Reading List
A growing list of literature relating to my research and scholarly interests.
A growing list of literature relating to my research and scholarly interests.
Learning Theory
Agarwal, P., & Sengupta-Irving, T. (2019). Integrating power to advance the study of connective and productive disciplinary engagement in mathematics and science. Cognition and Instruction, 37(3), 349β366. π
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32β42. π
Brown, J. S., Collins, A., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and matematics. In L. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 453β49). Lawrence Erlbaum Associates.
Case, R. (1996). Changing views of knowledge and their impact on educational research and practice. In D. R. Olson, & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling Β (pp. 75β99). Blackwell Publishing.
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), 451β498. π
Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399β483. π
Engle, R. A., Lam, D. P., Meyer, X. S., & Nix, S. E. (2012). How does expansive framing promote transfer? Several proposed explanations and a research agenda for investigating them. Educational Psychologist, 47(3), 215β231. π
Ford, M. J., & Forman, E. A. (2006). Redefining disciplinary learning in classroom contexts. Review of Research in Education, 30(1), 1β32.
Greeno, J. G. (2011). A situative perspective on cognition and learning in interaction. In T. Koschmann (Ed.), Theories of learning and studies of instructional practice (pp. 41β71). Springer. π
Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15β46). Simon & Schuster Macmillan.
Greeno, J. G., & Middle School Mathematics through Applications Project Group. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5β26. π
Greeno, J. S., Smith, D. R., & Moore, J. L. (1993). Transfer of situated learning. In D. K. Detterman, & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 99β127). Ablex.
GutiΓ©rrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19β25. π
Kapur, M. (2008). Productive failure. Cognition and Instruction, 26(3), 379β424. π
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge University Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimated peripheral participation. Cambridge University Press.
Lobato, J. (2012). The actor-oriented transfer perspective and its contributions to educational research and practice. Educational Psychologist, 47(3), 232β247. π
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press.
National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. National Academies Press.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational researcher, 27(2), 4β13.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wittrock, M. C. (2010). Learning as a generative process. Educational Psychologist, 45(1), 40β45. π
Design Theory
Cross, N. (1982). Designerly ways of knowing. Design Studies, 3(4), 221β227. π
Cross, N. (Ed.) (1984). Developments in design methodology. Wiley.
Cross, N. (2001). Designerly ways of knowing: Design discipline versus design science. Design Issues, 17(3), 49β55. π
Cross, N. (2006). Designerly ways of knowing. Springer. π
Kaptelinin, V., & Nardi, B. A. (2006). Acting with technology: Activity theory and interaction design. The MIT Press.
Le Masson, P., Weil, B., & Hatchuel, A. (2017). Design theory: Methods and organization for innovation. Springer.
Michel, R. (Ed.). (2007). Design research now: Essays and selected projects. BirkhΓ€user.
Nelson, H. G., & Stolterman, E. (2012). The design way: Intentional change in an unpredictable world (2nd ed.). The MIT Press.
Protzen, J.-P., & Harris, D. J. (Eds.). (2010). The universe of design: Horst Rittel's theories of design and planning. Routledge. π
SchΓΆn, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Planning Theory
Jacobs, J. (1961). The death and life of great American cities. Random House.
Lynch, K. (1960). The image of the city. Harvard University Press.
Rittel, H. W. J., & Webber M. M. (1973). Dilemmas in a general theory of planning. Policy Studies, 4, 155-169. π
Rittel, H. W. J., & Webber M. M. (1973). Planning problems are wicked problems. Developments in Design Methodology, 4, 155-169. π