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JLS Articles that theorize or conceptualize Learning Communities (ordered Chronologically)

  1. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37-68.
  2. Alterman, R., Zito-Wolf, R., & Carpenter, T. (1991). Interaction, comprehension, and instruction usage. The Journal of the Learning Sciences, 1(3-4), 361-398.
  3. Rosebery, A. S., Warren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2(1), 61-94.
  4. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
  5. Saxe, G. B. (1992). Studying children's learning in context: Problems and prospects. The Journal of the Learning Sciences, 2(2), 215-234.
  6. Roth, W. M., & Bowen, G. M. (1994). An investigation of problem framing and solving in a grade 8 open-inquiry science program. The Journal of the Learning Sciences, 3(2), 165-204.
  7. Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.
  8. Pea, R. D. (1994). Seeing what we build together: Distributed multimedia learning environments for transformative communications. The Journal of the Learning Sciences, 3(3), 285-299.
  9. Callanan, M. A., Shrager, J., & Moore, J. L. (1995). Parent-child collaborative explanations: Methods of identification and analysis. The Journal of the Learning Sciences, 4(1), 105-129.
  10. Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4(1), 39-103.
  11. Gordin, D. N., & Pea, R. D. (1995). Prospects for scientific visualization as an educational technology. The Journal of the Learning Sciences, 4(3), 249-279.
  12. Roth, W. M. (1996). Art and artifact of children's designing: A situated cognition perspective. The Journal of the Learning Sciences, 5(2), 129-166.
  13. Songer, N. B. (1996). Exploring learning opportunities in coordinated network-enhanced classrooms: A case of kids as global scientists. The Journal of the Learning Sciences, 5(4), 297-327.
  14. Magnusson, S. J., Templin, M., & Boyle, R. A. (1997). Dynamic science assessment: A new approach for investigating conceptual change. The Journal of the Learning Sciences, 6(1), 91-142.
  15. Hmelo, C. E. (1998). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. The Journal of the Learning Sciences, 7(2), 173-208.
  16. Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem-and project-based learning. The Journal of the Learning Sciences, 7(3-4), 271-311.
  17. Erickson, J., & Lehrer, R. (1998). The evolution of critical standards as students design hypermedia documents. The Journal of the Learning Sciences, 7(3-4), 351-386.
  18. Collins, A., & Bielaczyc, K. (1999). The enculturation of educational thinking. The Journal of the Learning Sciences, 8(1), 129-138.
  19. Lehrer, R., Lee, M., & Jeong, A. (1999). Reflective teaching of Logo. The Journal of the Learning Sciences, 8(2), 245-289.
  20. Roth, W. M., McGinn, M. K., Woszczyna, C., & Boutonne, S. (1999). Differential participation during science conversations: The interaction of focal artifacts, social configurations, and physical arrangements. The Journal of the Learning Sciences, 8(3-4), 293-347.
  21. Barab, S. A., Cherkes-Julkowski, M., Swenson, R., Garrett, S., Shaw, R. E., & Young, M. (1999). Principles of self-organization: Learning as participation in autocatakinetic systems. The Journal of the Learning Sciences, 8(3-4), 349-390.
  22. Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the learning sciences, 8(3-4), 391-450.
  23. Herrenkohl, L. R., Palincsar, A. S., DeWater, L. S., & Kawasaki, K. (1999). Developing scientific communities in classrooms: A sociocognitive approach.The Journal of the Learning Sciences, 8(3-4), 451-493.
  24. Bruffee, K. A. (1999). Virtual Reference and Boundary Talk: Joining Conversations Already in Progress. The Journal of the Learning Sciences, 8(3-4), 509-516.
  25. Kozma, R., Chin, E., Russell, J., & Marx, N. (2000). The roles of representations and tools in the chemistry laboratory and their implications for chemistry learning. The Journal of the Learning Sciences, 9(2), 105-143.
  26. Bruckman, A. (2000). Situated support for learning: Storm's weekend with Rachael. The Journal of the Learning Sciences, 9(3), 329-372.
  27. Stevens, R. R. (2000). Divisions of labor in school and in the workplace: Comparing computer and paper-supported activities across settings. The Journal of the Learning Sciences, 9(4), 373-401.
  28. Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. The Journal of the Learning Sciences, 9(4), 403-436.
  29. Gee, J. P. (2000). Communities of practice in the new capitalism. The Journal of the Learning Sciences, 9(4), 515-523.
  30. Barab, S. A., & Kirshner, D. (2001). Guest editors' introduction: Rethinking methodology in the learning sciences. The Journal of the Learning Sciences, 10(1-2), 5-15.
  31. Roth, W. M. (2001). Situating cognition. The Journal of the Learning Sciences, 10(1-2), 27-61.
  32. Barab, S. A., Hay, K. E., & Yamagata-Lynch, L. C. (2001). Constructing networks of action-relevant episodes: An in situ research methodology. The Journal of the Learning Sciences, 10(1-2), 63-112.
  33. Cobb, P., Stephan, M., McClain , K.,and Gravemeijer, K. (2001). Participating in Mathematical Practices. The Journal of the Learning Sciences, 10(1&2) (2001), 113–163.
  34. O'Neill, D. K. (2001). Knowing when you've brought them in: Scientific genre knowledge and communities of practice. The Journal of the Learning Sciences, 10(3), 223-264.
  35. Hay, K. E., & Barab, S. A. (2001). Constructivism in practice: A comparison and contrast of apprenticeship and constructionist learning environments. The Journal of the Learning Sciences, 10(3), 281-322.
  36. Umaschi Bers, M. (2001). Identity construction environments: Developing personal and moral values through the design of a virtual city. The Journal of the Learning Sciences, 10(4), 365-415.
