Alim, H. S., & Paris, D. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York, NY: Teachers College Press.Google Scholar

Alim, H. S., Rickford, J. R., & Ball, A. F. (Eds.). (2016). Raciolinguistics: How language shapes our ideas about race. New York, NY: Oxford University Press.Google Scholar

Amanti, C., González, N., & Moll, L. (2008). Case study: Using students’ cultural resources in teaching. In Rosebery, A. S. & Warren, B. (Eds.), Teaching science to English language learners (pp. 99–102). Washington, DC: National Science Foundation.Google Scholar

Annamma, S., & Booker, A. (2020). Integrating intersectionality into the study of learning. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M., The handbook of the cultural foundations of learning (pp. 297–313). New York, NY: Routledge.CrossRefGoogle Scholar

Au, K. (1980). Participation structures in a reading lesson with Hawaiian children: Analysis of a culturally appropriate instructional event. Anthropology Education Quarterly, 11(2), 91–115.CrossRefGoogle Scholar

Baldridge, B. (2020). Reclaiming community: Race and the uncertain future of youth work. Palo Alto, CA; Stanford University Press.Google Scholar

Ball, A. F. (1995). Community based learning in an urban setting as a model for educational reform. Applied Behavioral Science Review, 3(2), 127–146.Google Scholar

Bang, M., & Marin, A. (2015). Nature-culture constructs in science learning: Human-non-human agency and intentionality. Journal of Research in Science Teaching, 52(4), 530–544.CrossRefGoogle Scholar

Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008–1026.Google Scholar

Bang, M., Warren, B., Rosebery, A. S., & Medin, D. (2012). Desettling expectations in science education. Human Development, 55(5–6), 302–318.Google Scholar

Barton, A. C., & Tan, E. (2018). STEM-rich maker learning: Designing for equity with youth of color. New York, NY: Teachers College Press.Google Scholar

Boykin, A. W. (2000). The talent development model of schooling: Placing students at promise for academic success. Journal of Education for Students Placed At Risk, 5(1–2), 3–25.CrossRefGoogle Scholar

Brayboy, B. (2008). “Yakkity yak” and “talking back”: An examination of sites of survivance in indigenous knowledge. In Villegas, M., Neugebauer, S., & Venegas, K. (Eds.), Indigenous knowledge and education (pp. 321–339). Cambridge, MA: Harvard Educational Review.Google Scholar

Bricker, L. A., & Bell, P. (2014). “What comes to mind when you think of science? The perfumery!”: Documenting science-related cultural learning pathways across contexts and timescales. Journal of Research in Science Teaching, 51(3), 260–285.CrossRefGoogle Scholar

Brown, B. A. (2019) Science in the city: Culturally relevant STEM education. Cambridge, MA: Harvard Education Press.Google Scholar

Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 1–31.Google Scholar

Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In Nasir, N. & Cobb, P. (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105–117). New York, NY: Teachers College Press.Google Scholar

Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Belknap Press of Harvard University Press.Google Scholar

Cole, M., & The Distributed Literacy Consortium. (2006). The Fifth Dimension: An after-school program built on diversity. New York, NY: Russell Sage Foundation.Google Scholar

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.Google Scholar

Díez, D., Gatt, S., & Racionero, S. (2011). Placing immigrant and minority family and community members at the school’s centre: The role of community participation. European Journal of Education, 46(2), 184–196.Google Scholar

Espinoza, M. (2009). A case study of the production of educational sanctuary in one migrant classroom. Pedagogies: An International Journal, 4(1), 44–62.Google Scholar

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171.Google Scholar

Flores, N., & Schissel, J. L. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454–479. doi: 10.1002/tesq.182Google Scholar

García, G. E. (2000). Bilingual children’s reading. In Kamil, M., Mosenthal, P., Pearson, P. D., & Barr, R. (Eds.), Handbook of reading research (Vol. 3, pp. 813–834). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Gray, D., Hope, E., & Matthews, J. S. (2018). Black and belonging at school: A case for interpersonal, instructional, and institutional opportunity structures. Educational Psychologist, 53(2), 97–113.Google Scholar

Gutiérrez, K. D., Baquedano-López, P., & Tejada, C. (2000). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286–303.Google Scholar

Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25.Google Scholar

Gutiérrez, R. (2017). Living mathematx: Towards a vision for the future. Philosophy of Mathematics Education, 32(1), 1–34.Google Scholar

Hand, V., & Penuel, W., & Gutiérrez, K. (2012). (Re)framing educational possibility: Attending to power and equity in shaping access to and within learning opportunities. Human Development, 55(5–6), 250–268.Google Scholar

Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In Stevenson, H. W., Azuma, H., & Hakuta, K. (Eds.), Child development and education in Japan (pp. 262–272). New York, NY: Freeman.Google Scholar

Hattam, R., Brennan, M., Zipin, L., & Comber, B. (2009). Researching for social justice: Contextual, conceptual and methodological challenges. Discourse, 30(3), 303–316.Google Scholar

Heath, S. B., & McLaughlin, M. (1993). Identity and inner-city youth. New York, NY: Teachers College Press.Google Scholar

Hudicourt-Barnes, J. (2003). The use of argumentation in Haitian Creole science classrooms. Harvard Educational Review, 73(1), 73–93.Google Scholar

Kimmerer, R. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge, and the teachings of plants. Minneapolis, MN: Milkweed Editions.Google Scholar

Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco, CA: Jossey-Bass.Google Scholar

Latour, B., & Woolgar, S. (1986). Laboratory life: The social construction of scientific facts (2nd ed.). Princeton, NJ: Princeton University Press.Google Scholar

Lave, J. (1988). Cognition in practice. New York, NY: Cambridge University Press.Google Scholar

Leander, K. M., Phillips, N. C., & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34(1), 329–394.Google Scholar

Lee, C. D. (1995). A culturally based cognitive apprenticeship: Teaching African American high school students’ skills in literary interpretation. Reading Research Quarterly, 30(4), 608–631.Google Scholar

Lee, C. D. (1997). Bridging home and school literacies: A model of culturally responsive teaching. In Flood, J., Heath, S. B. & Lapp, D. (Eds.), A handbook for literacy educators: Research on teaching the communicative and visual arts (pp. 330–341). New York, NY: Macmillan Publishing Company.Google Scholar

Lee, C. D. (2001). Is October Brown Chinese: A cultural modeling activity system for underachieving students. American Educational Research Journal, 38(1), 97–142.Google Scholar

Lee, C. D. (2005). The state of knowledge about the education of African Americans. In King, J. (Ed.), Black education: A transformative research and action agenda for the new century (pp. 45–71). Mahwah, NJ: Lawrence Erlbaum Associates (joint publication with the American Educational Research Association).Google Scholar

Lee, C. D. (2007). Culture, literacy and learning: Taking blooming in the midst of the whirlwind. New York, NY: Teachers College Press.Google Scholar

Lee, C. D. (2008). The centrality of culture to the scientific study of learning and development: How an ecological framework in educational research facilitates civic responsibility. Educational Researcher, 37(5), 267–279.Google Scholar

Lee, C. D. (2017). Integrating research on how people learn and learning across settings as a window of opportunity to address inequality in educational processes and outcomes. Review of Research in Education, 41(1), 88–111.Google Scholar

Lee, C. D., Goldman, S., Levine, S., Magliano, J., Yukhymenko-Lescroart, M., & Briner, S. (2016). Epistemic cognition in literary reasoning. In Green, J., Sandoval, W., & Bråten, I. (Eds.), Handbook of epistemic cognition (pp. 165–183). New York, NY: Taylor & Francis.Google Scholar

Lee, C. D., Rosenfeld, E., Mendenhall, R., Rivers, A., & Tynes, B. (2004). Cultural modeling as a frame for narrative analysis. In Dauite, C. L. & Lightfoot, C. (Eds.), Narrative analysis: Studying the development of individuals in society (pp. 39–62). Thousand Oaks, CA: Sage Publications.Google Scholar

