Items

• The End of Average: How We Succeed in a World That Values Sameness

  Rose, T. (2015). The End of Average: How We Succeed in a World That Values Sameness. HarperOne/HarperCollins.
  

• Distributed Cognitions: Psychological and Educational Considerations

  Salomon, G. (1993). Distributed Cognitions: Psychological and Educational Considerations. Cambridge University Press.
  

• Psychologists, Process, Performance

  Scribner, S. (1997). Psychologists, Process, Performance. In E. Tobach, R. J. Falmagne, M. B. Parlee, L. M. W. Martin, & A. S. Kapelman (Eds.), Mind and Social Practice: Selected Writings of Sylvia Scribner. Cambridge University Press.
  

• On Two Metaphors for Learning and the Dangers of Choosing Just One

  Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 27(2), 4–13. https://doi.org/10.3102/0013189X027002004
  

• The Role of Assessment in a Learning Culture

  Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004
  

• Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

  Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment. Educational Measurement: Issues and Practice, 37(1), 21–34. https://doi.org/10.1111/emip.12189
  

• Constructing Extended Inquiry Projects: Curriculum Materials for Science Education Reform

  Singer, J., Marx, R. W., Krajcik, J., & Clay Chambers, J. (2000). Constructing Extended Inquiry Projects: Curriculum Materials for Science Education Reform. Educational Psychologist, 35(3), 165–178. https://doi.org/10.1207/S15326985EP3503_3
  

• Teaching Machines

  Skinner, B. F. (1960). Teaching Machines. The Review of Economics and Statistics, 42(3), 189–191. https://doi.org/10.2307/1926170
  

• Technological Support for Teachers Transitioning to Project-Based Science Practices

  Soloway, E., Krajcik, J. S., Blumenfeld, P., & Marx, R. (1996). Technological Support for Teachers Transitioning to Project-Based Science Practices. In T. Koschmann (Ed.), CSCL: Theory and Practice of an Emerging Paradigm. Routledge.
  

• Pasteur's Quadrant: Basic Science and Technological Innovation

  Stokes, D. E. (2011). Pasteur’s Quadrant: Basic Science and Technological Innovation. Brookings Institution Press.
  

• Counter-Mapping the Neighborhood on Bicycles: Mobilizing Youth to Reimagine the City

  Taylor, K. H., & Hall, R. (2013). Counter-Mapping the Neighborhood on Bicycles: Mobilizing Youth to Reimagine the City. Technology, Knowledge and Learning, 18(1), 65–93. https://doi.org/10.1007/s10758-013-9201-5
  

• Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan

  Thomas, S. (2016). Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan. In Office of Educational Technology, US Department of Education. Office of Educational Technology, US Department of Education. https://eric.ed.gov/?id=ED571884
  

• The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems

  VanLehn, K. (2011). The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.611369
  

• Critical Pedagogy and Sociocultural Theory

  Vossoughi, S., & Gutiérrez, K. D. (2016). Critical Pedagogy and Sociocultural Theory. In Power and Privilege in the Learning Sciences. Routledge.
  

• Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity

  Vossoughi, S., Hooper, P. K., & Escudé, M. (2016). Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity. Harvard Educational Review, 86(2), 206–232. https://doi.org/10.17763/0017-8055.86.2.206
  

• Thinking and Speech

  Vygotsky, L. S. (1987). Thinking and Speech. In N. Minick (Trans.), The Collected Works of L. S. Vygotsky: Child Psychology. Springer Science & Business Media.
  

• Robot Teachers, Racist Algorithms, and Disaster Pedagogy

  Watters, A. (2020, September 3). Robot Teachers, Racist Algorithms, and Disaster Pedagogy. Hack Education. http://hackeducation.com/2020/09/03/racist-robots
  

• Vygotsky and the Social Formation of Mind

  Wertsch, J. V. (1988). Vygotsky and the Social Formation of Mind. Harvard University Press.
  

• Preparing Teachers as Democratic Professionals

  Zeichner, K. (2020). Preparing Teachers as Democratic Professionals. Action in Teacher Education, 42(1), 38–48. https://doi.org/10.1080/01626620.2019.1700847
  

• SUMMA: Laboratory for Research and Innovation in Education for Latin America and the Caribbean

  SUMMA: Laboratorio de Investigación e Innovación en Educación para América Latina y el Caribe. (n.d.). ¿Quiénes somos? Retrieved from https://www.summaedu.org/