop interest. Policy Insights from the Behavioral and Brain Sciences, 7(1), 19. doi:10.1177/2372732219864705Google Scholar
Renninger, K. A., Ren, Y., & Kern, H. M. (2018). Motivation, engagement, and interest: “In the end, it came down to you and how you think of the problem.” In Fischer, F., Hmelo-Silver, C. E., Goldman, S. R., & Reimann, P. (Eds.), International handbook of the learning sciences (pp. 116126). New York, NY: Routledge.Google Scholar
Sansone, C., & Thoman, D. B. (2005). Interest as the missing motivator in self-regulation. European Psychologist, 10(3), 175186.Google Scholar
Sansone, C., Weir, C., Harpster, L., & Morgan, C. (1992). Once a boring task always a boring task? Interest as a self-regulatory mechanism. Journal of Personality and Social Psychology, 63(3), 379390.Google Scholar
Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance. In Schunk, D. H. & Greene, J. A. (Eds.), Handbook of self-regulation of learning and performance (Educational psychology handbook series, pp. 115). New York, NY: Routledge/Taylor & Francis Group.Google Scholar
Sinatra, G. M., Heddy, B., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 113. doi:10.1080/00461520.2014.1002924Google Scholar
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571581.Google Scholar
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.), Handbook of research on student engagement (pp. 2144). New York, NY: Springer International.Google Scholar
Staus, N. L., Lesseig, K., Lamb, R., Falk, J., & Dierking, L. (2019). Validation of a measure of STEM interest for adolescents. International Journal of Science and Mathematics Education, 18(2), 279294. doi:10.1007/s10763–019-09970-7Google Scholar
Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In Fraser, B. J., Tobin, K., & McRobbie, C. J. (Eds.), Second international handbook of science education (pp. 597625). New York, NY: Springer International.Google Scholar
Van den Bossche, P., Gijselars, W., Seger, M., & Kirschner, P. A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments: Team learning beliefs and behaviors. Small Group Research, 37(5), 490521.Google Scholar
Volet, S., & Järvelä, S. (Eds.). (2001). Motivation in learning contexts: Theoretical advances and methodological implications. London, England: Pergamon/Elsevier.Google Scholar
Wigfield, A., & Eccles, J. S. (2020). 35 years of research on students’ subjective task values and motivation: A look back and a look forward. In Elliott, A. J. (Ed.), Advances in motivation science (pp. 161198). Cambridge, MA: Elsevier Academic Press.Google Scholar
Wigfield, A., Eccles, J., Schiefele, U., Roeser, R., & Davis-Kean, P. (2006). Development of achievement motivation. In Lerner, R. & Damon, W. (Series Eds.) & Eisenberg, N. (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 9331002). New York, NY: Wiley.Google Scholar
World Economic Forum. (2016). The global information technology report 2016: Innovating in the digital economy. Johnson Cornell University; INSEAD.Google Scholar
Xu, J., Coats, L. T., & Davidson, M. L. (2012). Promoting student interest in science: The perspectives of exemplary African American teachers. American Educational Research Journal, 49(1), 124154. doi:10.3102/0002831211426200Google Scholar
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329339.Google Scholar
Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660668.Google Scholar

References

Arias, A., Bismack, A., Davis, E. A., & Palincsar, A. S. (2016). Interacting with a suite of educative features: Elementary science teachers’ use of educative curriculum materials. Journal of Research in Science Teaching, 53(3), 422449.Google Scholar
Arias, A., & Davis, E. A. (2017). Supporting children to construct evidence-based claims in science: Individual learning trajectories in a practice-based program. Teaching and Teacher Education, 66(1), 204218.Google Scholar
Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is – or might be – the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 68.Google Scholar
Ball, D., & Forzani, F. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497511.Google Scholar
Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 29(5), 389407.Google Scholar
Bannister, N. (2015). Reframing practice: Teacher learning through interactions in a collaborative group. Journal of the Learning Sciences, 24(3), 347372.Google Scholar
Berry, A., Friedrichsen, P., & Loughran, J. (Eds.). (2015). Re-examining pedagogical content knowledge in science education. New York, NY: Routledge/Taylor & Francis.Google Scholar
Beyer, C., & Davis, E. A. (2009). Using educative curriculum materials to support preservice elementary teachers’ curricular planning: A comparison between two different forms of support. Curriculum Inquiry, 39(5), 679703.Google Scholar
Beyer, C. J., Delgado, C., Davis, E. A., & Krajcik, J. (2009). Investigating teacher learning supports in high school biology curricular programs to inform the design of educative curriculum materials. Journal of Research in Science Teaching, 46(9), 977998.Google Scholar
Blumenfeld, P., Fishman, B., Krajcik, J., Marx, R., & Soloway, E. (2000). Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools. Educational Psychologist, 35(3), 149164.Google Scholar
Borko, H., Jacobs, J. Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417436.Google Scholar
Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In Peterson, P. L., Baker, E., & McGaw, B. (Eds.), International encyclopedia of education (pp. 548556). New York, NY: Elsevier.Google Scholar
Brophy, J. (Ed.). (2004). Using video in teacher education. Bingley, England: Emerald Group Publishing Limited.Google Scholar
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 3242.Google Scholar
Brown, M. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In Remillard, J. T., Herbel-Eisenman, B., & Lloyd, G. (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 1736). New York, NY: Routledge.Google Scholar
Campbell, T., McKenna, T. J., Fazio, X., Hetherington-Coy, A., & Pierce, P. (2019). Negotiating coherent science teacher professional learning experiences across a university and partner school settings. Journal of Science Teacher Education, 30(2), 179199.Google Scholar
Cesareni, D., Martini, F., & Mancini, I. (2011). Building a community among teachers, researchers and university students: A blended approach to training. International Journal of Computer-Supported Collaborative Learning, 6(4), 625646.Google Scholar
Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. International Journal of Computer-Supported Collaborative Learning, 6(2), 147186.Google Scholar
Chen, G., Chan, K. K. H., Chan, C. K. K., Clarke, S. N., & Resnick, L. B. (2020). Efficacy of video-based teacher professional development for increasing classroom dialogue and student learning. Journal of the Learning Sciences, 29(4–5), 642680.Google Scholar