Lee, C. D., Spencer, M. B., & Harpalani, V. (2003). Every shut eye ain’t sleep: Studying how people live culturally. Educational Researcher, 32(5), 6–13.Google Scholar

Levine, S., Keifert, D., Marin, A., & Enyedy, N. (2020). Hybrid argumentation in literature and science for K–12 classrooms. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 141–159). New York, NY: Routledge.Google Scholar

Ma, J. Y. (2016). Designing disruptions for productive hybridity: The case of walking scale geometry. Journal of the Learning Sciences, 25(3), 335–371.Google Scholar

Mahiri, J. (1998). Shooting for excellence: African American and youth culture in new century schools. New York, NY: Teachers College Press and National Council of Teachers of English.Google Scholar

Mahiri, J. (2000/2001). Pop culture pedagogy and the end(s) of school. Journal of Adolescent & Adult Literacy, 44(4), 382–386.Google Scholar

Majors, Y. (2003). Shoptalk: Teaching and learning in an African American hair salon. Mind, Culture and Activity, 10(4), 289–310.Google Scholar

Marin, A. (2020). Ambulatory sequences: Ecologies of learning by attending and observing on the move. Cognition and Instruction, 38(3), 281–317. doi:10.1080/07370008.2020.1767104Google Scholar

Martin, D. B. (2019). Equity, inclusion, and antiblackness in mathematics education. Race Ethnicity and Education, 22(4), 459–478.Google Scholar

McAuliffe, M., & Khadria, B. (2019). The world migration report 2020. Geneva, Switzerland: International Organization for Migration.Google Scholar

McDermott, R., & Pea, R. (2020). Learning “how to mean”: Embodiment in cultural practices. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 99–118). New York, NY: Routledge.Google Scholar

Medin, D. L., & Bang, M. (2014). Who’s asking? Native science, Western science, and science education. Cambridge, MA: MIT Press.Google Scholar

Moll, L., & González, N. (2004). Engaging life: A funds of knowledge approach to multicultural education. In Banks, J. & McGee Banks, C. (Eds.), Handbook of research on multicultural education (2nd ed., pp. 699–715). New York, NY: Jossey-Bass.Google Scholar

Morrell, E. (2002). Toward a critical pedagogy of popular culture: Literacy development among urban youth. Journal of Adolescent & Adult Literacy, 46(1), 72–78.Google Scholar

Moses, R. P., & Cobb, C. E. (2001). Radical equations: Math literacy and civil rights. Boston, MA: Beacon Press.Google Scholar

Moses, R., Kamii, M., Swap, S. M., & Howard, J. (1989). The Algebra Project: Organizing in the spirit of Ella. Harvard Educational Review, 59(4), 423–443.Google Scholar

Nasir, N. (2000). “Points ain’t everything”: Emergent goals and average and percent understandings in the play of basketball among African-American students. Anthropology and Education Quarterly, 31(3), 283–305.CrossRefGoogle Scholar

Nasir, N. (2012). Racialized identities: Race and achievement for African-American youth. Stanford, CA: Stanford University Press.Google Scholar

Nasir, N., & Bang, M. (Eds.). (2012). Conceptualizing culture and racialized processes in learning [Special issue]. Human Development, 55(5–6).CrossRefGoogle Scholar

Nasir, N., Givens, J., & Chatmon, C. (Eds.). (2019). We dare say love: Supporting the educational life of Black boys. New York, NY: Teachers College Press.Google Scholar

Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (2020). The handbook of the cultural foundations of learning. New York, NY: Routledge.CrossRefGoogle Scholar

Nasir, N., & Stone, L. (2003). ‘Mo’ money, no problem’: Learning to talk and play dominoes [Unpublished manuscript]. Stanford University.Google Scholar

Orellana, M. F., & García, O. (2014). Conversation currents: Language brokering and translanguaging in school. Language Arts, 91(5), 386–392.Google Scholar

Organisation for Economic Co-operation and Development (OECD). (2010). PISA 2009 results: Overcoming social background. Equity in learning opportunities and outcomes. Paris, France: OECD Publishing.Google Scholar

Organisation for Economic Co-operation and Development (OECD). (2020). PISA 2018 results (Vol. V): Effective policies, successful schools. Paris, France: OECD Publishing.Google Scholar

Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 1–31.Google Scholar

Peele‐Eady, T. B. (2011). Constructing membership identity through language and social interaction: The case of African American children at Faith Missionary Baptist Church. Anthropology & Education Quarterly, 42(1), 54–75.Google Scholar

Peele-Eady, T., & Moje, E. (2020). Communities as contexts for learning. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 230–246). New York, NY: Routledge.Google Scholar

Rogers, O., Rosario, R. J., & Cielto, J. (2020). The role of stereotypes: Racial identity and learning. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 62–78). New York, NY: Routledge.Google Scholar

Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.Google Scholar

Rosado-May, F., Urietta, L., Dayton, A., & Rogoff, B. (2020). Innovation as a key feature of indigenous ways of learning: Individuals and communities generating knowledge. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 79–96). New York, NY: Routledge.CrossRefGoogle Scholar

Rose, M. (2004). The mind at work. New York, NY: Viking.Google Scholar

Rosebery, A., Ogonowski, M., DiSchino, M., & Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as fundamental to learning. Journal of the Learning Sciences, 19(3), 322–357.Google Scholar

Rosebery, A., & Warren, B. (Eds.). (2008). Teaching science to English language learners. Washington, DC: The National Science Foundation.Google Scholar

Saxe, G. B. (1991). Culture & cognitive development: Studies in mathematical understanding. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Scribner, S. (1985). Knowledge at work. Anthropology and Education Quarterly, 16(3), 199–206.Google Scholar

Smitherman, G. (1977). Talkin and testifyin: The language of Black America. Boston, MA: Houghton Mifflin.Google Scholar

Smitherman, G. (2000). African American student writers in the NAEP, 1969–1988/89 and “The Blacker the berry, the sweeter the juice”. In Smitherman, G. (Ed.), Talkin that talk: Language, culture and education in African America (pp. 163–194). New York, NY: Routledge.CrossRefGoogle Scholar

Sohmer, R., & Michaels, S. (2005). The “two puppies” story: The role of narrative in teaching and learning science. In Quasthoff, U. & Becker, T. (Eds.), Narrative interaction (pp. 57–91). Philadelphia, PA: John Benjamins Publishing Company.Google Scholar

Spencer, M. B. (1999). Social and cultural influences on school adjustment: The application of an identity-focused cultural ecological perspective. Educational Psychologist, 34(1), 43–57.CrossRefGoogle Scholar

Spencer, M. B., Offidani-Bertand, C., Harris, K., & Velez, G. (2020). Examining links between culture, identity, and learning. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 44–61). New York, NY: Routledge.Google Scholar

Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613–629.Google Scholar

Taylor, E. V. (2009). The purchasing practice of low-income students: The relationship to mathematical development. Journal of the Learning Sciences, 18(3), 370–415.Google Scholar

Taylor, K. H. (2017). Learning along lines: Locative literacies for reading and writing the city. Journal of the Learning Sciences, 26(4), 533–574.CrossRefGoogle Scholar

Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York, NY: Cambridge University.Google Scholar

Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409–428.Google Scholar

Vossoughi, S. (2014). Social analytic artifacts made concrete: A study of learning and political education. Mind, Culture and Activity, 21(4), 353–373.CrossRefGoogle Scholar

Vossoughi, S., Jackson, A., Chen, S., Roldan, W., & Escudé, M. (2020). Embodied pathways and ethical trails: Studying learning in and through relational histories. Journal of the Learning Sciences, 29(2), 183–223. doi: 10.1080/10508406.2019.1693380Google Scholar

Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A., & Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sensemaking. Journal of Research in Science Teaching, 38(5), 529–552.Google Scholar

