Items

• Design-Based Research

  Barab, S. A. (2014). Design-Based Research. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 151–170). Cambridge University Press.
  

• Cognitive Tutors: Technology Bringing Learning Sciences to the Classroom

  Koedinger, K. R., & Corbett, A. (2005). Cognitive Tutors: Technology Bringing Learning Sciences to the Classroom. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 61–78). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.006
  

• Educational Data Mining and Learning Analytics

  Baker, R., & Siemens, G. (2014). Educational Data Mining and Learning Analytics. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 253–272). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.016
  

• 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
  

• The Cambridge Handbook of the Learning Sciences

  Sawyer, R. K. (Ed.). (2014). The Cambridge Handbook of the Learning Sciences. Cambridge University Press.
  

• Learning Sciences and Policy Design and Implementation: Key Concepts and Tools for Collaborative Engagement

  Penuel, W. R., & Spillane, J. P. (2014). Learning Sciences and Policy Design and Implementation: Key Concepts and Tools for Collaborative Engagement. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 649–667). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.039