Items

• The Socialization of Cognition: What’s Involved?

  Goodnow, J. J. (1990). The Socialization of Cognition: What’s Involved? In Cultural psychology: Essays on comparative human development (pp. 259–286). Cambridge University Press. https://doi.org/10.1017/CBO9781139173728.008
  

• Mastery Learning

  Guskey, T. R. (2015). Mastery Learning. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (pp. 752–759). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26039-X
  

• 2011 AERA Presidential Address: Designing Resilient Ecologies: Social Design Experiments and a New Social Imagination

  Gutiérrez, K. D. (2016). 2011 AERA Presidential Address: Designing Resilient Ecologies: Social Design Experiments and a New Social Imagination. Educational Researcher, 45(3), 187–196. https://doi.org/10.3102/0013189X16645430
  

• Ways with Words: Language, Life and Work in Communities and Classrooms

  Heath, S. B., & Heath, S. B. (1983). Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge University Press.
  

• Sociocultural Theory as a Lens to Understand Organizational Learning

  Herrenkohl, L. R. (2008). Sociocultural Theory as a Lens to Understand Organizational Learning. American Journal of Education, 114(4), 673–679. https://doi.org/10.1086/589319
  

• From a Social Constructivist to a Decolonizing Critical Sociocultural Approach: Unsettling Power, Privilege, and Oppression and Imagining the Future of Human Learning

  Herrenkohl, L. R., Jackson, A., Ten Brink, J., Easley, K. M., DellaVecchia, G. P., & Sullivan Palincsar, A. (2022). From a Social Constructivist to a Decolonizing Critical Sociocultural Approach: Unsettling Power, Privilege, and Oppression and Imagining the Future of Human Learning. In A. O’Donnell, N. C. Barnes, & J. Reeve (Eds.), The Oxford Handbook of Educational Psychology (p. 0). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199841332.013.48
  

• How Students Come to Be, Know, and Do: A Case for a Broad View of Learning

  Herrenkohl, L. R., & Mertl, V. (2010). How Students Come to Be, Know, and Do: A Case for a Broad View of Learning. Cambridge University Press.
  

• Navigating Fragility and Building Resilience: A School–University Partnership to Support the Development of a Full-Service Community School

  Herrenkohl, L. R., Napolitan, K., Herrenkohl, T. I., Kazemi, E., McAuley, L., & Phelps, D. (2019). Navigating Fragility and Building Resilience: A School–University Partnership to Support the Development of a Full-Service Community School. Teachers College Record, 121(12), 1–40. https://doi.org/10.1177/016146811912101203
  

• Introduction to the Special Issue ["State-Level Engagement of University-School Partnerships to Strengthen Opportunities for Student Learning and Educator Preparation"]

  Herrenkohl, T. I., & Herrenkohl, L. R. (2019). Introduction to the Special Issue. Teachers College Record, 121(12), 1–6. https://doi.org/10.1177/016146811912101201
  

• How to Be an Antiracist

  Kendi, I. X. (2019). How to Be an Antiracist. Random House Publishing Group.
  

• Inquiry Based Science Supported by Technology: Achievement among Urban Middle School Students

  Krajcik, J., Marx, R., Blumenfeld, P., Soloway, E., & Fishman, B. (2000). Inquiry Based Science Supported by Technology: Achievement among Urban Middle School Students. American Educational Research Association Annual Meeting.
  

• Situated Learning: Legitimate Peripheral Participation

  Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
  

• On Researching Activity Tracking to Support Learning: A Retrospective

  Lee, V. R. (2018). On Researching Activity Tracking to Support Learning: A Retrospective. Information and Learning Sciences, 120(1/2), 133–154. https://doi.org/10.1108/ILS-06-2018-0048
  

• Racialized Learning Ecologies: Understanding Race as a Key Feature of Learning and Developmental Processes in Schools

  de Royston, M. M., & Nasir, N. S. (2017). Racialized Learning Ecologies: Understanding Race as a Key Feature of Learning and Developmental Processes in Schools. In E. Turiel, N. Budwig, & P. D. Zelazo (Eds.), New Perspectives on Human Development (pp. 258–286). Cambridge University Press. https://doi.org/10.1017/CBO9781316282755.015
  

• The Cognitive Revolution: A Historical Perspective

  Miller, G. A. (2003). The Cognitive Revolution: A Historical Perspective. Trends in Cognitive Sciences, 7(3), 141–144. https://doi.org/10.1016/s1364-6613(03)00029-9
  

• Learning as a Cultural Process: Achieving Equity Through Diversity

  Nasir, N. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2005). Learning as a Cultural Process: Achieving Equity Through Diversity. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 489–504). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.030
  

• Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities

  Palinscar, A. S., & Brown, A. L. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Instruction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102_1
  

• Mindstorms: Children, Computers, and Powerful Ideas

  Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books.
  

• Trying to Predict the Future

  Papert, S. (1984). Trying to Predict the Future. Popular Computing, 3(13), 30–44.
  

• Situating Constructionism

  Papert, S. (1991). Situating Constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. xi, 518). Ablex Publishing.