Warren, B., Ogonowski, M., & Pothier, S. (2005). “Everyday” and “scientific”: Re-thinking dichotomies in modes of thinking in science learning. In Nemirovsky, R., Rosebery, A., Solomon, J., & Warren, B. (Eds.), Everyday matters in mathematics and science: Studies of complex classroom events (pp. 119–148). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Warren, B., & Rosebery, A. (2011). Navigating interculturality: African American male students and the science classroom. Journal of African American Males in Education, 2(1), 98–115.Google Scholar

Warren, B., Vossoughi, S., Rosebery, A. S., Bang, M., & Taylor, E. (2020). Multiple ways of knowing: Re-imagining disciplinary learning. In Nasir, N., Lee, C. D., Pea, R., & McKinney de Royston, M. (Eds.), The handbook of the cultural foundations of learning (pp. 277–294). New York, NY: Routledge.Google Scholar

Winn, M. T. (2011). Girl time: Literacy, justice, and the school-to-prison pipeline (Teaching for Social Justice series). New York, NY: Teachers College Press.Google Scholar

Wright, C. G. (2019). Constructing a collaborative critique-learning environment for exploring science through improvisational performance. Urban Education, 54(9), 1319–1348.Google Scholar

Ainley, M. (2012). Students’ interest and engagement in classroom activities. In Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.), Handbook of research on student engagement (pp. 283–302). New York, NY: Springer.Google Scholar

Alexander, J. M., Johnson, K. E., & Neitzel, C. (2019). Multiple points of access for supporting interest in science. In Renninger, K. A. & Hidi, S. E. (Eds.), The Cambridge handbook of motivation and learning (pp. 312–352). Cambridge, England: Cambridge University Press.Google Scholar

Azevedo, F. S. (2006). Personal excursions: Investigating the dynamics of student engagement. International Journal of Computers for Mathematical Learning, 11(1), 57–98.Google Scholar

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.Google Scholar

Barton, A. C., Kang, H., Tan, E., O’Neil, T., Guerra, J. B., & Brecklin, C. (2013). Crafting a future in science. American Educational Research Journal, 50(1), 37–75.Google Scholar

Berlyne, D. (1960). Conflict, arousal, and curiosity. New York, NY: McGraw-Hill.Google Scholar

Cannady, M. A., Vincent-Ruz, P., Chung, J. M., & Schunn, C. D. (2019). Scientific sensemaking supports science content learning across disciplines and instructional contexts. Contemporary Educational Psychology, 59, 1–15. doi:10.1016/j.cedpsych.2019.101802Google Scholar

Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. New York, NY: Springer.Google Scholar

Crowley, K., Barron, B. J., Knutson, K., & Martin, C. (2015). Interest and the development of pathways to science. In Renninger, K. A., Nieswandt, M., & Hidi, S. (Eds.), Interest in mathematics and science learning (pp. 297–313). Washington, DC: AERA.Google Scholar

Eccles, J. S., Adler, T. F., Futterman, R., et al. (1983). Expectancies, values, and academic behaviors. In Spence, J. T. (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco, CA: W. H. Freeman.Google Scholar

Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In Ames, R. E. & Ames, C. (Eds.), Research on motivation in education (Vol. 3, pp. 139–181). New York, NY: Guildford Press.Google Scholar

Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. Journal of the Learning Sciences, 15(4), 451–498.Google Scholar

Falk, J. H., & Needham, M. D. (2011). Measuring the impact of a science center on its community. Journal of Research in Science Teaching, 48(1), 1–12.Google Scholar

Flum, H., & Kaplan, A. (2006). Exploratory orientation as an educational goal. Educational Psychologist, 41(2), 99–110.Google Scholar

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.CrossRefGoogle Scholar

Gresalfi, M., & Barab, S. (2011). Learning for a reason: Supporting forms of engagement by designing tasks and orchestrating environments. Theory into Practice, 50(4), 300–310.Google Scholar

Hadwin, A. F., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation and shared regulation in collaborative learning environments. In Schunk, D. & Greene, J. (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 83–106). New York, NY: Routledge.Google Scholar

Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(1), 105–122. doi:10.1037/0022-0663.100.1.105Google Scholar

Hecht, C. A., Grande, M. R., & Harackiewicz, J. M. (2021). The role of utility value in promoting interest development. Motivation Science, 7(1), 1–20. doi:10.1037/mot0000182Google Scholar

Hidi, S., & Ainley, M. (2008). Interest and self-regulation: Relationships between two variables that influence learning. In Schunk, D. H. & Zimmerman, B. J. (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 77–109). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Hidi, S., & Harackiewicz, J. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151–179.Google Scholar

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.Google Scholar

Hidi, S., & Renninger, K. A. (in press). Reward, reward expectations/incentives, and interest. In Bong, M., Kim, S., & Reeve, J. (Eds.), Motivation science: Controversies and insights. New York, NY: Oxford University Press.Google Scholar

Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412.Google Scholar

Ito, M., Martin, C., Rafalow, M., Tekinbas, K. S., Wortman, A., & Pfister, R. C. (2019). Online affinity networks as contexts for connected learning. In Renninger, K. A. & Hidi, S. E. (Eds.), The Cambridge handbook of motivation and learning (pp. 291–311). Cambridge, England: Cambridge University Press.Google Scholar

Järvelä, S., Gašević, D., Seppänen, T., Pechenizkiy, M., & Kirschner, P. A. (2020). Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning. British Journal of Educational Technology, 52(6), 2391–2406. doi:10.1111/bjet.12917Google Scholar

Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J., & Sobocinski, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction, 43, 39–51. doi:10.1016/j.learninstruc.2016.01.005Google Scholar

Järvelä, S., Järvenoja, H., & Muukkonen, H. (2021). Motivation in collaborative inquiry environments. In Golan Duncan, R. & Chinn, C. A. (Eds.), International handbook of inquiry and learning (pp. 157–173). New York, NY: Routledge.Google Scholar

Järvelä, S., Kirschner, P. A., Hadwin, A., et al. (2016). Socially shared regulation of learning in CSCL: Understanding and prompting individual- and group-level shared regulatory activities. International Journal of Computer Supported Collaborative Learning, 11(3), 263–280. doi:10.1007/s11412–016-9238-2Google Scholar

Järvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding regulated learning in situative and contextual frameworks. Educational Psychologist, 50(3), 204–219. doi:10.1080/00461520.2015.1075400Google Scholar

Kapon, S. (2017). Unpacking sensemaking. Science Education, 101(1), 165–198.Google Scholar

Lakanen, J. A., & Isomöttönen, V. (2018). Computer science outreach workshop and interest development: A longitudinal study. Informatics in Education, 17(2), 341–361. doi:10.15388/infedu.2018.18Google Scholar

Magnifico, A. M., Olmanson, J., & Cope, W. (2013). New pedagogies of motivation: Reconstructing and repositioning motivational constructs in the design of learning technologies. E-Learning and Digital Media, 10(4), 483–511.Google Scholar

McKinsey Global Institute. (2017). Jobs lost, jobs gained: What the future of work will mean for jobs, skills, and wages. San Francisco, CA.Google Scholar

Michaelis, J., & Nathan, M. (2016). The four-phase interest development in engineering survey [Paper presentation]. ASEE Annual Conference and Exposition, Seattle, Washington, DC. doi:10.18260/p.25117Google Scholar

Nolen, S. B., & Ward, C. J. (2008). Sociocultural and situative approaches to studying motivation. In Maehr, M. L., Karabenick, S. A., & Urdan, T. C. (Eds.), Advances in motivation and achievement: Social psychological perspectives (pp. 425–460). London, England: Emerald Group Publishing.Google Scholar

Palmer, D. H., Dixon, J., & Archer, J. (2016). Identifying underlying causes of situational interest in a science course for preservice elementary teachers. Science Education, 100(6), 1039–1061. doi:10.1002/sce.21244Google Scholar

Pedaste, M., Mäeots, M., Siiman, L. A., et al. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. doi:10.1016/j.edurev.2015.02.003Google Scholar

Perry, N. E. (1998). Young children’s self-regulated learning and contexts that support it. Journal of Educational Psychology, 90(4), 715–729.Google Scholar

Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–15.Google Scholar

Reich, J., & Ruipérez-Valienten, J. A. (2019). The MOOC pivot: What happened to disruptive transformation of education? Science, 363(6423), 130–131.Google Scholar

Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In Sansone, C. & Harackiewicz, J. M. (Eds.), Intrinsic motivation: Controversies and new directions (pp. 373–404). San Diego, CA: Academic Press.Google Scholar

Renninger, K. A. (2010). Working with and cultivating interest, self-efficacy, and self-regulation. In Preiss, D. & Sternberg, R. (Eds.), Innovations in educational psychology: Perspectives on learning, teaching and human development (pp. 158–195). New York, NY: Springer.Google Scholar

Renninger, K. A., Cai, M., Lewis, M. C., Adams, M. M., & Ernst, K. L. (2011). Motivation and learning in an online, unmoderated, mathematics workshop for teachers. Educational Technology Research and Development, 59(2), 229–247.Google Scholar

Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168–184.Google Scholar

Renninger, K. A., & Hidi, S. (2016). The power of interest for motivation and engagement. New York, NY: Routledge.Google Scholar

Renninger, K. A., & Hidi, S. E. (2019). Interest development and learning. In Renninger, K. A. & Hidi, S. E. (Eds.), The Cambridge handbook of motivation and learning (pp. 265–296). Cambridge, England: Cambridge University Press.Google Scholar

Renninger, K. A., & Hidi, S. E. (2020). To level the playing field, develop interest. Policy Insights from the Behavioral and Brain Sciences, 7(1), 1–9. doi:10.1177/2372732219864705Google Scholar

Renninger, K. A., Ren, Y., & Kern, H. M. (2018). Motivation, engagement, and interest: “In the end, it came down to you and how you think of the problem.” In Fischer, F., Hmelo-Silver, C. E., Goldman, S. R., & Reimann, P. (Eds.), International handbook of the learning sciences (pp. 116–126). New York, NY: Routledge.Google Scholar

Sansone, C., & Thoman, D. B. (2005). Interest as the missing motivator in self-regulation. European Psychologist, 10(3), 175–186.Google Scholar

Sansone, C., Weir, C., Harpster, L., & Morgan, C. (1992). Once a boring task always a boring task? Interest as a self-regulatory mechanism. Journal of Personality and Social Psychology, 63(3), 379–390.Google Scholar

Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance. In Schunk, D. H. & Greene, J. A. (Eds.), Handbook of self-regulation of learning and performance (Educational psychology handbook series, pp. 1–15). New York, NY: Routledge/Taylor & Francis Group.Google Scholar

Sinatra, G. M., Heddy, B., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1–13. doi:10.1080/00461520.2014.1002924Google Scholar

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581.Google Scholar

Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.), Handbook of research on student engagement (pp. 21–44). New York, NY: Springer International.Google Scholar

Staus, N. L., Lesseig, K., Lamb, R., Falk, J., & Dierking, L. (2019). Validation of a measure of STEM interest for adolescents. International Journal of Science and Mathematics Education, 18(2), 279–294. doi:10.1007/s10763–019-09970-7Google Scholar

Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In Fraser, B. J., Tobin, K., & McRobbie, C. J. (Eds.), Second international handbook of science education (pp. 597–625). New York, NY: Springer International.Google Scholar

Van den Bossche, P., Gijselars, W., Seger, M., & Kirschner, P. A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments: Team learning beliefs and behaviors. Small Group Research, 37(5), 490–521.Google Scholar

Volet, S., & Järvelä, S. (Eds.). (2001). Motivation in learning contexts: Theoretical advances and methodological implications. London, England: Pergamon/Elsevier.Google Scholar

Wigfield, A., & Eccles, J. S. (2020). 35 years of research on students’ subjective task values and motivation: A look back and a look forward. In Elliott, A. J. (Ed.), Advances in motivation science (pp. 161–198). Cambridge, MA: Elsevier Academic Press.Google Scholar

Wigfield, A., Eccles, J., Schiefele, U., Roeser, R., & Davis-Kean, P. (2006). Development of achievement motivation. In Lerner, R. & Damon, W. (Series Eds.) & Eisenberg, N. (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 933–1002). New York, NY: Wiley.Google Scholar

World Economic Forum. (2016). The global information technology report 2016: Innovating in the digital economy. Johnson Cornell University; INSEAD.Google Scholar

Xu, J., Coats, L. T., & Davidson, M. L. (2012). Promoting student interest in science: The perspectives of exemplary African American teachers. American Educational Research Journal, 49(1), 124–154. doi:10.3102/0002831211426200Google Scholar

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339.Google Scholar

Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660–668.Google Scholar

Arias, A., Bismack, A., Davis, E. A., & Palincsar, A. S. (2016). Interacting with a suite of educative features: Elementary science teachers’ use of educative curriculum materials. Journal of Research in Science Teaching, 53(3), 422–449.Google Scholar

Arias, A., & Davis, E. A. (2017). Supporting children to construct evidence-based claims in science: Individual learning trajectories in a practice-based program. Teaching and Teacher Education, 66(1), 204–218.Google Scholar

Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is – or might be – the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–8.Google Scholar

Ball, D., & Forzani, F. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.Google Scholar

Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 29(5), 389–407.Google Scholar

Bannister, N. (2015). Reframing practice: Teacher learning through interactions in a collaborative group. Journal of the Learning Sciences, 24(3), 347–372.Google Scholar

Berry, A., Friedrichsen, P., & Loughran, J. (Eds.). (2015). Re-examining pedagogical content knowledge in science education. New York, NY: Routledge/Taylor & Francis.Google Scholar

Beyer, C., & Davis, E. A. (2009). Using educative curriculum materials to support preservice elementary teachers’ curricular planning: A comparison between two different forms of support. Curriculum Inquiry, 39(5), 679–703.Google Scholar

Beyer, C. J., Delgado, C., Davis, E. A., & Krajcik, J. (2009). Investigating teacher learning supports in high school biology curricular programs to inform the design of educative curriculum materials. Journal of Research in Science Teaching, 46(9), 977–998.Google Scholar

Blumenfeld, P., Fishman, B., Krajcik, J., Marx, R., & 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.Google Scholar

Borko, H., Jacobs, J. Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436.Google Scholar

Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In Peterson, P. L., Baker, E., & McGaw, B. (Eds.), International encyclopedia of education (pp. 548–556). New York, NY: Elsevier.Google Scholar

Brophy, J. (Ed.). (2004). Using video in teacher education. Bingley, England: Emerald Group Publishing Limited.Google Scholar

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.Google Scholar

Brown, M. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In Remillard, J. T., Herbel-Eisenman, B., & Lloyd, G. (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17–36). New York, NY: Routledge.Google Scholar

Campbell, T., McKenna, T. J., Fazio, X., Hetherington-Coy, A., & Pierce, P. (2019). Negotiating coherent science teacher professional learning experiences across a university and partner school settings. Journal of Science Teacher Education, 30(2), 179–199.Google Scholar

Cesareni, D., Martini, F., & Mancini, I. (2011). Building a community among teachers, researchers and university students: A blended approach to training. International Journal of Computer-Supported Collaborative Learning, 6(4), 625–646.Google Scholar

Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. International Journal of Computer-Supported Collaborative Learning, 6(2), 147–186.Google Scholar

Chen, G., Chan, K. K. H., Chan, C. K. K., Clarke, S. N., & Resnick, L. B. (2020). Efficacy of video-based teacher professional development for increasing classroom dialogue and student learning. Journal of the Learning Sciences, 29(4–5), 642–680.Google Scholar

Cobb, P., Jackson, K., Smith, T., Sorum, M., & Henrick, E. (2013). Design research with educational systems: Investigating and supporting improvements in the quality of mathematics teaching and learning at scale. In Fishman, B., Penuel, W. R., Allen, A., & Cheng, B. H. (Eds.), Design-based implementation research: Theories, methods, and exemplars (National Society for the Study of Education Yearbook, Vol. 112(2), pp. 320–349). New York, NY: Teachers College Press.Google Scholar

