Items

• Cognitive Tutors: Lessons Learned

  Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, Ray. (1995). Cognitive Tutors: Lessons Learned. Journal of the Learning Sciences, 4(2), 167–207. https://doi.org/10.1207/s15327809jls0402_2
  

• Learning in and Out of School in Diverse Environments

  Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutiérrez, K. D., Heath, S. B., Lee, C. D., Lee, Y., Mahiri, J., Nasir, N. S., Valdés, G., & Zhou, M. (2007). Learning in and Out of School in Diverse Environments. The Learning in Informal and Formal Environments (LIFE) Center; Center for Multicultural Education, University of Washington, Seattle.
  

• Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective

  Barron, B. (2006). Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368
  

• STEM Learning Ecologies: Relevant, Responsive, Connected

  Bevan, B. (2016). STEM Learning Ecologies: Relevant, Responsive, Connected. Connected Science Learning, 1(1). https://www.nsta.org/connected-science-learning/connected-science-learning-march-2016/stem-learning-ecologies
  

• Academic Ideology and the New Attention to Teaching

  Bleich, D. (1995). Academic Ideology and the New Attention to Teaching. New Literary History, 26(3), 565–590.
  

• Creating Usable Innovations in Systemic Reform: Scaling Up Technology-Embedded Project-Based Science in Urban Schools

  Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000). Creating Usable Innovations in Systemic Reform: Scaling Up Technology-Embedded Project-Based Science in Urban Schools. Educational Psychologist, 35(3), 149–164. https://doi.org/10.1207/S15326985EP3503_2
  

• Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap

  Boykin, A. W., & Noguera, P. (2011). Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap. ASCD.
  

• Imagining, Creating, Playing, Sharing, Reflecting: How Online Community Supports Young People as Designers of Interactive Media

  Brennan, K., & Resnick, M. (2013). Imagining, Creating, Playing, Sharing, Reflecting: How Online Community Supports Young People as Designers of Interactive Media. In C. Mouza & N. Lavigne (Eds.), Emerging Technologies for the Classroom: A Learning Sciences Perspective (pp. 253–268). Springer. https://doi.org/10.1007/978-1-4614-4696-5_17
  

• Toward an Experimental Ecology of Human Development

  Bronfenbrenner, U. (1977). Toward an Experimental Ecology of Human Development. American Psychologist, 32, 513–531. https://doi.org/10.1037/0003-066X.32.7.513
  

• Ecological Models of Human Development

  Bronfenbrenner, U. (1994). Ecological Models of Human Development. In M. Gauvain & M. Cole (Eds.), Readings on the Development of Children (4th ed., pp. 3–8). Worth.
  

• A Utopian Methodology as a Tool for Cultural and Critical Psychologies: Toward a Positive Critical Theory

  

• Rethinking High-Leverage Practices in Justice-Oriented Ways

  Calabrese Barton, A., Tan, E., & Birmingham, D. J. (2020). Rethinking High-Leverage Practices in Justice-Oriented Ways. Journal of Teacher Education, 71(4), 477–494. https://doi.org/10.1177/0022487119900209
  

• Transcending Conventional Credentialing and Assessment Paradigms With Information-Rich Digital Badges

  Casilli, C., & Hickey, D. (2016). Transcending Conventional Credentialing and Assessment Paradigms With Information-Rich Digital Badges. The Information Society, 32(2), 117–129. https://doi.org/10.1080/01972243.2016.1130500
  

• Cognitive Tutors: From the Research Classroom to All Classrooms

  Corbett, A. T., Koedinger, K., & Hadley, W. S. (2001). Cognitive Tutors: From the Research Classroom to All Classrooms. In Technology Enhanced Learning: Opportunities for Change (pp. 235–263). Lawrence Erlbaum Associates Publishers.
  

• Teachers and Machines: The Classroom Use of Technology Since 1920

  Cuban, L. (1986). Teachers and Machines: The Classroom Use of Technology Since 1920. Teachers College Press.
  

• Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning

  Esmonde, I., & Booker, A. N. (Eds.). (2016). Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning. Routledge. https://doi.org/10.4324/9781315685762
  

• Creating a Framework for Research on Systemic Technology Innovations

  Fishman, B., Marx, R. W., Blumenfeld, P., Krajcik, J., & Soloway, E. (2004). Creating a Framework for Research on Systemic Technology Innovations. Journal of the Learning Sciences, 13(1), 43–76. https://doi.org/10.1207/s15327809jls1301_3
  

• Beyond Transcripts and GPAs: An NSF Workshop on Digital Micro-credentials for Use in College Admissions

  Fishman, B., Teasley, S., & Cederquist, S. (2019). Beyond Transcripts and GPAs: An NSF Workshop on Digital Micro-credentials for Use in College Admissions. https://repository.isls.org//handle/1/1762
  

• Sustaining Innovations Through Lead Teacher Learning: A learning sciences perspective on supporting professional development

  Fogleman, J., Fishman, B., & Krajcik, J. (2006). Sustaining Innovations Through Lead Teacher Learning: A learning sciences perspective on supporting professional development. Teaching Education, 17(2), 181–194. https://doi.org/10.1080/10476210600680416
  

• Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform

  Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay-Chambers, J. (2008). Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. Journal of Research in Science Teaching, 45(8), 922–939. https://doi.org/10.1002/tea.20248