Cobb, P., Jackson, K., Smith, T., Sorum, M., & Henrick, E. (2013). Design research with educational systems: Investigating and supporting improvements in the quality of mathematics teaching and learning at scale. In Fishman, B., Penuel, W. R., Allen, A., & Cheng, B. H. (Eds.), Design-based implementation research: Theories, methods, and exemplars (National Society for the Study of Education Yearbook, Vol. 112(2), pp. 320349). New York, NY: Teachers College Press.Google Scholar
Coburn, C. E., & Penuel, W. R. (2016). Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 4854.Google Scholar
Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 1542.Google Scholar
Davis, E. A., Beyer, C., Forbes, C., & Stevens, S. (2011). Understanding pedagogical design capacity through teachers’ narratives. Teaching and Teacher Education, 27(4), 797810.Google Scholar
Davis, E. A., Kloser, M., Wells, A., Windschitl, M., Carlson, J., & Marino, J. C. (2017). Teaching the practice of leading sensemaking discussions in science: Science teacher educators using rehearsals. Journal of Science Teacher Education, 28(3), 275293.Google Scholar
Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 214.Google Scholar
Davis, E. A., Palincsar, A. S., Smith, P. S., Arias, A., & Kademian, S. (2017). Educative curriculum materials: Uptake, impact, and implications for research and design. Educational Researcher, 46(6), 293304.Google Scholar
Dede, C., Ketelhut, D. J., Whitehouse, P., & McCloskey, E. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 819.Google Scholar
Desimone, L. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181199.Google Scholar
Edelson, D. C. (2002). Design research: What we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105121.Google Scholar
Enyedy, N., Goldberg, J., & Welsh, K. M. (2006). Complex dilemmas of identity and practice. Science Education, 90(1), 6893.Google Scholar
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 10131055.Google Scholar
Fischer, C., Fishman, B., & Schoenebeck, S. Y. (2019). New contexts for professional learning: Analyzing high school science teachers’ engagement on Twitter. AERA Open, 5(4). doi:10.1177/2332858419894252Google Scholar
Fishman, B. (2003). Linking on-line video and curriculum to leverage community knowledge. In Brophy, J. (Ed.), Advances in research on teaching: Using video in teacher education (Vol. 10, pp. 201234). New York, NY: Elsevier.Google Scholar
Fishman, B. (2016). Possible futures for online teacher professional development. In Dede, C., Eisenkraft, A., Frumin, K., & Hartley, A. (Eds.), Teacher learning in the digital age: Online professional development in STEM education (pp. 1330). Cambridge, MA: Harvard Education Press.Google Scholar
Fishman, B., & Dede, C. (2016). Teaching and technology: New tools for new times. In Gitomer, D. & Bell, C. (Eds.), Handbook of research on teaching (5th ed., pp. 12691334). Washington, DC: American Educational Research Association.Google Scholar
Fishman, B., Marx, R., Best, S., & Tal, R. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19(6), 643658.Google Scholar
Fishman, B., Penuel, W. R., Allen, A., & Cheng, B. H. (Eds.). (2013). Design-based implementation research: Theories, methods, and exemplars (National Society for the Study of Education Yearbook, 112[2]). New York, NY: Teachers College Press.Google Scholar
Fishman, B., Penuel, W. R., Hegedus, S., & Roschelle, J. M. (2011). What happens when the research ends? Factors related to the sustainability of a technology-infused mathematics curriculum. Journal of Computers in Mathematics and Science Teaching, 30(4), 329353.Google Scholar
Frumin, K., Dede, C., Fischer, C., et al. (2018). Adapting to large-scale changes in Advanced Placement Biology, Chemistry, and Physics: The impact of online teacher communities. International Journal of Science Education, 40(4), 397420.Google Scholar
Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 4167.Google Scholar
Gerard, L. F., Spitulnik, M., & Linn, M. C. (2010). Teacher use of evidence to customize inquiry science instruction. Journal of Research in Science Teaching, 47(9), 10371063.Google Scholar
Gerard, L. F., Varma, K., Corliss, S. B., & Linn, M. C. (2011). Professional development for technology-enhanced inquiry science. Review of Educational Research, 81(3), 408448.Google Scholar
Gibbons, L. K., & Cobb, P. (2017). Focusing on teacher learning opportunities to identify potentially productive coaching activities. Journal of Teaching Education, 68(4), 411425.Google Scholar
Gomez, L. M., Bryk, A. S., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press.Google Scholar
Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 20552100.Google Scholar
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 9421012.Google Scholar
Hatch, T., & Grossman, P. (2009). Learning to look beyond the boundaries of representation. Journal of Teacher Education, 60(1), 7085.Google Scholar
Heffernan, N. T., Heffernan, C. L., Bennett Decoteau, M., & Militello, M. (2012). Effective and meaningful use of educational technology: Three cases from the classroom. In Dede, C. & Richards, J. (Eds.), Digital teaching platforms: Customizing classroom learning for each student (pp. 88102). New York, NY: Teachers College Press.Google Scholar
Horn, I. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community. Teachers College Record, 112(1), 225259.Google Scholar
Horn, I., Garner, B., Chen, I.-C., & Frank, K. A. (2020). Seeing colleagues as learning resources: The influence of mathematics teacher meetings on advice-seeking social networks. AERA Open, 6(2). doi:10.1177/2332858420914898Google Scholar
Horn, I., & Kane, B. D. (2015). Opportunities for professional learning in Mathematics teacher workgroup conversations: Relationships to instructional expertise. Journal of the Learning Sciences, 24(3), 373418.Google Scholar
Johnson, H., & Cotterman, M. (2015). Developing preservice teachers’ knowledge of science teaching through video clubs. Journal of Science Teacher Education, 26(4), 393417.Google Scholar
Kang, H., & van Es, E. A. (2019). Articulating design principles for productive use of video in preservice education. Journal of Teacher Education, 70(3), 237250.Google Scholar
Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7, 203235.Google Scholar
Kazemi, E., Ghousseini, H., Cunard, A., & Turrou, A. (2016). Getting inside rehearsals: Insight from teacher educators to support work on complex practice. Journal of Teacher Education, 67(1), 1831.Google Scholar
Kelley-Petersen, M., Davis, E. A., Ghousseini, H., Kloser, M., & Monte-Sano, C. (2018). Rehearsals as examples of approximation. In Grossman, P. (Ed.), Teaching core practices in teacher education (pp. 85105). Cambridge, MA: Harvard Education Press.Google Scholar
Laferrière, T., Allaire, S., Breuleux, A., et al. (2015). The knowledge building international project (KBIP): Scaling up professional development using collaborative technology. In Looi, C. K. & Teh, L. W. (Eds.), Scaling educational innovations (pp. 255276). Singapore: Springer.Google Scholar
Laferrière, T., Montane, M., Gros, B., et al. (2010). Partnerships for knowledge building: An emerging model. Canadian Journal of Learning and Technology, 36(1).Google Scholar
Lampert, M., Franke, M., Kazemi, E., et al. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226243.Google Scholar
