Teacher Cultivation of Classroom Statistical Modeling Practice: A Case Study

2024-9-3

Learning Inside the School, but Outside the Curriculum: An Extreme Case of Interest-Driven Learning in Alternative STEAM Learning Infrastructure for Schools

2024-8-5

The Intertwining of Children’s Interests and Micro-Practices at a Science Museum: Case Study of Three Children

2024-7-7

Reading in Relation: Youth Mentors and Adults Co-Constructing Teaching and Learning in a High School Literacy Classroom

2024-5-16

The Problem With Perspective: Students’ and Teachers’ Reasoning About Credibility During Discussions of Online Sources

2024-4-17

Collaborative Troubleshooting in STEM: A Case Study of High School Students Finding and Fixing Code, Circuit and Craft Challenges in Electronic Textiles

2024-4-8

From Earning to Learning: Reasoning and Participation in Youth Co-design of Digital Badges

2024-3-8

The Role of Preservice Teachers’ Quantitative and Covariational Reasoning in Understanding Climate Change

2024-2-11

Cueing Scientific Explanations: A Social Semiotic Perspective on Framing during Science Instruction in the Elementary School Classroom

2024-1-31

Striving for Relationality: Teacher Responsiveness to Relational Cues When Eliciting Students’ Science Ideas

2024-1-31

Introducing Students to the Role of Assumptions in Mathematical Activity

2023-12-22

Using Debugging as a Platform for Transdisciplinary Learning

2023-11-9

Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms

2023-10-23

Correction

2023-10-3

Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them

2023-8-31

Grasping Psychological Evidence: Integrating Evidentiary Practices in Psychology Instruction

2023-8-24

Entanglements of Mathematics Education Research and Large-Scale Assessment: Rethinking Formulas as Relational

2023-7-6

“Then the Nettle People Won’t Be Lonely”: Recognizing the Personhood of Plants in an Indigenous STEAM Summer Program

2023-6-28

Guided Inquiry into a Physics Equation

2023-5-4

“That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEM

2023-3-30

“We All Sort of Jump to That Relationship Piece”: Science Teachers’ Collaborative Professional Learning about the Role of Relationships in Argumentation

2023-3-7

Using Mobile Dual Eye-Tracking to Capture Cycles of Collaboration and Cooperation in Co-located Dyads

2022-12-23

“We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners

2022-12-19

“What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement

2022-11-16

A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms

2022-11-7

Museum Facilitator Practice as Infrastructure Design Work for Public Computing

2022-11-2

How Preservice Teachers Learn through a Pedagogy of Enactment in a Middle School Mathematics Methods Course

2022-10-14

A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs

2022-9-14

Students’ Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum

2022-8-22

Cherished World Thinking: Developing a Maintenance Mindset in Family Caregiving Contexts

2022-8-3

Situated Expertise in Literary Interpretation: An Expert-Expert Study of High School and PhD Students Reading Canonical Hip-Hop and Poetry

2022-7-21

Youth Enacting Social-Spatial Justice in Middle School STEM: Advancing Justice Work in Hyperlocal and Interscalar Ways

2022-6-7

“We’re Trying to Raise Muslim Kids, Right?” Muslim Educators’ Narratives of Human Development

2022-5-13

Relationality and Ojibwemowin^†in Forest Walks: Learning from Multimodal Interaction about Land and Language

2022-5-3

Entering the Historiographic Problem Space: Scaffolding Student Analysis and Evaluation of Historical Interpretations in Secondary Source Material

2022-3-28

How Code Takes Shape: Studying a Student’s Program Evolution

2022-3-18

Leveraging Prediction and Reflection in a Computational Setting to Enrich Undergraduate Students’ Combinatorial Thinking

2022-1-5

Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect

2022-1-2

Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning

2022-1-2

Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units

2022-1-2

Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design

2022-1-2

Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-design Settings

2022-1-2

Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design

2022-1-2

Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth

2022-1-2

Co-constructing Professional Vision: Teacher and Researcher Learning in Co-Design

2022-1-2

Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue

2022-1-2

Correction

2021-11-29

Generalization Across Multiple Mathematical Domains: Relating, Forming, and Extending

2021-11-22

Seeking Coherence in the Multiplicative Conceptual Field: A Knowledge-in-Pieces Account

2021-10-27

The Durability and Invisibility of Practice Fields: Insights from Math Teachers Doing Math

2021-10-6