Items

• 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
  

• 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