Lampert, M., & Graziani, F. (2009). Instructional activities as a tool for teachers’ and teacher educators’ learning. Elementary School Journal, 109(5), 491509.Google Scholar
Lin, H. T., & Fishman, B. (2006). Exploring the relationship between teachers’ curriculum enactment experience and their understanding of underlying unit structures. In 7th International Conference of the Learning Sciences (Vol. 1, pp. 432438). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Luehmann, A. L. (2008). Using blogging in support of teacher professional identity development: A case study. Journal of the Learning Sciences, 17(3), 287337.Google Scholar
McDonald, S. P. (2010). Building a conversation: Preservice teachers’ use of video as data for making evidence-based arguments about practice. Educational Technology, 50(1), 2831.Google Scholar
McKenney, S., & Mor, Y. (2015). Supporting teachers in data-informed educational design. British Journal of Educational Technology, 46(2), 265279.Google Scholar
McNeill, K. (2009). Teachers’ use of curriculum to support students in writing scientific arguments to explain phenomena. Science Education, 93(2), 233268.Google Scholar
Mikeska, J., Howell, H., & Straub, C. (2019). Using performance tasks within simulated environments to assess teachers’ ability to engage in coordinated, accumulated, and dynamic (CAD) competencies. International Journal of Testing, 19(2), 128147.Google Scholar
Mor, Y., Ferguson, R., & Wasson, B. (2015). Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology, 46(2), 221229.Google Scholar
National Academies of Sciences, Engineering, and Medicine (NASEM). (2015). Science teachers’ learning: Enhancing opportunities, creating supportive contexts (Committee on Strengthening Science Education through a Teacher Learning Continuum Board on Science Education and Teacher Advisory Council Division of Behavioral and Social Science and Education Ed.). Washington, DC: The National Academies Press.Google Scholar
Oshima, J., Oshima, R., Chiyonishio, Y., & Ohsaki, A. (2018). A new approach to lesson study practice in Japan from the DBIR perspective. In Kay, J. & Luckin, R. (Eds.), Rethinking learning in the digital age: Making the learning sciences count (Vol. 2, pp. 673680). London, England: International Society of the Learning Sciences. https://repository.isls.org//handle/1/482Google Scholar
Palincsar, A., Magnusson, S., Marano, N., Ford, D., & Brown, N. (1998). Designing a community of practice: Principles and practices of the GIsML community. Teaching and Teacher Education, 14(1), 519.Google Scholar
Penuel, W. R. (2019). Infrastructuring as a practice of design-based research for supporting and studying equitable implementation and sustainability of innovations. Journal of the Learning Sciences, 28(4–5), 659677.Google Scholar
Penuel, W. R., Fishman, B., Cheng, B. H., & Sabelli, N. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(7), 331337.Google Scholar
Penuel, W. R., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921958.Google Scholar
Penuel, W. R., & Gallagher, L. P. (2009). Preparing teachers to design instruction for deep understanding in middle school earth science. Journal of the Learning Sciences, 18(4), 461508.Google Scholar
Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 415.Google Scholar
Renninger, K. A., & Shumar, W. (2004). The centrality of culture and community to participant learning at and with The Math Forum. In Barab, S. A., Kling, R., & Gray, J. H. (Eds.), Designing for virtual communities in the service of learning (pp. 181209). Cambridge, England: Cambridge University Press.Google Scholar
Rich, P. J., & Hannafin, M. (2009). Video annotation tools: Technologies to scaffold, structure and transform teacher reflection. Journal of Teacher Education, 60(1), 5267.Google Scholar
Ruopp, R. R., Gal, S., Drayton, B., & Pfister, M. (1993). LabNet: Toward a community of practice. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Russell, J. L., Correnti, R., Stein, M. K., et al. (2020). Learning from adaptation to support instructional improvement at scale: Understanding coach adaptation in the TN mathematics coaching project. American Educational Research Journal, 57(1), 148187.Google Scholar
Sawyer, R. K. (2019). The creative classroom: Innovative teaching for 21st-century learners. New York, NY: Teachers College Press.Google Scholar
Schlager, M. S., Farooq, U., Fusco, J., Schank, P., & Dwyer, N. (2009). Analyzing online teacher networks: Cyber networks require cyber research tools. Journal of Teacher Education, 60(1), 86100.Google Scholar
Schlager, M. S., Fusco, J., & Schank, P. (2002). Evolution of an online education community of practice. In Renninger, K. A. & Shumar, W. (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 129158). Cambridge, England: Cambridge University Press.Google Scholar
Schneider, R. M., & Krajcik, J. S. (2002). Supporting science teacher learning: The role of educative curriculum materials. Journal of Science Teacher Education, 13(3), 221245.Google Scholar
Sergis, S., & Sampson, D. G. (2017). Teaching and learning analytics to support teacher inquiry: A systematic literature review. In Peña-Ayala, A. (Ed.), Learning analytics: Fundamentals, applications, and trends (pp. 2563). Cham, Switzerland: Springer.Google Scholar
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), 531564.Google Scholar
Seymour, J. R., & Lehrer, R. (2006). Tracing the evolution of pedagogical content knowledge as the development of interanimated discourses. Journal of the Learning Sciences, 15(4), 549582.Google Scholar
Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475491.Google Scholar
Sherin, M. G., & van Es, E. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 2037.Google Scholar
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 414.Google Scholar
Slotta, J. (2004). The Web-based Inquiry Science Environment (WISE): Scaffolding knowledge integration in the science classroom. In Linn, M. C., Davis, E. A., & Bell, P. (Eds.), Internet environments for science education (pp. 203231). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221258.Google Scholar
Tan, S. C., Chue, S., & Teo, C. L. (2016). Teacher learning in a professional learning community: Potential for a dual-layer knowledge building. In Looi, C. K., Polman, J., Cress, U., & Reimann, P. (Eds.), Transforming learning, empowering learners: Proceedings for the International Conference of the Learning Sciences (ICLS) (pp. 178185). London, England: International Society of the Learning Sciences.Google Scholar
Teasley, S. D. (2019). Learning analytics: Where information science and the learning sciences meet. Information and Learning Sciences, 120(1,2), 5973.Google Scholar
Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Fulmer, S. M., & Trucano, M. (2018). The development of professional learning communities and their teacher leaders: An activity systems analysis. Journal of the Learning Sciences, 27(1), 4988.Google Scholar
US Department of Education. (2017). Reimagining the role of technology in higher education: A supplement to the National Education Technology Plan. Washington, DC: US Department of Education.Google Scholar
van Es, E. A. (2009). Participants’ roles in the context of a video club. Journal of the Learning Sciences, 18(1), 100137.Google Scholar
van Es, E. A., Cashen, M., Barnhart, T., & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop pre-service teachers’ vision of ambitious pedagogy. Cognition and Instruction, 35(3), 165187.Google Scholar
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197221.Google Scholar
Varma, K., Husic, F., & Linn, M. (2008). Targeted support for using technology-enhanced science inquiry modules. Journal of Science Education and Technology, 17(4), 341356.Google Scholar
Voogt, J., Laferrière, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259282. doi:10.1007/s11251–014-9340-7Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.Google Scholar
Wise, A. F., & Jung, Y. (2019). Teaching with analytics: Towards a situated model of instructional decision-making. Journal of Learning Analytics, 6(2), 5369.Google Scholar
Zhang, J., Hong, H. Y., Scardamalia, M., Teo, C. L., & Morley, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20(2), 262307.Google Scholar

References

Anderson, C. W., de Los Santos, E. X., Bodbyl, S., et al. (2018). Designing educational systems to support enactment of the Next Generation Science Standards. Journal of Research in Science Teaching, 55(7), 10261052. doi:10.1002/tea.21484Google Scholar
Bang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. (2016). Community-based design research: Learning across generations and strategic transformations of institutional relations toward axiological innovations. Mind, Culture, and Activity, 23(6), 2841. doi:10.1080/10749039.2015.1087572Google Scholar
Bang, M., Medin, D., Washinawatok, K., & Chapman, S. (2010). Innovations in culturally based science education through partnerships and community. In Khine, M. S. & Saleh, M. I. (Eds.), New science of learning: Cognition, computers, and collaboration in education (pp. 569592). New York, NY: Springer.Google Scholar
Bang, M., & Vossoughi, S. (2016). Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction, 34(3), 173193.Google Scholar
Barajas-López, F., & Ishimaru, A. M. (2020). “Darles el lugar”: A place for nondominant family knowing in educational equity. Urban Education, 55(1), 3865. doi:10.1177/0042085916652179Google Scholar
Booker, A., & Goldman, S. V. (2016). Participatory design research as a practice for systemic repair: Doing hand-in-hand math research with families. Cognition and Instruction, 34(3), 223235. doi:10.1080/07370008.2016.1179535Google Scholar
Boudett, K. P., City, E. A., & Murnane, R. J. (2013). Data Wise: A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press.Google Scholar
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141178.Google Scholar
Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard University Press.Google Scholar
Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.Google Scholar
Cammarota, J., & Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion. London, England: Routledge.Google Scholar
Campano, G., Ghiso, M. P., & Welch, B. (2015). Ethical and professional norms in community-based research. Harvard Educational Review, 85(1), 2949.Google Scholar
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 913.Google Scholar
Cobb, P., & Jackson, K. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education and Development, 13(1), 633.Google Scholar
Cobb, P. A., Jackson, K., Smith, T., Sorum, M., & Henrick, E. C. (2013). Design research with educational systems: Investigating and supporting improvements in the quality of mathematics teaching at scale. In Fishman, B. J., Penuel, W. R., Allen, A.-R., & Cheng, B. H. (Eds.), Design-based implementation research: Theories, methods, and exemplars (National Society for the Study of Education Yearbook, Vol. 112(2), pp. 320349). New York, NY: Teachers College Press.Google Scholar
Coburn, C. E., & Russell, J. L. (2008). District policy and teachers’ social networks. Educational Evaluation and Policy Analysis, 30(3), 203235. doi:10.3102/0162373708321829Google Scholar
Cohen, D. K., & Moffitt, S. L. (2010). The ordeal of equality: Did federal regulation fix the schools? Cambridge, MA: Harvard University Press.Google Scholar
Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25(2), 124. doi:10.3102/01623737025002119Google Scholar
Cohen, D. K., Spillane, J. P., & Peurach, D. J. (2018). The dilemmas of educational reform. Educational Researcher, 47(3), 204212. doi:10.3102/0013189X17743488Google Scholar
Cole, M., & Packer, M. J. (2016). Design-based intervention research as the science of the doubly artificial. Journal of the Learning Sciences, 25(4), 503530. doi:10.1080/10508406.2016.1187148Google Scholar
Conaway, C., Keesler, V. A., & Schwartz, N. L. (2015). What research do State Education Agencies really need? The promise and limitations of state longitudinal data systems. Educational Evaluation and Policy Analysis, 37(1S), 16S28S. doi:10.3102/0162373715576073Google Scholar
Contandriopoulos, D., Lemire, M., Denis, J.-L., & Tremblay, E. (2010). Knowledge exchange processes in organizations and policy arenas: A narrative systematic review of the literature. The Milbank Quarterly, 88(4), 444483. doi:10.1111/j.1468-0009.2010.00608.xGoogle Scholar
Covitt, B. A., Thomas, C. M., Lin, Q., de los Santos, E., & Anderson, C. W. (2020). Carbon TIME classroom discourse and its connections to student learning. Paper presented at the NARST Annual International Conference, Portland, OR. [conference canceled].Google Scholar
Davidson, K. L., & Penuel, W. R. (2019). How brokers negotiate joint work at the boundaries. In Malin, J. & Brown, C. (Eds.), The role of knowledge brokers in education: Connecting the dots between research and practice (pp. 154167). New York, NY: Routledge.Google Scholar
Donovan, M. S., Wigdor, A. K., & Snow, C. E. (2003). Strategic education research partnership. Washington, DC: National Research Council.Google Scholar
Doss, C., Fahle, E. M., Loeb, S., & York, B. N. (2019). More than just a nudge supporting kindergarten parents with differentiated and personalized text messages. Journal of Human Resources, 54(3), 567603.Google Scholar
Fishman, B. J., Penuel, W. R., Allen, A.-R., Cheng, B. H., & Sabelli, N. (2013). Design-based implementation research: An emerging model for transforming the relationship of research and practice. In Fishman, B. J., Penuel, W. R., Allen, A.-R., & Cheng, B. H. (Eds.), Design-based implementation research: Theories, methods, and exemplars (National Society for the Study of Education Yearbook, Vol. 112(2), pp. 136156). New York, NY: Teachers College Press.Google Scholar
Frank, K. A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of innovations within organizations: Application to the implementation of computer technology in schools. Sociology of Education, 77(2), 148171. doi:10.1177/003804070407700203Google Scholar
