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by Linn Posey — 2012
This article examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate race and class-based inequalities in public education. The findings suggest that the efforts of middle- and upper-middle-class parents to increase community support for urban schools may ultimately contribute to patterns of exclusivity in public education.

by Fabienne Doucet — 2011
This article examines immigrant parent agency in negotiating boundaries around home and school, presenting the possibility that families play an active and deliberate role in creating distance between the worlds of home and school.

by Chen Schechter — 2011
Whereas collective learning has mostly been approached from a deficit-based orientation (finding/solving problems and overcoming failures), this qualitative, topic-oriented study examines principals’ perceptions (mindscapes) about the notion and strategy of collective learning from faculty members’ successful practices.

by Lynley Anderman, Carey Andrzejewski & Jennifer Allen — 2011
This article describes the results of an observational study conducted with 4 high school teachers identified by their students as providing supportive motivational and instructional contexts in their classes.

by Jianzhong Xu — 2011
This study tests empirical models of variables posited to predict homework emotion management at the secondary school level. The study further examines the linkage between homework emotion management and homework completion.

by Allyson Hadwin & Sanna Järvelä — 2011
This paper introduces the special issue.

by Allyson Hadwin & Mika Oshige — 2011
This article contrasts: (a) the role of social influence in the regulation of learning, (b) the emerging language for describing regulation of learning (self-regulation, coregulation, or socially shared regulation), and (c) empirical methods for researching social aspects in the regulation of learning.

by Christopher Wolters — 2011
This article provides a conceptual understanding and briefly reviews prior work regarding the regulation of motivation. As well, social influences on the development of regulation of motivation are discussed. Throughout the article, gaps in prior research and directions for future studies are noted.

by Avi Kaplan, Einat Lichtinger & Michal Margulis — 2011
This study employs mixed methods in an in-depth case analysis of a ninth-grade student's engagement in a writing task to suggest that situated purposes of engagement are integral elements in self-regulation and that different purposes call for employment of different types of strategies and potentially of self-regulation.

by Mary McCaslin & Heidi Burross — 2011
Research is presented on teacher-centered instruction and individual differences among students within a sociocultural perspective; specifically, within a co-regulation model. Data sources include classroom observation to identify differences in instructional opportunity within teacher-centered instruction; students reported self-monitoring of their classroom activity to ascertain individual differences in adaptation to classroom demands; and student performance on classroom-like tasks and standardized tests to illuminate the dynamics of opportunity, activity, and adaptation in student achievement. Results support the potential of a co-regulation model to understand and enhance teacher-centered instruction of students who differ in adaptation to classroom and achievement demands in nontrivial ways.

by Sanna Järvelä & Hanna Järvenoja — 2011
The aim of this study is to identify higher education students' (N = 16) socially constructed motivation regulation in collaborative learning. Three methods: namely, adaptive instrument, video-tapings, and group interviews, were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation. The results show that socially constructed self-regulation emerged when students worked in collaborative learning groups and made consistent efforts to regulate their learning and engagement.

by Monique Boekaerts — 2011
The author explores how each author contributes to our understanding of the social context--self-regulation link. She also describes how the articles collectively enhance our insights into the social embeddedness of regulation strategies in the classroom and lists some of the challenges that remain.

by Margy McClain — 2010
This article explores the experiences of one Mexican American family as they make a key curriculum choice for their 9-year-old son (between bilingual and English-only schooling). A phenomenological analysis suggests that educational practice and policy reject deficit theories of immigrant parents, acknowledge their roles as strong, positive, active agents on behalf of their children, and develop home–school dialogue based on mutual respect.

by Kurt Squire — 2010
This article examines an augmented reality game-based science unit in which students investigated environmental issues of local importance.

by Erica Halverson — 2010
In this article, I propose an analytic framework for understanding youth-produced films as spaces for identity construction and representation. I bring together prior work in youth-produced media, social semiotic analysis frameworks, and the formal analysis of films in order to demonstrate how the construction of multimodal representation supports identity development processes and help us to bring these new media literacy practices to youth who are most in need of alternative mechanisms for engaging in positive identity work.

by Reed Stevens — 2010
This article argues for treating learning as a “members’ phenomenon,” one that participants to an interaction organize, sustain, and evaluate themselves from “within” their interactions. This endogenous approach to studying learning is contrasted with the traditional exogenous approach. An empirical example is provided to ground the concept. Implications for further development of this approach are discussed, including possible tensions and complementarities with the exogenous approach to studying learning.

