Items

• Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization

  Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical Reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747
  

• Development As Breaking Away and Opening Up: A Challenge to Vygotsky and Piaget

  Engestrom, Y. (1996). Development As Breaking Away and Opening Up: A Challenge to Vygotsky and Piaget. Swiss Journal of Psychology, 55, 126–132.
  

• Scandinavian Design: On Participation and Skill

  Ehn, P. (1993). Scandinavian Design: On Participation and Skill. In P. S. Adler & T. A. Winograd (Eds.), Usability: Turning Technologies into Tools. Oxford University Press. https://doi.org/10.1093/oso/9780195075106.003.0008
  

• ‘Losing an Arm’: Schooling as a Site of Black Suffering

  Dumas, M. J. (2014). ‘Losing an Arm’: Schooling as a Site of Black Suffering. Race Ethnicity and Education, 17(1), 1–29. https://doi.org/10.1080/13613324.2013.850412
  

• The Role of Children in the Design of New Technology

  Druin, A. (2002). The Role of Children in the Design of New Technology. Behaviour & Information Technology, 21(1), 1–25. https://doi.org/10.1080/01449290110108659
  

• Participatory Design for Learning: Perspectives from Practice and Research

  DiSalvo, B., Yip, J., Bonsignore, E., & Carl, D. (2017). Participatory Design for Learning. In Participatory Design for Learning. Routledge.
  

• The Material and Social Constitution of Interest

  DiGiacomo, D. K., Van Horne, K., Van Steenis, E., & Penuel, W. R. (2018). The Material and Social Constitution of Interest. Learning, Culture and Social Interaction, 19, 51–60. https://doi.org/10.1016/j.lcsi.2018.04.010
  

• Capturing the Complexity in Advanced Technology Use: Adaptive Structuration Theory

  DeSanctis, G., & Poole, M. S. (1994). Capturing the Complexity in Advanced Technology Use: Adaptive Structuration Theory. Organization Science, 5(2), 121–147. https://doi.org/10.1287/orsc.5.2.121
  

• The New Economics for Industry, Government, Education

  Deming, W. E. (2018). The New Economics for Industry, Government, Education (3rd ed.). MIT Press.
  

• Teaching Routines to Enhance Collaboration Using Classroom Network Technology

  DeBarger, A. H., Penuel, W. R., Harris, C. J., & Schank, P. (2011). Teaching Routines to Enhance Collaboration Using Classroom Network Technology. In F. Pozzi & D. Persico (Eds.), Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives (pp. 224–244). IGI Global. https://doi.org/10.4018/978-1-61692-898-8
  

• Sustaining Model Systems of Educational Activity: Designing for the Long Haul

  Cole, M. (2007). Sustaining Model Systems of Educational Activity: Designing for the Long Haul. In J. Campione, K. Metz, & A. S. Palincsar (Eds.), Children’s Learning in Laboratory and Classroom Contexts: Essays in Honor of Ann Brown (0 ed.). Routledge. https://doi.org/10.4324/9780203826966
  

• Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale

  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. Teachers College Record, 115(14), 320–349. https://doi.org/10.1177/016146811311501408
  

• Design Experiments in Educational Research

  Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design Experiments in Educational Research. Educational Researcher, 32(1), 9–13. https://doi.org/10.3102/0013189X032001009
  

• Not Just a Blip in Someone’s Life: Integrating Brokering Practices Into Out-of-School Programming as a Means of Supporting and Expanding Youth Futures

  Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2016). Not Just a Blip in Someone’s Life: Integrating Brokering Practices Into Out-of-School Programming as a Means of Supporting and Expanding Youth Futures. On the Horizon, 24(3), 296–312. https://doi.org/10.1108/OTH-05-2016-0026
  

• Native Science: Natural Laws of Interdependence

  Cajete, G. (2000). Native Science: Natural Laws of Interdependence. Clear Light Publishers.
  

• Human-Centred Learning Analytics

  Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2019). Human-Centred Learning Analytics. Journal of Learning Analytics, 6(2), 1–9. https://doi.org/10.18608/jla.2019.62.1
  

• Trust in Schools: A Core Resource for School Reform

  Bryk, A. S., & Schneider, B. (2003). Trust in Schools: A Core Resource for School Reform. Educational Leadership, 60(6), 40–44.
  

• Trust in Schools: A Core Resource for Improvement

  Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. Russell Sage Foundation. https://www.russellsage.org/publications/trust-schools-0
  

• Sorting Things Out: Classification and Its Consequences

  Bowker, G. C., & Star, S. L. (2000). Sorting Things Out: Classification and Its Consequences. https://doi.org/10.7551/mitpress/6352.001.0001
  

• Contextual Design

  Beyer, H., & Holtzblatt, K. (1999). Contextual Design. Interactions, 6(1), 32–42. https://doi.org/10.1145/291224.291229