Gobert, J. D., Sao Pedro, M., Raziuddin, J., & Baker, R. S. (2013). From log files to assessment metrics: Measuring students’ science inquiry skills using educational data mining. Journal of the Learning Sciences, 22(4), 521563. doi:10.1080/10508406.2013.837391Google Scholar
Gutiérrez, K. D., & Jurow, A. S. (2016). Social design experiments: Toward equity by design. Journal of the Learning Sciences, 25(4), 565598. doi:10.1080/10508406.2016.1204548Google Scholar
Gutiérrez, K. D., & Jurow, A. S. (2020). Social design-based experiments: A utopian methodology for understanding new possibilities for learning. In Nasir, N. S., Lee, C. D., Pea, R. D., & McKinney de Royston, M. (Eds.), Handbook of the cultural foundations of learning (pp. 330347). New York, NY: Routledge.Google Scholar
Gutiérrez, K. D., & Vossoughi, S. (2010). Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 61(1–2), 100117. doi:10.1177/0022487109347877Google Scholar
Handelzalts, A., Nieveen, N., & Van den Akker, J. (2019). Teacher design teams for school-wide curriculum development: Reflections on an early study. In Pieters, J. M., Voogt, J. M., & Roblin, N. N. P. (Eds.), Collaborative curriculum design for sustainable innovation and teacher learning (pp. 5582). Cham, Switzerland: Springer.Google Scholar
Henrick, E. C., Klafehn, A., & Cobb, P. A. (2018). Assessing the impact of partnership recommendations on district instructional improvement strategies. In Cobb, P., Jackson, K., Henrick, E., Smith, T. M., & the MIST Team (Eds.), Systems for instructional improvement: Creating coherence from the classroom to the district office (pp. 209220). Cambridge, MA: Harvard Education Press.Google Scholar
Honig, M. I., & Hatch, T. C. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher, 33(8), 1630. doi:10.3102/0013189X033008016Google Scholar
Hopkins, M., Spillane, J. P., Jakopovic, P., & Heaton, R. M. (2013). Infrastructure redesign and instructional reform in mathematics. Elementary School Journal, 114(2), 200224. doi:10.1086/671935Google Scholar
Horn, I. S., & Kane, B. D. (2015). Opportunities for professional learning in mathematics teacher workgroup conversations: Relationships to instructional expertise. Journal of the Learning Sciences, 24(3), 373418. doi:10.1080/10508406.2015.1034865Google Scholar
Horsford, S. D., Alemán Jr., E. A., & Smith, P. A. (2019). Our separate struggles are really one: Building political race coalitions for educational justice. Leadership and Policy in Schools, 18(2), 226236.Google Scholar
Ishimaru, A. M., & Bang, M. (2016, November). Toward a transformative research and practice agenda for racial equity in family engagement. University of Washington. Retrieved from https://familydesigncollab.org/wp-content/uploads/2017/03/FLDC-Convening-Report-Fin-033117.pdfGoogle Scholar
Ishimaru, A. M., & Takahashi, S. (2017). Disrupting racialized institutional scripts: Toward parent-teacher transformative agency for educational justice. Peabody Journal of Education, 92(3), 343362. doi:10.1080/0161956X.2017.1324660Google Scholar
Jackson, K., Cobb, P., Wilson, J., Webster, M., Dunlap, C., & Appelgate, M. (2015). Investigating the development of mathematics leaders’ capacity to support teachers’ learning on a large scale. ZDM: The International Journal of Mathematics Education, 47(1), 93104. doi:10.1007/s11858–014-0652-5Google Scholar
Jackson, K., Horn, I. S., & Cobb, P. (2018). Overview of the teacher learning subsystem. In Cobb, P., Jackson, K., Henrick, E., Smith, T. M., & the MIST Team (Eds.), Systems for instructional improvement: Creating coherence from the classroom to the district office (pp. 6576). Cambridge, MA: Harvard Education Press.Google Scholar
Jackson, K., Johnson, R. C., & Persico, C. (2016). The effects of school spending on educational and economic outcomes: Evidence from school finance reforms. The Quarterly Journal of Economics, 131(1), 157218.Google Scholar
Jackson, K., Shahan, E. C., Gibbons, L. K., & Cobb, P. A. (2012). Launching complex tasks. Mathematics Teaching in the Middle School, 18(1), 2429. doi:0.5951/mathteacmiddscho.18.1.0024Google Scholar
Kali, Y., Eylon, B.-S., McKenney, S. E., & Kidron, A. (2018). Design-centric research-practice partnerships: Three key lenses for building productive bridges between theory and practice. In Spector, M. J., Lockee, B. B., & Childress, M. D. (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy (pp. 130). Cham, Switzerland: Springer Nature.Google Scholar
Krumm, A. E., Means, B., & Bienkowski, M. (2018). Learning analytics goes to school: A collaborative approach to improving education. New York, NY: Routledge.Google Scholar
Kyza, E. A., & Nicolaidou, I. (2017). Co-designing reform-based online inquiry learning environments as a situated approach to teachers’ professional development. CoDesign, 13(4), 261286. doi:10.1080/15710882.2016.1209528Google Scholar
Laferrière, T., Allaire, S., Breuleux, A., et al. (2015). The Knowledge Building International Project (KBIP): Scaling up professional development using collaborative technology. In Looi, C.-K. & Teh, L. W. (Eds.), Scaling educational innovations (pp. 255276). Singapore: Springer.Google Scholar
Lamon, M., Secules, T., Petrosino, A. J., Hackett, R., Bransford, J. D., & Goldman, S. R. (1996). Schools for Thought: Overview of the international project and lessons learned from one of the sites. In Schauble, L. & Glaser, R. (Eds.), Contributions of instructional innovation to understanding learning (pp. 243288). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Law, N., & Liang, L. (2019). Sociotechnical co-evolution of an e-learning innovation network. British Journal of Educational Technology, 50(3), 13401353. doi:10.1111/bjet.12768Google Scholar
Le Dantec, C. A., & Fox, S. (2015). Strangers at the gate: Gaining access, building rapport, and co-constructing community-based research. In Cosley, D., Forte, A., Ciolfi, L., & McDonald, D. (Eds.), CSCW ‘15: Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing (pp. 13481358). Association for Computing Machinery.Google Scholar
Lin, Q., Frank, K. A., Anderson, C. W., Draney, K., Bathia, S., & Thomas, J. (2020). Assessing students’ learning from Carbon TIME in the large and diverse education system. Paper presented at the NARST Annual International Conference, Portland, OR. [conference canceled].Google Scholar
López, G., Yanagui, A., & Kutttner, P. (2016). What does partnership taste like? Reimagining family-school partnerships through participatory design research. Seattle, WA: Family Leadership Design Collaborative. Retrieved May 31, 2020 from http://familydesigncollab.org/wp-content/uploads/2018/05/FLDC-Paper_What-Does-Partnership-Taste-Like.pdfGoogle Scholar
Mazzoni, T. L. (1991). Analyzing state school policymaking: An arena model. Educational Evaluation and Policy Analysis, 13(2), 115138.Google Scholar
McKenney, S. E. (2019). Developing the human, material, and structural aspects of infrastructure for collaborative curriculum design: Lessons learned. In Pieters, J. M., Voogt, J. M., & Roblin, N. N. P. (Eds.), Collaborative curriculum design for sustainable innovation and teacher learning (pp. 403424). Cham, Switzerland: Springer.Google Scholar