  37. Bloom, J. W. (2001). Discourse, cognition, and chaotic systems: An examination of students' argument about density. The Journal of the Learning Sciences, 10(4), 447-492.
  38. Packer, M. (2001). The problem of transfer, and the sociocultural critique of schooling. The Journal of the Learning Sciences, 10(4), 493-514.
  39. Cobb, P. (2002). Reasoning with tools and inscriptions. The Journal of the Learning Sciences, 11(2-3), 187-215.
  40. McClain, K. (2002). Teacher's and students' understanding: The role of tools and inscriptions in supporting effective communication. The Journal of the Learning Sciences, 11(2-3), 217-249.
  41. Forman, E. A., & Ansell, E. (2002). Orchestrating the multiple voices and inscriptions of a mathematics classroom. The Journal of the Learning Sciences,11(2-3), 251-274.
  42. Saxe, G. B. (2002). Children's developing mathematics in collective practices: A framework for analysis. The Journal of the Learning Sciences, 11(2-3), 275-300.
  43. Barab, Sasha A., Michael Barnett, and Kurt Squire. "Developing an empirical account of a community of practice: Characterizing the essential tensions." The Journal of the Learning Sciences 11.4 (2002): 489-542.
  44. Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12(3), 307-359.
  45. Enyedy, N. (2003). Knowledge construction and collective practice: At the intersection of learning, talk, and social configurations in a computer-mediated mathematics classroom. The Journal of the Learning Sciences, 12(3), 361-407.
  46. Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J.,& Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design (tm) into practice. The Journal of the Learning Sciences, 12(4), 495-547.
  47. Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15-42.
  48. DiSessa, A. A., & Cobb, P. (2004). Ontological innovation and the role of theory in design experiments. The Journal of the Learning Sciences, 13(1), 77-103.
  49. Hudson, J. M., & Bruckman, A. S. (2004). The bystander effect: A lens for understanding patterns of participation. The Journal of the Learning Sciences, 13(2), 165-195.
  50. Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273-304.
  51. Hapgood, S., Magnusson, S. J., & Sullivan Palincsar, A. (2004). Teacher, text, and experience: A case of young children's scientific inquiry. The Journal of the Learning Sciences, 13(4), 455-505.
  52. Dori, Y. J., & Belcher, J. (2005). How does technology-enabled active learning affect undergraduate students' understanding of electromagnetism concepts? The Journal of the Learning Sciences, 14(2), 243-279.
  53. Lim, C. P., & Barnes, S. (2005). A collective case study of the use of ICT in economics courses: A sociocultural approach. The Journal of the Learning Sciences, 14(4), 489-526.
  54. Muukkonen, H., Lakkala, M., & Hakkarainen, K. (2005). Technology-mediation and tutoring: How do they shape progressive inquiry discourse? The Journal of the Learning Sciences, 14(4), 527-565.
  55. Hewitt, J. (2005). Toward an understanding of how threads die in asynchronous computer conferences. The Journal of the Learning Sciences, 14(4), 567-589.
  56. 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), 221-259.
  57. Bielaczyc, K. (2006). Designing social infrastructure: Critical issues in creating learning environments with technology. The Journal of the Learning Sciences, 15(3), 301-329.
  58. Wells, G., & Arauz, R. M. (2006). Dialogue in the classroom. The Journal of the Learning Sciences, 15(3), 379-428.
  59. Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. The Journal of the Learning Sciences, 15(4), 451-498.
  60. Seymour, J. R., & Lehrer, R. (2006). Tracing the evolution of pedagogical content knowledge as the development of interanimated discourses. The Journal of the Learning Sciences, 15(4), 549-582.
  61. Horn, I. S. (2007). Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers' conversations. The Journal of the Learning Sciences, 16(1), 37-79.
  62. van Aalst, J., & Chan, C. K. (2007). Student-directed assessment of knowledge building using electronic portfolios. The Journal of the Learning Sciences, 16(2), 175-220.
  63. Barab, S., Dodge, T., Thomas, M. K., Jackson, C., & Tuzun, H. (2007). Our designs and the social agendas they carry. The Journal of the Learning Sciences, 16(2), 263-305.
  64. Yamagata-Lynch, L. C. (2007). Confronting analytical dilemmas for understanding complex human interactions in design-based research from a cultural—historical activity theory (CHAT) framework. The Journal of the Learning Sciences, 16(4), 451-484.
  65. Sfard, A. (2007). When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint. The Journal of the Learning Sciences, 16(4), 565-613.
  66. Mercer, N. (2008). The seeds of time: Why classroom dialogue needs a temporal analysis. The Journal of the Learning Sciences, 17(1), 33-59.
  67. Bailenson, J. N., Yee, N., Blascovich, J., Beall, A. C., Lundblad, N., & Jin, M. (2008). The use of immersive virtual reality in the learning sciences: Digital transformations of teachers, students, and social context. The Journal of the Learning Sciences, 17(1), 102-141.
  68. Nasir, N. I. 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), 143-179.
  69. Luehmann, A. L. (2008). Using blogging in support of teacher professional identity development: A case study. The Journal of the Learning Sciences, 17(3), 287-337.
  70. Chiu, M. M. (2008). Flowing toward correct contributions during group problem solving: A statistical discourse analysis. The Journal of the Learning Sciences, 17(3), 415-463.
  71. Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities. The Journal of the Learning Sciences, 18(1), 7-44.
  72. van Es, E. A. (2009). Participants' roles in the context of a video club. The Journal of the Learning Sciences, 18(1), 100-137.
  73. Cobb, P., Zhao, Q., & