Volume 24

March 2020

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    1. Editorial Board

      Article 100401
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  1. Regular articles

    1. The potential of social learning in community gardens and the impact of community heterogeneity

      Article 100351
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    2. Whose meanings belong?: Marginality and the role of microexclusions in middle school inquiry science

      Article 100353
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    3. Studying the relations between motives and motivation – How young children develop a motive orientation for collective engineering play

      Article 100355
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    4. Dialogic interactions, co-regulation and the appropriation of text composition abilities in primary school children

      Article 100354
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    5. Mechanisms of interest sustainment

      Article 100356
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    6. “How stupid can a person be?” – Students coping with authoritative dimensions of science lessons

      Article 100367
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    7. Making meaning of children's social interactions: The value tensions among school, classroom, and peer culture

      Article 100357
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    8. Impact of the extension of learning time on the learning space of the platform for people affected by mortgages Tarragona

      Article 100369
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    9. “Of course we have criteria” Assessment criteria as material semiotic means in face-to-face assessment interaction

      Article 100368
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    10. From “newbie” to professional: Identity building and literacies in an online affinity space

      Article 100370
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    11. From “context” to “active contextualization”: Fostering learner agency in contextualizing learning through science news reporting

      Article 100374
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    12. The contradictions within inclusion in Brazil

      Article 100375
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    13. The most effective element in conceptualization is social interaction, not source or modality: A new model of the conceptual development in children

      Article 100377
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    14. Learning from below: A micro-ethnographic account of children's self-determination as sociopolitical and intellectual action

      Article 100373
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    15. Sharing knowledge with peers: Epistemic displays in collaborative writing of primary school children

      Article 100378
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    16. Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms

      Article 100376
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    17. Boundary crossing and identity re-negotiation in internships: The integrative, future-oriented and transformational potential of interns' identity project

      Article 100383
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    18. Turn-taking and sense making: Children and professionals co-producing and revisiting multimodal books during transition from day-care to school

      Article 100385
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    19. Cause or consequence? Framing and keying mediation in a French secondary classroom

      Article 100380
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    20. Tensions for primary school pupils when working with multiplication tools

      Article 100254
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    21. Health literacy as knowledge construction: Learning about health by expanding objects and crossing boundaries in networked activities

      Article 100256
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  2. Special section on Writing Across

    1. Editorial: Writing across: Tracing transliteracies as becoming across time, space, and settings

      Article 100246
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    2. A Flat CHAT perspective on transliteracies development

      Article 100268
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    3. Coming to act with tables: Tracing the laminated trajectories of an engineer-in-the-making

      Article 100284
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    4. Representations of students becoming as writers

      Article 100285
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    5. What's brought along and brought about: Negotiating writing practices in two high school classrooms

      Article 100291
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    6. Developing methods to trace participation patterns across online writing

      Article 100288
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    7. Tracing networked writing in an online community through resonance maps

      Article 100287
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    8. Mediation and boundary marking: A case study of making literacies across a makerspace

      Article 100290
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    9. ‘Writing across’ as a mode of research

      Article 100282
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    10. Approaching writing and learning as interdependent processes

      Article 100323
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ISSN: 2210-6561

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