Mohan, L., Chen, J., & Anderson, C. W. (2009). Developing a multi-year learning progression for carbon cycling. Journal of Research in Science Teaching, 46(6), 675698. doi:10.1002/tea.20314Google Scholar
Munter, C. (2014). Developing visions of high-quality mathematics. Journal for Research in Mathematics Education, 45(5), 584635. doi:10.5951/jresematheduc.45.5.0584Google Scholar
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.Google Scholar
Nelson, I. A., London, R. A., & Strobel, K. R. (2015). Reinventing the role of the university researcher. Educational Researcher, 44(1), 1726. doi:10.3102/0013189X15570387Google Scholar
Patel, L. (2015). Decolonizing educational research: From ownership to answerability. New York, NY: Routledge.Google Scholar
Penuel, W. R., & Gallagher, D. (2017). Creating research-practice partnerships in education. Cambridge, MA: Harvard Education Press.Google Scholar
Penuel, W. R., Riedy, R., Barber, M., Peurach, D. J., LeBouef, W. A., & Clark, T. L. (2020). Core principles of collaborative education research with stakeholders: Toward requirements for a new research and development infrastructure. Review of Educational Research, 90(5), 627674.Google Scholar
Penuel, W. R., Riel, M., Joshi, A., Frank, K. A., Pearlman, L., & Kim, C. (2010). The alignment of the informal and formal organizational supports for reform: Implications for improving teaching in schools. Educational Administration Quarterly, 46(1), 5795. doi:10.1177/1094670509353180Google Scholar
Peurach, D. J., Cohen, D. K., Yurkofsky, M. M., & Spillane, J. P. (2019). From mass schooling to education systems: Changing patterns in the organization and management of instruction. Review of Research in Education, 43(1), 3267. doi:10.3102/0091732X18821131Google Scholar
Politics of Learning Writing Collective. (2017). The learning sciences in a new era of U.S. nationalism. Cognition and Instruction, 35(2), 91102. doi:10.1080/07370008.2017.1282486Google Scholar
Soja, E. W. (2010). Seeking spatial justice. Minneapolis: University of Minnesota Press.Google Scholar
Spillane, J. P., & Anderson, L. (2014). The architecture of anticipation and novices’ emerging understandings of the principal position: Occupational sense making at the intersection of individual, organization, and institution. Teachers College Record, 116(7), 142.Google Scholar
Spillane, J. P., Morel, R. P., & Al-Fadala, A. (2019). Educational leadership: A multilevel distributed perspective. WISE, Qatar. Retrieved from www.wise-qatar.org/educational-leadership-a-multilevel-distributed-perspective/Google Scholar
Spillane, J. P., Peurach, D. J., & Cohen, D. K. (2019). Comparatively studying educational system (re)building cross-nationally: Another agenda for cross-national educational research? Educational Policy, 33(6), 916945.Google Scholar
Spillane, J. P., Seelig, J. L., Blaushild, N. L., Cohen, D. K., & Peurach, D. J. (2019). Educational system building in a changing educational sector: Environment, organization, and the technical core. Educational Policy, 33(6), 846881. doi:10.1177/0895904819866269Google Scholar
Sun, M., Liu, J., Zhu, J., & LeClair, Z. (2019). Using a text-as-data approach to understand reform processes: A deep exploration of school improvement strategies. Educational Evaluation and Policy Analysis, 41(4), 510536.Google Scholar
Sun, M., Loeb, S., & Grissom, J. A. (2017). Building teacher teams: Evidence of positive spillovers from more effective colleagues. Educational Evaluation and Policy Analysis, 39(1), 104125. doi:10.3102/0162373716665698Google Scholar
Sun, M., Penuel, W. R., Frank, K. A., Gallagher, H. A., & Youngs, P. (2013). Shaping professional development to promote the diffusion of instructional expertise among teachers. Educational Evaluation and Policy Analysis, 35(3), 344369. doi:10.3102/0162373713482763Google Scholar
Sun, M., Wilhelm, A. G., Larson, C. J., & Frank, K. A. (2014). Exploring colleagues’ professional influences on mathematics teachers’ learning. Teachers College Record, 116(4), 130.Google Scholar
Taylor, K. H. (2013). Counter-mapping the neighborhood: A social design experiment for spatial justice [Ph.D. dissertation]. Vanderbilt University, Nashville, TN.Google Scholar
Taylor, K. H. (2017). Learning along lines: Locative literacies for reading and writing the city. Journal of the Learning Sciences, 26(4), 533574. doi:10.1080/10508406.2017.1307198Google Scholar
Taylor, K. H. (2020). Resuscitating (and refusing) Cartesian representations of daily life: When mobile and grid epistemologies of the city meet. Cognition and Instruction, 38(3), 407426.Google Scholar
Taylor, K. H., & Hall, R. (2013). Counter-mapping the neighborhood on bicycles: Mobilizing youth to reimagine the city. Technology, Knowledge, and Learning, 18(1–2), 6593. doi:10.1007/s10758–013-9201-5Google Scholar
Taylor, K. H., Silvis, D., & Bell, A. (2018). Dis-placing place-making: How African-American and immigrant youth realize their rights to the city. Learning, Media, and Technology, 43(4), 451468. doi:10.1080/17439884.2018.1526804Google Scholar
Taylor, K. H., Silvis, D., Kalir, R., et al. (2019). Supporting public-facing education for youth: Spreading (not scaling) ways to learn data science with mobile and geospatial technologies. Contemporary Issues in Technology and Teacher Education, 19(3), 529542.Google Scholar
Taylor, K. H., Takeuchi, L., & Stevens, R. (2017). Mapping the daily media round: Methodological innovations for understanding families’ mobile technology use. Learning, Media, & Technology, 43(1), 7084.Google Scholar
Thomas, C. M., Covitt, B. A., Lin, Q., Hancock, J. B., Marshall, S., & Anderson, C. W. (2020, March). Carbon TIME teacher orientations and contexts: Making connections to classroom discourse and student learning. Paper scheduled for presentation at the Annual meeting of the National Association for Research in Science Teaching, Portland, OR. (conference canceled).Google Scholar
Tsui, A. B. M., & Law, D. Y. K. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 23(8), 12891301. doi:10.1016/j.tate.2006.06.003Google Scholar
Voogt, J. M., Laferrière, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. E. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259282. doi:10.1007/s11251–014-9340-7Google Scholar
Wilhelm, A. G., Munter, C., & Jackson, K. (2017). Examining relations between teachers’ explanations of sources of students’ difficulty in mathematics and students’ opportunities to learn. The Elementary School Journal, 117(3), 345370. doi:10.1086/690113Google Scholar
Wittgenstein, L. (1953). Philosophical investigations. London, England: Blackwell Publishing.Google Scholar
York, A. J., Valladares, S., Valladares, M. R., Garcia, M., & Snyder, J. D. (2020). Community research collaboratives. Boulder, CO: National Education Policy Center & Stanford Center for Opportunity Policy in Education.Google Scholar

References

Admissionsly. (2021). Homeschooling statistics: Breakdown by the 2021 numbers. Retrieved from https://admissionsly.com/homeschooling-statistics/Google Scholar