by Brigid Barron — 2010
This chapter makes a case for research on learning that captures the dynamics of learning across setting and time and that focuses on sustained engagement in learning activities. A focus on engagement is warranted by social theories of learning that emphasize the value of understanding learning as a process of becoming. Examples drawn from a program of research that uses biographical methods illustrate one approach to advancing research on engagement across setting and time.

by Kevin O'Connor & Anna-Ruth Allen — 2010
This chapter argues for a view of learning as a collective accomplishment that is a matter not only of gaining particular knowledgeable skills through participation in social practices, but also of organizing the conditions under which participation becomes recognized as valuable. This requires that research on learning place a central focus on this organizing work, which takes place in different locations and on different timescales, in order to adequately examine the processes through which participation is made to be consequentially successful or not.

by Line Mørck — 2010
This chapter contributes a framework for analyzing learning as an expansive process in which ethnic minority young men come to partly transcend marginal positions as part of the social street work in Copenhagen, Denmark. The chapter draws on social practice approaches, such as situated learning, learning by expanding, and Danish-German critical psychology, in investigating marginalizing and expansive learning in relation to dilemmas, directionality of personal and societal trajectories, and struggles realizing common interests.

by William Penuel & Kevin O'Connor — 2010
This concluding chapter revisits the question of why a human sciences approach to research on learning is necessary and summarizes major themes from across the chapters. The conclusion highlights the need for a democratic practice of educational research, the importance of researchers’ making explicit and participating in the imagination and constitution of new social futures, and the expansion of possibilities for understanding, action, and “liminal” participation in practice as potential teloi of learning.

by William Jeynes — 2010
This article asserts that some of the most subtle aspects of parental involvement are those that most impact student academic achievement. The article examines the evidence for this relationship and the extent to which school-based programs designed to foster parental involvement may be able to encourage these expressions of engagement.

by Keith Barton & Alan McCully — 2010
In this research, the authors sought to understand how students make sense of competing approaches to history, and in particular, how they understand the relationship between the approaches they encounter in school and elsewhere.

by Daric Desautel — 2009
This article explores how several classroom practices can promote self-reflection and metacognition among elementary students. When built into the existing curriculum, activities such as directed goal-setting, practice with language prompts, written self-reflections, and posttask oral conversations are shown to enrich the learning process by increasing students' awareness of themselves as learners.

by Marie Mc Andrew — 2009
The article looks at the variety of practices that different societies (Britain, Quebec, Ontario, the United States, and Belgium) have adopted to foster the mastery of the host language by immigrant students, with a special focus on the degree to which such endeavors follow an immersion or a specific services formula and on the role they grant to heritage languages.

by Cynthia Carter Ching & Yasmin B. Kafai — 2008
This study examines the nature of collaboration among more and less experienced students within learning through design, a project-based science inquiry curriculum. The article proposes and argues for the term peer pedagogy to describe the purposeful and strategic ways in which more experienced students socialize novice learners into design-specific ways of knowing and doing.

by Meca Williams, Dionne Cross, Ji Hong, Lori Aultman, Jennifer Osbon & Paul Schutz — 2008
This project was designed to develop an understanding of how teachers talk about emotional transactions in the classroom. This is a phenomenological study in that we assume there is some essence to classroom emotional experiences, and we seek to understand this essence from the teacher’s perspective. Our analysis suggests how teacher beliefs and teacher selves may be related to how these teachers approached emotion in the classroom. In addition, we discuss six ways in which these teachers approached emotional experiences during classroom transactions.

by Jeffrey L. Lewis & Eunhee Kim — 2008
This qualitative study examines whether oppositional attitudes toward learning prevail among African American children attending two low-income urban elementary schools in California. In addition, we examine how African American children’s beliefs about good teachers compare with what we document as good teaching.

by Eric Gutstein — 2007
Teaching mathematics for social justice is directed toward, and can contribute to, the development of students' sociopolitical consciousness, their sense of social agency (a view of themselves as capable of shaping the world) and also their mathematical understanding and competencies. This article describes a participant-research study on social justice mathematics curriculum and pedagogy in a Chicago middle school in which the above goals were a central part.

by David Passig — 2007
This paper examines the characteristics of the thinking skill we call “melioration” i.e., the competence to borrow a concept from a field of knowledge supposedly far removed from his or her domain, and adapt it to a pressing challenge in an area of personal knowledge or interest.

by Robert Bain — 2006
This article provides case study of instruction that challenges the ritualized deference that students afford to the authority of history textbooks and teachers. It asks, What might encourage students to raise disciplined suspicions of the typical sources of scholastic authority? What might we learn about history instruction that makes textbooks and teachers objects of students’ historical inquiry?

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