Coburn, C. E., & Penuel, W. R. (2016). Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48–54.Google Scholar

Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 15–42.Google Scholar

Davis, E. A., Beyer, C., Forbes, C., & Stevens, S. (2011). Understanding pedagogical design capacity through teachers’ narratives. Teaching and Teacher Education, 27(4), 797–810.Google Scholar

Davis, E. A., Kloser, M., Wells, A., Windschitl, M., Carlson, J., & Marino, J. C. (2017). Teaching the practice of leading sensemaking discussions in science: Science teacher educators using rehearsals. Journal of Science Teacher Education, 28(3), 275–293.Google Scholar

Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 2–14.Google Scholar

Davis, E. A., Palincsar, A. S., Smith, P. S., Arias, A., & Kademian, S. (2017). Educative curriculum materials: Uptake, impact, and implications for research and design. Educational Researcher, 46(6), 293–304.Google Scholar

Dede, C., Ketelhut, D. J., Whitehouse, P., & McCloskey, E. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8–19.Google Scholar

Desimone, L. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.Google Scholar

Edelson, D. C. (2002). Design research: What we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105–121.Google Scholar

Enyedy, N., Goldberg, J., & Welsh, K. M. (2006). Complex dilemmas of identity and practice. Science Education, 90(1), 68–93.Google Scholar

Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.Google Scholar

Fischer, C., Fishman, B., & Schoenebeck, S. Y. (2019). New contexts for professional learning: Analyzing high school science teachers’ engagement on Twitter. AERA Open, 5(4). doi:10.1177/2332858419894252Google Scholar

Fishman, B. (2003). Linking on-line video and curriculum to leverage community knowledge. In Brophy, J. (Ed.), Advances in research on teaching: Using video in teacher education (Vol. 10, pp. 201–234). New York, NY: Elsevier.Google Scholar

Fishman, B. (2016). Possible futures for online teacher professional development. In Dede, C., Eisenkraft, A., Frumin, K., & Hartley, A. (Eds.), Teacher learning in the digital age: Online professional development in STEM education (pp. 13–30). Cambridge, MA: Harvard Education Press.Google Scholar

Fishman, B., & Dede, C. (2016). Teaching and technology: New tools for new times. In Gitomer, D. & Bell, C. (Eds.), Handbook of research on teaching (5th ed., pp. 1269–1334). Washington, DC: American Educational Research Association.Google Scholar

Fishman, B., Marx, R., Best, S., & Tal, R. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19(6), 643–658.Google Scholar

Fishman, B., Penuel, W. R., Allen, A., & Cheng, B. H. (Eds.). (2013). Design-based implementation research: Theories, methods, and exemplars (National Society for the Study of Education Yearbook, 112[2]). New York, NY: Teachers College Press.Google Scholar

Fishman, B., Penuel, W. R., Hegedus, S., & Roschelle, J. M. (2011). What happens when the research ends? Factors related to the sustainability of a technology-infused mathematics curriculum. Journal of Computers in Mathematics and Science Teaching, 30(4), 329–353.Google Scholar

Frumin, K., Dede, C., Fischer, C., et al. (2018). Adapting to large-scale changes in Advanced Placement Biology, Chemistry, and Physics: The impact of online teacher communities. International Journal of Science Education, 40(4), 397–420.Google Scholar

Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41–67.Google Scholar

Gerard, L. F., Spitulnik, M., & Linn, M. C. (2010). Teacher use of evidence to customize inquiry science instruction. Journal of Research in Science Teaching, 47(9), 1037–1063.Google Scholar

Gerard, L. F., Varma, K., Corliss, S. B., & Linn, M. C. (2011). Professional development for technology-enhanced inquiry science. Review of Educational Research, 81(3), 408–448.Google Scholar

Gibbons, L. K., & Cobb, P. (2017). Focusing on teacher learning opportunities to identify potentially productive coaching activities. Journal of Teaching Education, 68(4), 411–425.Google Scholar

Gomez, L. M., Bryk, A. S., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press.Google Scholar

Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100.Google Scholar

Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942–1012.Google Scholar

Hatch, T., & Grossman, P. (2009). Learning to look beyond the boundaries of representation. Journal of Teacher Education, 60(1), 70–85.Google Scholar

Heffernan, N. T., Heffernan, C. L., Bennett Decoteau, M., & Militello, M. (2012). Effective and meaningful use of educational technology: Three cases from the classroom. In Dede, C. & Richards, J. (Eds.), Digital teaching platforms: Customizing classroom learning for each student (pp. 88–102). New York, NY: Teachers College Press.Google Scholar

Horn, I. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community. Teachers College Record, 112(1), 225–259.Google Scholar

Horn, I., Garner, B., Chen, I.-C., & Frank, K. A. (2020). Seeing colleagues as learning resources: The influence of mathematics teacher meetings on advice-seeking social networks. AERA Open, 6(2). doi:10.1177/2332858420914898Google Scholar

Horn, I., & Kane, B. D. (2015). Opportunities for professional learning in Mathematics teacher workgroup conversations: Relationships to instructional expertise. Journal of the Learning Sciences, 24(3), 373–418.Google Scholar

Johnson, H., & Cotterman, M. (2015). Developing preservice teachers’ knowledge of science teaching through video clubs. Journal of Science Teacher Education, 26(4), 393–417.Google Scholar

Kang, H., & van Es, E. A. (2019). Articulating design principles for productive use of video in preservice education. Journal of Teacher Education, 70(3), 237–250.Google Scholar

Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7, 203–235.Google Scholar

Kazemi, E., Ghousseini, H., Cunard, A., & Turrou, A. (2016). Getting inside rehearsals: Insight from teacher educators to support work on complex practice. Journal of Teacher Education, 67(1), 18–31.Google Scholar

Kelley-Petersen, M., Davis, E. A., Ghousseini, H., Kloser, M., & Monte-Sano, C. (2018). Rehearsals as examples of approximation. In Grossman, P. (Ed.), Teaching core practices in teacher education (pp. 85–105). Cambridge, MA: Harvard Education Press.Google Scholar

Laferrière, T., Allaire, S., Breuleux, A., et al. (2015). The knowledge building international project (KBIP): Scaling up professional development using collaborative technology. In Looi, C. K. & Teh, L. W. (Eds.), Scaling educational innovations (pp. 255–276). Singapore: Springer.Google Scholar

Laferrière, T., Montane, M., Gros, B., et al. (2010). Partnerships for knowledge building: An emerging model. Canadian Journal of Learning and Technology, 36(1).Google Scholar

Lampert, M., Franke, M., Kazemi, E., et al. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243.Google Scholar

Lampert, M., & Graziani, F. (2009). Instructional activities as a tool for teachers’ and teacher educators’ learning. Elementary School Journal, 109(5), 491–509.Google Scholar

Lin, H. T., & Fishman, B. (2006). Exploring the relationship between teachers’ curriculum enactment experience and their understanding of underlying unit structures. In 7th International Conference of the Learning Sciences (Vol. 1, pp. 432–438). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Luehmann, A. L. (2008). Using blogging in support of teacher professional identity development: A case study. Journal of the Learning Sciences, 17(3), 287–337.Google Scholar

McDonald, S. P. (2010). Building a conversation: Preservice teachers’ use of video as data for making evidence-based arguments about practice. Educational Technology, 50(1), 28–31.Google Scholar

McKenney, S., & Mor, Y. (2015). Supporting teachers in data-informed educational design. British Journal of Educational Technology, 46(2), 265–279.Google Scholar

McNeill, K. (2009). Teachers’ use of curriculum to support students in writing scientific arguments to explain phenomena. Science Education, 93(2), 233–268.Google Scholar

Mikeska, J., Howell, H., & Straub, C. (2019). Using performance tasks within simulated environments to assess teachers’ ability to engage in coordinated, accumulated, and dynamic (CAD) competencies. International Journal of Testing, 19(2), 128–147.Google Scholar

