SEARCH

SEARCH BY CITATION

References

  • Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. New York, NY: Teachers College Press.
  • Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132169.
  • Azevedo, F. S. (2004). What does it mean to be interested in a practice? In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.) Proceedings of the Sixth International Conference of the Learning Sciences 2004: Embracing diversity in the learning sciences. (pp. 1011). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Azevedo, F. S. (2011). Lines of practice: A practice-centered theory of interest relationships. Cognition and Instruction, 29(2), 147184.
  • Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193224.
  • Buxton, C. A., Carlone, H. B., & Carlone, D. (2005). Boundary spanners as bridges of student and school discourses in an urban science and mathematics high school. School Science & Mathematics, 105(6), 302312.
  • Calabrese Barton, A., Kang, H., Tan, E., O'Neill, T. B., Bautista-Guerra, J., & Brecklin, C. (2013). Crafting a future in science: Tracing middle school girls' identity work over time and space. American Educational Research Journal, 50(1), 3775. doi: 10.3102/0002831212458142
  • Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Belknap Press of Harvard University Press.
  • Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the theory of social behaviour, 20(1), 4363.
  • Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
  • Dillon, P. (2008). A pedagogy of connection and boundary crossings: Methodological and epistemological transactions in working across and between disciplines. Innovations in Education and Teaching International, 45(3), 255262.
  • Dreier, O. (2000). Psychotherapy in clients' trajectories across contexts. In C. Mattingly & L. Garro (Eds.), Narrative and the cultural construction of illness and healing. (pp. 237258). Berkeley: University of California Press.
  • Engeström, Y. (1987). Learning by expanding. An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-konsultit.
  • Engeström, Y., Engeström, R., & Karkkainen, M. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and Instruction, 5, 319336.
  • Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.) Handbook of research on teaching. (pp. 119160). New York, NY: Macmillan.
  • Falk, J. H. (2001). Free choice science education: How we learn science outside of school. New York, NY: Teachers College Press.
  • Falk, J. H., Storksdieck, M., & Dierking, L. D. (2007). Investigating public science interest and understanding: Evidence for the importance of free-choice learning. Public Understanding of Science, 16, 455469.
  • Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168185.
  • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99125.
  • Hope, J. M. G. (2012) Exploring the nature of high school student engagement with science and technology as an outcome of participation in science journalism. Doctoral dissertation, University of Missouri, St. Louis.
  • Kirshner, B., & Polman, J. L. (2013). Adaptation by design: A context-sensitive, dialogic approach to interventions. In B. Fishman, W. R. Penuel, A. Allen, & B. H. Cheng (Eds.), Design-based implementation research: Theories, methods, and exemplars. National Society for the Study of Education Yearbook (Vol. 112, Issue 2, pp. 215236). New York, NY: Teachers College Press.
  • Kohnen, A. M. (2012). Teachers as editors, editors as teachers. In C. Bazerman, C. Dean, J. Early, K. Lunsford, S. Null, P. Rogers, & A. Stansell (Eds.), International advances in writing research: Cultures, places, measures. (pp. 303317). Fort Collins, CO: The WAC Clearinghouse.
  • Kohnen, A. M. (2013). “ I wouldn't have said it that way”: Mediating professional editorial comments in a secondary school science classroom. Linguistics and Education, 24(2), 7585. doi: 10.1016/j.linged.2012.12.007
  • Lave, J., & Wenger, E. (2005). Practice, person, and social world. In H. Daniels (Ed.) An introduction to Vygotsky. (pp. 145152). New York, NY: Routledge.
  • Leander, K. M. (2002). Locating Latanya: The situated production of identity artifacts in classroom interaction. Research in the Teaching of English, 37(2), 198250.
  • Lemke, J.L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273290.
  • Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 3870.
  • Nasir, N. S., & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. The Journal of the Learning Sciences, 17(2), 143179.
  • Nasir, N. S., & Saxe, G. B. (2003). Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32(5), 1418.
  • National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
  • National Research Council. (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
  • Polman, J. L. (2000). Designing project-based science: Connecting learners through guided inquiry. New York, NY: Teachers College Press.
  • Polman, J. L. (2006). Mastery and appropriation as means to understand the interplay of history learning and identity trajectories. The Journal of the Learning Sciences, 15(2), 221259.
  • Polman, J. L., & Hope, J. M. (2012) Personally relevant science news stories as boundary objects within and beyond a hybrid, distributed activity system. Paper presented as part of the symposium: Student created science artifacts as boundary objects that cross social settings at American Educational Research Association 2012, Vancouver, B.C.
  • Polman, J. L., Hope, J., & McCarty, G. (2010 , April). Reframing and measuring engagement with science and technology. Paper discussed at the Annual Meeting of the American Educational Research Association. Denver, CO.
  • Polman, J. L., & Miller, D. (2010). Changing stories: Trajectories of identification among African American youth in a science outreach apprenticeship. American Educational Research Journal, 47(4), 879918.
  • Polman, J. L., Newman, A., Farrar, C., & Saul, E. W. (2012). Science journalism: Students learn lifelong science literacy skills by reporting the news. The Science Teacher, January, 4447.
  • Polman, J. L., Newman, A., Saul, E. W., & Farrar, C. (in press). Adapting practices of science journalism to foster science literacy. Science Education.
  • Polman, J. L., Saul, E. W., Newman, A., Farrar, C., Singer, N., Turley, E., … Graville, C. (2010). A cognitive apprenticeship for science literacy based on journalism. In K. Gomez, L. Lyons, & J. Radinsky (Eds.) Learning in the disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010)—Volume 2, Short Papers, Symposia, and Selected Abstracts. (pp. 6168). Chicago, IL: International Society of the Learning Sciences.
  • Renninger, K. A. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 44(2), 105118.
  • Roberts, D. A. (2007). Scientific literacy/Science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education. (pp. 729780). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Saul, E. W., Kohnen, A., Newman, A., & Pearce, L. (2012). Front-page science: Engaging teens in science literacy. Arlington, VA: NSTA Press.
  • Star, S. L. (1988). The structure of ill-structured solutions: Boundary objects and heterogeneous distributed problem solving. In M. Huhns & L. Gasser (Eds.), Readings in distributed artificial intelligence. Menlo Park, CA: Kaufman.
  • Star, S. L. (2010). This is not a boundary object: Reflections on the origin of a concept. Science, Technology, & Human Values, 35(5), 601617.
  • Star, S. L., & Griesemer, J. R. (1989). Institutional ecology, 'translations,' and boundary objects: Amateurs and professionals in Berkeley's Museum of Vertebrate Zoology. Social Studies of Science, 19(3), 387420.
  • Tsui, A. B. M., & Law, D. Y. K. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 23, 12891301.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
  • Wertsch, J.V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge MA: Harvard University Press.
  • Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.
  • Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. New York, NY: Cambridge University Press.