Althusser, L. (1971). Ideology and ideological state apparatuses (Notes towards an investigation). In Lenin and philosophy, and other essays (pp. 127186). London, England: New Left Books. (Original work published in La Pensee, 1970).Google Scholar
Ball, A. F. (1995). Community based learning in an urban setting as a model for educational reform. Applied Behavioral Science Review, 3(2), 127146.Google Scholar
Bauman, K., & Cranney, S. (2020). School enrollment in the United States: 2018. Retrieved from www.census.gov/content/dam/Census/library/publications/2020/demo/p20-584.pdfGoogle Scholar
Boser, U. (2017). Learn better. New York, NY: Rodale.Google Scholar
Brodersen, R. M., Yanoski, D., Mason, K., Apthorp, H., & Piscatelli, J. (2016). Overview of selected state policies and supports related to K-12 competency-based education (REL 2017-249). Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central.Google Scholar
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.Google Scholar
Cole, J. R., & Zuckerman, H. (1975). The emergence of a scientific specialty: The self-exemplifying case of the sociology of science. In Coser, L. A. (Ed.), The idea of social structure (pp. 139174). New York, NY: Harcourt, Brace, Jovanovich.Google Scholar
Coleman, J. S., Campbell, E. Q., Hobson, C. J., et al. (1966). Equality of educational opportunity. Retrieved from http://garfield.library.upenn.edu/classics1979/A1979HZ27500001.pdfGoogle Scholar
Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York, NY: Teachers College Press.Google Scholar
Collins, J. (2009). Social reproduction in classrooms and schools. Annual Review of Anthropology, 38, 3348.Google Scholar
Crane, D. (1972). Invisible colleges: Diffusion of knowledge in scientific communities. Chicago, IL: University of Chicago Press.Google Scholar
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.Google Scholar
Cult of Mac. (2010). Computers in schools are a failure, says computer pioneer Alan Kay. Retrieved September 17, 2013, from www.cultofmac.com/68757/computers-in-schools-are-a-failure-apple-fellow-alan-kay/Google Scholar
Dunlosky, J., & Rawson, K. A. (Eds.). (2019). The Cambridge handbook of cognition and education. New York, NY: Cambridge University Press.Google Scholar
Esmonde, I. (2017). Power and sociocultural theories of learning. In Esmonde, I. & Booker, A. N. (Eds.), Power and privilege in the learning sciences: Critical and sociocultural theories of learning (pp. 627). New York, NY: Routledge.Google Scholar
Esmonde, I., & Booker, A. N. (2017a). Introduction. In Esmonde, I. & Booker, A. N. (Eds.), Power and privilege in the learning sciences: Critical and sociocultural theories of learning (pp. 15). New York, NY: Routledge.Google Scholar
Esmonde, I., & Booker, A. N. (Eds.). (2017b). Power and privilege in the learning sciences: Critical and sociocultural theories of learning. New York, NY: Routledge.Google Scholar
Esmonde, I., & Booker, A. N. (2017c). Toward critical sociocultural theories of learning. In Esmonde, I. & Booker, A. N. (Eds.), Power and privilege in the learning sciences: Critical and sociocultural theories of learning (pp. 162174). New York, NY: Routledge.Google Scholar
Evans, M. A., Packer, M. J., & Sawyer, R. K. (Eds.). (2016). Reflections on the learning sciences. New York, NY: Cambridge University Press.Google Scholar
Foucault, M. (1972). The archeology of knowledge and the discourse on language. New York, NY: Pantheon Books. (Originally published as L’Archèologie du Savoir [Paris, France: Editions Gallimard, 1969]).Google Scholar
Freire, P. (1968). Pedagogy of the oppressed. New York, NY: Continuum.Google Scholar
Gabriel, T., & Richtel, M. (2011, October 9). Inflating the software report card: School-technology companies ignore some results. The New York Times, pp. A1, A22.Google Scholar
Gieren, T. F. (1983). Boundary-work and the demarcation of science from non-science: Strains and interests in professional ideologies of science. American Sociological Review, 48(6), 781795.Google Scholar
Gobert, J., Buckley, B. C., & Dede, C. J. (2005). Logging students’ learning with hypermodels in BioLogica and Dynamica. Paper presented at the American Educational Research Association, Montreal, Canada.Google Scholar
González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Gray, L., Thomas, N., & Lewis, L. (2010). Teachers’ use of educational technology in U.S. public schools: 2009 (NCES 2010-040). Retrieved from https://nces.ed.gov/pubs2010/2010040.pdfGoogle Scholar
Gumperz, J. J., & Hymes, D. (Eds.). (1986). Directions in sociolinguistics: The ethnography of communication. New York, NY: Basil Blackwell. (Original work published 1972).Google Scholar
Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science, 332, 12131216.Google Scholar
Hoadley, C. (2018). A short history of the learning sciences. In Fischer, F., Hmelo-Silver, C. E., Goldman, S. R., & Reimann, P. (Eds.), The international handbook of the learning sciences (pp. 1123). New York, NY: Routledge.Google Scholar
IDP Connect. (2021, February 17). Are Australian university pop up study hubs in China here to stay? Retrieved from www.idp-connect.com/newspage/apac-editors-choice/australian-university-pop-up-study-hubs-in-china-here-to-stay/Google Scholar
Institute of Education Sciences. (2010). Teachers’ use of educational technology in U.S. public schools: 2009. Retrieved from https://nces.ed.gov/pubs2010/2010040.pdfGoogle Scholar
Konstantopoulos, S., & Borman, G. D. (2011). Family background and school effects on student achievement: A multilevel analysis of the Coleman data. Teachers College Record, 113(1), 97132.Google Scholar
Kozma, R. B. (Ed.). (2003). Technology, innovation, and educational change: A global perspective. Eugene, OR: International Society for Technology in Education.Google Scholar
Kuhn, T. S. (1962). The structure of scientific revolutions. Cambridge, MA: MIT Press.Google Scholar
Lee, C. D., de Royston, M. M., Nasir, N. S., & Pea, R. (Eds.). (2020). Handbook of the cultural foundations of learning. New York, NY: Routledge.Google Scholar
Lee, C. D., Spencer, M. B., & Harpalani, V. (2003). Every shut eye ain’t sleep: Studying how people live culturally. Educational Researcher, 32(5), 613.Google Scholar
Lee, V. R., Ye, L., & Recker, M. (2012). What a long strange trip it’s been: A comparison of authors, abstracts, and references in the 1991 and 2010 ICLS proceedings. Paper presented at the International Conference of the Learning Sciences, Sydney, NSW, Australia.Google Scholar
McQuiggan, M., & Megra, M. (2017). Parent and family involvement in education: Results from the national household education surveys program of 2016 (NCES 2017-102). Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017102Google Scholar
Murphy, R. A., & Honey, R. C. (Eds.). (2016). The Wiley handbook on the cognitive neuroscience, Chichester, England: Wiley Blackwell.Google Scholar
Nasir, N. S., Hand, V., & Taylor, E. V. (2008). Culture and mathematics in school: Boundaries between “cultural” and “domain” knowledge in the mathematics classroom and beyond. Review of Research in Education, 32(1), 187240.Google Scholar
