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Abstract This paper argues that the terms through which we interpret and work to develop expansive pedagogical practices are overly constrained by the binary of adult-centered versus child-centered education. Analyzing ethnographic data developed over three years in a making/tinkering...
Abstract Prior research shows that participation within communities of practice shapes children’s development of repertoires of practice—ways of engaging in activities within a cultural community. Families are a privileged community for learning because of the extensive time spent together, the...
Abstract This article presents a formative intervention study, called Learning Lab that facilitated the collective design of a culturally responsive behavioral support system at an urban middle school in the United States. Learning Lab united parents, teachers, support staff, education leaders,...
Abstract After three decades of scholarship describing why and how students ought to be taught to think historically, this study asks what happens when they are. Ten high school students from a school that incorporated historical thinking into all history coursework repeated the think-aloud task...
Abstract Gesture is recognized as part of and integral to cognition. The value of gesture for learning is contingent on how it gathers meaning against the ground of other relevant resources in the setting—in short, how the body is laminated onto the surrounding environment. With a focus on...
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