Mor, Y., Ferguson, R., & Wasson, B. (2015). Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology, 46(2), 221–229.Google Scholar

National Academies of Sciences, Engineering, and Medicine (NASEM). (2015). Science teachers’ learning: Enhancing opportunities, creating supportive contexts (Committee on Strengthening Science Education through a Teacher Learning Continuum Board on Science Education and Teacher Advisory Council Division of Behavioral and Social Science and Education Ed.). Washington, DC: The National Academies Press.Google Scholar

Oshima, J., Oshima, R., Chiyonishio, Y., & Ohsaki, A. (2018). A new approach to lesson study practice in Japan from the DBIR perspective. In Kay, J. & Luckin, R. (Eds.), Rethinking learning in the digital age: Making the learning sciences count (Vol. 2, pp. 673–680). London, England: International Society of the Learning Sciences. https://repository.isls.org//handle/1/482Google Scholar

Palincsar, A., Magnusson, S., Marano, N., Ford, D., & Brown, N. (1998). Designing a community of practice: Principles and practices of the GIsML community. Teaching and Teacher Education, 14(1), 5–19.Google Scholar

Penuel, W. R. (2019). Infrastructuring as a practice of design-based research for supporting and studying equitable implementation and sustainability of innovations. Journal of the Learning Sciences, 28(4–5), 659–677.Google Scholar

Penuel, W. R., Fishman, B., Cheng, B. H., & Sabelli, N. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(7), 331–337.Google Scholar

Penuel, W. R., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958.Google Scholar

Penuel, W. R., & Gallagher, L. P. (2009). Preparing teachers to design instruction for deep understanding in middle school earth science. Journal of the Learning Sciences, 18(4), 461–508.Google Scholar

Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.Google Scholar

Renninger, K. A., & Shumar, W. (2004). The centrality of culture and community to participant learning at and with The Math Forum. In Barab, S. A., Kling, R., & Gray, J. H. (Eds.), Designing for virtual communities in the service of learning (pp. 181–209). Cambridge, England: Cambridge University Press.Google Scholar

Rich, P. J., & Hannafin, M. (2009). Video annotation tools: Technologies to scaffold, structure and transform teacher reflection. Journal of Teacher Education, 60(1), 52–67.Google Scholar

Ruopp, R. R., Gal, S., Drayton, B., & Pfister, M. (1993). LabNet: Toward a community of practice. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar

Russell, J. L., Correnti, R., Stein, M. K., et al. (2020). Learning from adaptation to support instructional improvement at scale: Understanding coach adaptation in the TN mathematics coaching project. American Educational Research Journal, 57(1), 148–187.Google Scholar

Sawyer, R. K. (2019). The creative classroom: Innovative teaching for 21st-century learners. New York, NY: Teachers College Press.Google Scholar

Schlager, M. S., Farooq, U., Fusco, J., Schank, P., & Dwyer, N. (2009). Analyzing online teacher networks: Cyber networks require cyber research tools. Journal of Teacher Education, 60(1), 86–100.Google Scholar

Schlager, M. S., Fusco, J., & Schank, P. (2002). Evolution of an online education community of practice. In Renninger, K. A. & Shumar, W. (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 129–158). Cambridge, England: Cambridge University Press.Google Scholar

Schneider, R. M., & Krajcik, J. S. (2002). Supporting science teacher learning: The role of educative curriculum materials. Journal of Science Teacher Education, 13(3), 221–245.Google Scholar

Sergis, S., & Sampson, D. G. (2017). Teaching and learning analytics to support teacher inquiry: A systematic literature review. In Peña-Ayala, A. (Ed.), Learning analytics: Fundamentals, applications, and trends (pp. 25–63). Cham, Switzerland: Springer.Google Scholar

Severance, S., Penuel, W. R., Sumner, T., & Leary, H. (2016). Organizing for teacher agency in curricular co-design. Journal of the Learning Sciences, 25(4), 531–564.Google Scholar

Seymour, J. R., & Lehrer, R. (2006). Tracing the evolution of pedagogical content knowledge as the development of interanimated discourses. Journal of the Learning Sciences, 15(4), 549–582.Google Scholar

Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475–491.Google Scholar

Sherin, M. G., & van Es, E. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37.Google Scholar

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.Google Scholar

Slotta, J. (2004). The Web-based Inquiry Science Environment (WISE): Scaffolding knowledge integration in the science classroom. In Linn, M. C., Davis, E. A., & Bell, P. (Eds.), Internet environments for science education (pp. 203–231). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258.Google Scholar

Tan, S. C., Chue, S., & Teo, C. L. (2016). Teacher learning in a professional learning community: Potential for a dual-layer knowledge building. In Looi, C. K., Polman, J., Cress, U., & Reimann, P. (Eds.), Transforming learning, empowering learners: Proceedings for the International Conference of the Learning Sciences (ICLS) (pp. 178–185). London, England: International Society of the Learning Sciences.Google Scholar

Teasley, S. D. (2019). Learning analytics: Where information science and the learning sciences meet. Information and Learning Sciences, 120(1,2), 59–73.Google Scholar

Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Fulmer, S. M., & Trucano, M. (2018). The development of professional learning communities and their teacher leaders: An activity systems analysis. Journal of the Learning Sciences, 27(1), 49–88.Google Scholar

US Department of Education. (2017). Reimagining the role of technology in higher education: A supplement to the National Education Technology Plan. Washington, DC: US Department of Education.Google Scholar

van Es, E. A. (2009). Participants’ roles in the context of a video club. Journal of the Learning Sciences, 18(1), 100–137.Google Scholar

van Es, E. A., Cashen, M., Barnhart, T., & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop pre-service teachers’ vision of ambitious pedagogy. Cognition and Instruction, 35(3), 165–187.Google Scholar

VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221.Google Scholar

Varma, K., Husic, F., & Linn, M. (2008). Targeted support for using technology-enhanced science inquiry modules. Journal of Science Education and Technology, 17(4), 341–356.Google Scholar

Voogt, J., Laferrière, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259–282. doi:10.1007/s11251–014-9340-7Google Scholar

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.Google Scholar

Wise, A. F., & Jung, Y. (2019). Teaching with analytics: Towards a situated model of instructional decision-making. Journal of Learning Analytics, 6(2), 53–69.Google Scholar

Zhang, J., Hong, H. Y., Scardamalia, M., Teo, C. L., & Morley, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20(2), 262–307.Google Scholar

Anderson, C. W., de Los Santos, E. X., Bodbyl, S., et al. (2018). Designing educational systems to support enactment of the Next Generation Science Standards. Journal of Research in Science Teaching, 55(7), 1026–1052. doi:10.1002/tea.21484Google Scholar

Bang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. (2016). Community-based design research: Learning across generations and strategic transformations of institutional relations toward axiological innovations. Mind, Culture, and Activity, 23(6), 28–41. doi:10.1080/10749039.2015.1087572Google Scholar

Bang, M., Medin, D., Washinawatok, K., & Chapman, S. (2010). Innovations in culturally based science education through partnerships and community. In Khine, M. S. & Saleh, M. I. (Eds.), New science of learning: Cognition, computers, and collaboration in education (pp. 569–592). New York, NY: Springer.Google Scholar

Bang, M., & Vossoughi, S. (2016). Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction, 34(3), 173–193.Google Scholar

Barajas-López, F., & Ishimaru, A. M. (2020). “Darles el lugar”: A place for nondominant family knowing in educational equity. Urban Education, 55(1), 38–65. doi:10.1177/0042085916652179Google Scholar

Booker, A., & Goldman, S. V. (2016). Participatory design research as a practice for systemic repair: Doing hand-in-hand math research with families. Cognition and Instruction, 34(3), 223–235. doi:10.1080/07370008.2016.1179535Google Scholar

Boudett, K. P., City, E. A., & Murnane, R. J. (2013). Data Wise: A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press.Google Scholar

Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.Google Scholar

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard University Press.Google Scholar

Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.Google Scholar

Cammarota, J., & Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion. London, England: Routledge.Google Scholar

Campano, G., Ghiso, M. P., & Welch, B. (2015). Ethical and professional norms in community-based research. Harvard Educational Review, 85(1), 29–49.Google Scholar

Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.Google Scholar

Cobb, P., & Jackson, K. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education and Development, 13(1), 6–33.Google Scholar

Cobb, P. A., Jackson, K., Smith, T., Sorum, M., & Henrick, E. C. (2013). Design research with educational systems: Investigating and supporting improvements in the quality of mathematics teaching at scale. In Fishman, B. J., Penuel, W. R., Allen, A.-R., & Cheng, B. H. (Eds.), Design-based implementation research: Theories, methods, and exemplars (National Society for the Study of Education Yearbook, Vol. 112(2), pp. 320–349). New York, NY: Teachers College Press.Google Scholar

Coburn, C. E., & Russell, J. L. (2008). District policy and teachers’ social networks. Educational Evaluation and Policy Analysis, 30(3), 203–235. doi:10.3102/0162373708321829Google Scholar

Cohen, D. K., & Moffitt, S. L. (2010). The ordeal of equality: Did federal regulation fix the schools? Cambridge, MA: Harvard University Press.Google Scholar

Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25(2), 1–24. doi:10.3102/01623737025002119Google Scholar

Cohen, D. K., Spillane, J. P., & Peurach, D. J. (2018). The dilemmas of educational reform. Educational Researcher, 47(3), 204–212. doi:10.3102/0013189X17743488Google Scholar

Cole, M., & Packer, M. J. (2016). Design-based intervention research as the science of the doubly artificial. Journal of the Learning Sciences, 25(4), 503–530. doi:10.1080/10508406.2016.1187148Google Scholar

Conaway, C., Keesler, V. A., & Schwartz, N. L. (2015). What research do State Education Agencies really need? The promise and limitations of state longitudinal data systems. Educational Evaluation and Policy Analysis, 37(1S), 16S–28S. doi:10.3102/0162373715576073Google Scholar

Contandriopoulos, D., Lemire, M., Denis, J.-L., & Tremblay, E. (2010). Knowledge exchange processes in organizations and policy arenas: A narrative systematic review of the literature. The Milbank Quarterly, 88(4), 444–483. doi:10.1111/j.1468-0009.2010.00608.xGoogle Scholar

Covitt, B. A., Thomas, C. M., Lin, Q., de los Santos, E., & Anderson, C. W. (2020). Carbon TIME classroom discourse and its connections to student learning. Paper presented at the NARST Annual International Conference, Portland, OR. [conference canceled].Google Scholar

Davidson, K. L., & Penuel, W. R. (2019). How brokers negotiate joint work at the boundaries. In Malin, J. & Brown, C. (Eds.), The role of knowledge brokers in education: Connecting the dots between research and practice (pp. 154–167). New York, NY: Routledge.Google Scholar

Donovan, M. S., Wigdor, A. K., & Snow, C. E. (2003). Strategic education research partnership. Washington, DC: National Research Council.Google Scholar

Doss, C., Fahle, E. M., Loeb, S., & York, B. N. (2019). More than just a nudge supporting kindergarten parents with differentiated and personalized text messages. Journal of Human Resources, 54(3), 567–603.Google Scholar

Fishman, B. J., Penuel, W. R., Allen, A.-R., Cheng, B. H., & Sabelli, N. (2013). Design-based implementation research: An emerging model for transforming the relationship of research and practice. In Fishman, B. J., Penuel, W. R., Allen, A.-R., & Cheng, B. H. (Eds.), Design-based implementation research: Theories, methods, and exemplars (National Society for the Study of Education Yearbook, Vol. 112(2), pp. 136–156). New York, NY: Teachers College Press.Google Scholar

Frank, K. A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of innovations within organizations: Application to the implementation of computer technology in schools. Sociology of Education, 77(2), 148–171. doi:10.1177/003804070407700203Google Scholar

Gobert, J. D., Sao Pedro, M., Raziuddin, J., & Baker, R. S. (2013). From log files to assessment metrics: Measuring students’ science inquiry skills using educational data mining. Journal of the Learning Sciences, 22(4), 521–563. doi:10.1080/10508406.2013.837391Google Scholar

Gutiérrez, K. D., & Jurow, A. S. (2016). Social design experiments: Toward equity by design. Journal of the Learning Sciences, 25(4), 565–598. doi:10.1080/10508406.2016.1204548Google Scholar

Gutiérrez, K. D., & Jurow, A. S. (2020). Social design-based experiments: A utopian methodology for understanding new possibilities for learning. In Nasir, N. S., Lee, C. D., Pea, R. D., & McKinney de Royston, M. (Eds.), Handbook of the cultural foundations of learning (pp. 330–347). New York, NY: Routledge.Google Scholar

Gutiérrez, K. D., & Vossoughi, S. (2010). Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 61(1–2), 100–117. doi:10.1177/0022487109347877Google Scholar

Handelzalts, A., Nieveen, N., & Van den Akker, J. (2019). Teacher design teams for school-wide curriculum development: Reflections on an early study. In Pieters, J. M., Voogt, J. M., & Roblin, N. N. P. (Eds.), Collaborative curriculum design for sustainable innovation and teacher learning (pp. 55–82). Cham, Switzerland: Springer.Google Scholar

Henrick, E. C., Klafehn, A., & Cobb, P. A. (2018). Assessing the impact of partnership recommendations on district instructional improvement strategies. In Cobb, P., Jackson, K., Henrick, E., Smith, T. M., & the MIST Team (Eds.), Systems for instructional improvement: Creating coherence from the classroom to the district office (pp. 209–220). Cambridge, MA: Harvard Education Press.Google Scholar

Honig, M. I., & Hatch, T. C. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher, 33(8), 16–30. doi:10.3102/0013189X033008016Google Scholar

Hopkins, M., Spillane, J. P., Jakopovic, P., & Heaton, R. M. (2013). Infrastructure redesign and instructional reform in mathematics. Elementary School Journal, 114(2), 200–224. doi:10.1086/671935Google Scholar

Horn, I. S., & Kane, B. D. (2015). Opportunities for professional learning in mathematics teacher workgroup conversations: Relationships to instructional expertise. Journal of the Learning Sciences, 24(3), 373–418. doi:10.1080/10508406.2015.1034865Google Scholar

Horsford, S. D., Alemán Jr., E. A., & Smith, P. A. (2019). Our separate struggles are really one: Building political race coalitions for educational justice. Leadership and Policy in Schools, 18(2), 226–236.Google Scholar

Ishimaru, A. M., & Bang, M. (2016, November). Toward a transformative research and practice agenda for racial equity in family engagement. University of Washington. Retrieved from https://familydesigncollab.org/wp-content/uploads/2017/03/FLDC-Convening-Report-Fin-033117.pdfGoogle Scholar

Ishimaru, A. M., & Takahashi, S. (2017). Disrupting racialized institutional scripts: Toward parent-teacher transformative agency for educational justice. Peabody Journal of Education, 92(3), 343–362. doi:10.1080/0161956X.2017.1324660Google Scholar

Jackson, K., Cobb, P., Wilson, J., Webster, M., Dunlap, C., & Appelgate, M. (2015). Investigating the development of mathematics leaders’ capacity to support teachers’ learning on a large scale. ZDM: The International Journal of Mathematics Education, 47(1), 93–104. doi:10.1007/s11858–014-0652-5Google Scholar

Jackson, K., Horn, I. S., & Cobb, P. (2018). Overview of the teacher learning subsystem. In Cobb, P., Jackson, K., Henrick, E., Smith, T. M., & the MIST Team (Eds.), Systems for instructional improvement: Creating coherence from the classroom to the district office (pp. 65–76). Cambridge, MA: Harvard Education Press.Google Scholar

Jackson, K., Johnson, R. C., & Persico, C. (2016). The effects of school spending on educational and economic outcomes: Evidence from school finance reforms. The Quarterly Journal of Economics, 131(1), 157–218.Google Scholar