Nasir, N. S., & Saxe, G. B. (2003). Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32(5), 1418.Google Scholar
National Academies of Sciences, Engineering, and Medicine. (2019). Science and engineering for grades 6-12: Investigation and design at the center. Washington, DC: The National Academies Press.Google Scholar
National Center for Education Statistics. (2020). Annual report: The condition of education. Retrieved from https://nces.ed.gov/pubs2020/2020144.pdfGoogle Scholar
National Center for Education Statistics. (2021). National teacher and principal survey (NTPS). Retrieved from https://nces.ed.gov/surveys/ntps/tables/ntps1718_2019082303_s12n.aspGoogle Scholar
Nathan, M. J., Rummel, N., & Hay, K. E. (2016). Growing the learning sciences: Brand or big tent? In Evans, M. A., Packer, M., & Sawyer, R. K. (Eds.), Reflections on the learning sciences (pp. 191209). New York, NY: Cambridge University Press.Google Scholar
North, A. (2020, October 27). The remote learning center trend, explained. Retrieved from www.vox.com/21523961/covid-school-remote-learning-center-distanceGoogle Scholar
OECD. (2000). Knowledge management in the learning society. Paris, France: OECD Publications.Google Scholar
OECD. (2004). Innovation in the knowledge economy: Implications for education and learning. Paris, France: OECD Publications.Google Scholar
OECD. (2008). Innovating to learn, learning to innovate. Paris, France: OECD.Google Scholar
OECD. (2010). The nature of learning: Using research to inspire practice. Paris, France: OECD.Google Scholar
OECD. (2013). Innovative learning environments. Paris, France: OECD.Google Scholar
OECD. (2015). Students, computers and learning: Making the connection. Paris, France: OECD Publishing.Google Scholar
OECD. (2017). OECD science, technology and industry scorecard 2017: The digital transformation. Paris, France: OECD Publishing.Google Scholar
OECD. (2019). How’s life in the digital age? Opportunities and risks of the digital transformation for people’s well-being. Paris, France: OECD Publishing.Google Scholar
OECD. (2020a). PISA 2018 results: Vol. V. Effective policies, successful schools. Paris, France: PISA, OECD Publishing.Google Scholar
OECD. (2020b). Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis. Paris, France: OECD Publishing.Google Scholar
Onishi, N. (2021, February 9). Will American ideas tear France apart? Some of its leaders think so. The New York Times. Retrieved from www.nytimes.com/2021/02/09/world/europe/france-threat-american-universities.htmlGoogle Scholar
Packer, M. J., & Maddox, C. (2016). Mapping the territory of the learning sciences. In Evans, M. A., Packer, M. J., & Sawyer, R. K. (Eds.), Reflections on the learning sciences (pp. 126154). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Parsad, B., & Jones, J. (2005). Internet access in U.S. public schools and classrooms: 1994–2003 (NCES 2005-015). Retrieved from https://nces.ed.gov/pubs2005/2005015.pdfGoogle Scholar
Price, D. (1963). Little science, big science. New York, NY: Columbia University Press.Google Scholar
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.Google Scholar
de Royston, M. M., Lee, C., Nasir, N. S., & Pea, R. (2020). Rethinking schools, rethinking learning. Phi Delta Kappan, 102(3), 813.Google Scholar
Sawyer, R. K. (2002). Unresolved tensions in sociocultural theory: Analogies with contemporary sociological debates. Culture & Psychology, 8(3), 283305.Google Scholar
Sawyer, R. K. (2016). A Foucauldian analysis of the learning sciences: Past, present, and future. In Evans, M. A., Packer, M., & Sawyer, R. K. (Eds.), Reflections on the learning sciences (pp. 259280). New York, NY: Cambridge University Press.Google Scholar
Sawyer, R. K. (2019). The creative classroom: Innovative teaching for 21st-century learners. New York, NY: Teachers College Press.Google Scholar
Schmidt, W. A., & McKnight, C. C. (1997). A splintered vision: An investigation of U.S. science and mathematics education. Dordrecht, The Netherlands: Kluwer Academic Publishers.Google Scholar
Schofield, J. W., & Davidson, A. L. (2002). Bringing the Internet to school: Lessons from an urban district. San Francisco, CA: Jossey-Bass.Google Scholar
Schwartz, D. L., Tsang, J. M., & Blair, K. P. (2016). The ABCs of how we learn: 26 scientifically proven approaches, how they work, and when to use them. New York, NY: Norton.Google Scholar
Selingo, J. J. (2013). College (un) bound: The future of higher education and what it means for students. New York, NY: Houghton Mifflin Harcourt.Google Scholar
Shapiro, E. (2021, March 21). “Always an afterthought”: Schools closed, but not child care facilities. The New York Times, p. Y4.Google Scholar
Shen, S., Munroe, T., Zhu, J., & Westbrook, T. (2021, July 23). China bars for-profit tutoring in core school subjects. Reuters. Retrieved from www.reuters.com/world/china/china-bars-for-profit-tutoring-core-school-subjects-document-2021-07-23/Google Scholar
Sharples, M., McAndrew, P., Weller, M., et al. (2013). Innovating pedagogy 2013: Open University innovation report 2. Milton Keynes, England: The Open University.Google Scholar
Smitherman, G. (2000). African American student writers in the NAEP, 1969–1988/89 and “The Blacker the berry, the sweeter the juice”. In Smitherman, G. (Ed.), Talkin that talk: Language, culture and education in African America (pp. 163194). New York, NY: Routledge.Google Scholar
Sommerhoff, D., Szameitat, A., Vogel, F., Chernikova, O., Loderer, K., & Fischer, F. (2018). What do we teach when we teach the learning sciences? A document analysis of 75 graduate programs. Journal of the Learning Sciences, 27(2), 319351.Google Scholar
Southern New Hampshire University. (2021). About SNHU: Expanding the boundaries of higher education. Retrieved from www.snhu.edu/about-usGoogle Scholar
Star, S. L., & Griesemer, J. R. (1989). Institutional ecology, “translations” and boundary objects: Amateurs and professionals in Berkeley’s Museum of Vertebrate Zoology, 1907–1939. Social Studies of Science, 19(3), 387420.Google Scholar
Strayer University. (2021). Strayer University fact sheet. Retrieved from www.strayer.edu/content/dam/strayer/pdf/Strayer_University_Fact_Sheet.pdfGoogle Scholar
Theobald, E. J., Hill, M. J., Tran, E., et. al. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences (PNAS), 117(12), 64766483.Google Scholar
US Census Bureau. (2020). Household pulse survey. Retrieved from www.census.gov/data/tables/2020/demo/hhp/hhp20.htmlGoogle Scholar
Vélez-Ibáñez, C., & Greenberg, J. (2005). Formation and transformation of funds of knowledge. In González, N., Moll, L. C., & Amanti, C. (Eds.), Funds of knowledge: Theorizing practices in households and classrooms (pp. 4769). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Vogel, G. (1996). Global review faults U.S. curricula. Science, 274(5286), 335.Google Scholar
Yoon, S. A., & Hmelo-Silver, C. E. (2017). What do learning scientists do? A survey of the ISLS membership. Journal of the Learning Sciences, 26(2), 167183.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×