Jackson, K., Shahan, E. C., Gibbons, L. K., & Cobb, P. A. (2012). Launching complex tasks. Mathematics Teaching in the Middle School, 18(1), 24–29. doi:0.5951/mathteacmiddscho.18.1.0024Google Scholar

Kali, Y., Eylon, B.-S., McKenney, S. E., & Kidron, A. (2018). Design-centric research-practice partnerships: Three key lenses for building productive bridges between theory and practice. In Spector, M. J., Lockee, B. B., & Childress, M. D. (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy (pp. 1–30). Cham, Switzerland: Springer Nature.Google Scholar

Krumm, A. E., Means, B., & Bienkowski, M. (2018). Learning analytics goes to school: A collaborative approach to improving education. New York, NY: Routledge.Google Scholar

Kyza, E. A., & Nicolaidou, I. (2017). Co-designing reform-based online inquiry learning environments as a situated approach to teachers’ professional development. CoDesign, 13(4), 261–286. doi:10.1080/15710882.2016.1209528Google Scholar

Laferrière, T., Allaire, S., Breuleux, A., et al. (2015). The Knowledge Building International Project (KBIP): Scaling up professional development using collaborative technology. In Looi, C.-K. & Teh, L. W. (Eds.), Scaling educational innovations (pp. 255–276). Singapore: Springer.Google Scholar

Lamon, M., Secules, T., Petrosino, A. J., Hackett, R., Bransford, J. D., & Goldman, S. R. (1996). Schools for Thought: Overview of the international project and lessons learned from one of the sites. In Schauble, L. & Glaser, R. (Eds.), Contributions of instructional innovation to understanding learning (pp. 243–288). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Law, N., & Liang, L. (2019). Sociotechnical co-evolution of an e-learning innovation network. British Journal of Educational Technology, 50(3), 1340–1353. doi:10.1111/bjet.12768Google Scholar

Le Dantec, C. A., & Fox, S. (2015). Strangers at the gate: Gaining access, building rapport, and co-constructing community-based research. In Cosley, D., Forte, A., Ciolfi, L., & McDonald, D. (Eds.), CSCW ‘15: Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing (pp. 1348–1358). Association for Computing Machinery.Google Scholar

Lin, Q., Frank, K. A., Anderson, C. W., Draney, K., Bathia, S., & Thomas, J. (2020). Assessing students’ learning from Carbon TIME in the large and diverse education system. Paper presented at the NARST Annual International Conference, Portland, OR. [conference canceled].Google Scholar

López, G., Yanagui, A., & Kutttner, P. (2016). What does partnership taste like? Reimagining family-school partnerships through participatory design research. Seattle, WA: Family Leadership Design Collaborative. Retrieved May 31, 2020 from http://familydesigncollab.org/wp-content/uploads/2018/05/FLDC-Paper_What-Does-Partnership-Taste-Like.pdfGoogle Scholar

Mazzoni, T. L. (1991). Analyzing state school policymaking: An arena model. Educational Evaluation and Policy Analysis, 13(2), 115–138.Google Scholar

McKenney, S. E. (2019). Developing the human, material, and structural aspects of infrastructure for collaborative curriculum design: Lessons learned. In Pieters, J. M., Voogt, J. M., & Roblin, N. N. P. (Eds.), Collaborative curriculum design for sustainable innovation and teacher learning (pp. 403–424). Cham, Switzerland: Springer.Google Scholar

Mohan, L., Chen, J., & Anderson, C. W. (2009). Developing a multi-year learning progression for carbon cycling. Journal of Research in Science Teaching, 46(6), 675–698. doi:10.1002/tea.20314Google Scholar

Munter, C. (2014). Developing visions of high-quality mathematics. Journal for Research in Mathematics Education, 45(5), 584–635. doi:10.5951/jresematheduc.45.5.0584Google Scholar

National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.Google Scholar

Nelson, I. A., London, R. A., & Strobel, K. R. (2015). Reinventing the role of the university researcher. Educational Researcher, 44(1), 17–26. doi:10.3102/0013189X15570387Google Scholar

Patel, L. (2015). Decolonizing educational research: From ownership to answerability. New York, NY: Routledge.Google Scholar

Penuel, W. R., & Gallagher, D. (2017). Creating research-practice partnerships in education. Cambridge, MA: Harvard Education Press.Google Scholar

Penuel, W. R., Riedy, R., Barber, M., Peurach, D. J., LeBouef, W. A., & Clark, T. L. (2020). Core principles of collaborative education research with stakeholders: Toward requirements for a new research and development infrastructure. Review of Educational Research, 90(5), 627–674.Google Scholar

Penuel, W. R., Riel, M., Joshi, A., Frank, K. A., Pearlman, L., & Kim, C. (2010). The alignment of the informal and formal organizational supports for reform: Implications for improving teaching in schools. Educational Administration Quarterly, 46(1), 57–95. doi:10.1177/1094670509353180Google Scholar

Peurach, D. J., Cohen, D. K., Yurkofsky, M. M., & Spillane, J. P. (2019). From mass schooling to education systems: Changing patterns in the organization and management of instruction. Review of Research in Education, 43(1), 32–67. doi:10.3102/0091732X18821131Google Scholar

Politics of Learning Writing Collective. (2017). The learning sciences in a new era of U.S. nationalism. Cognition and Instruction, 35(2), 91–102. doi:10.1080/07370008.2017.1282486Google Scholar

Soja, E. W. (2010). Seeking spatial justice. Minneapolis: University of Minnesota Press.Google Scholar

Spillane, J. P., & Anderson, L. (2014). The architecture of anticipation and novices’ emerging understandings of the principal position: Occupational sense making at the intersection of individual, organization, and institution. Teachers College Record, 116(7), 1–42.Google Scholar

Spillane, J. P., Morel, R. P., & Al-Fadala, A. (2019). Educational leadership: A multilevel distributed perspective. WISE, Qatar. Retrieved from www.wise-qatar.org/educational-leadership-a-multilevel-distributed-perspective/Google Scholar

Spillane, J. P., Peurach, D. J., & Cohen, D. K. (2019). Comparatively studying educational system (re)building cross-nationally: Another agenda for cross-national educational research? Educational Policy, 33(6), 916–945.Google Scholar

Spillane, J. P., Seelig, J. L., Blaushild, N. L., Cohen, D. K., & Peurach, D. J. (2019). Educational system building in a changing educational sector: Environment, organization, and the technical core. Educational Policy, 33(6), 846–881. doi:10.1177/0895904819866269Google Scholar

Sun, M., Liu, J., Zhu, J., & LeClair, Z. (2019). Using a text-as-data approach to understand reform processes: A deep exploration of school improvement strategies. Educational Evaluation and Policy Analysis, 41(4), 510–536.Google Scholar

Sun, M., Loeb, S., & Grissom, J. A. (2017). Building teacher teams: Evidence of positive spillovers from more effective colleagues. Educational Evaluation and Policy Analysis, 39(1), 104–125. doi:10.3102/0162373716665698Google Scholar

Sun, M., Penuel, W. R., Frank, K. A., Gallagher, H. A., & Youngs, P. (2013). Shaping professional development to promote the diffusion of instructional expertise among teachers. Educational Evaluation and Policy Analysis, 35(3), 344–369. doi:10.3102/0162373713482763Google Scholar

Sun, M., Wilhelm, A. G., Larson, C. J., & Frank, K. A. (2014). Exploring colleagues’ professional influences on mathematics teachers’ learning. Teachers College Record, 116(4), 1–30.Google Scholar

Taylor, K. H. (2013). Counter-mapping the neighborhood: A social design experiment for spatial justice [Ph.D. dissertation]. Vanderbilt University, Nashville, TN.Google Scholar

Taylor, K. H. (2017). Learning along lines: Locative literacies for reading and writing the city. Journal of the Learning Sciences, 26(4), 533–574. doi:10.1080/10508406.2017.1307198Google Scholar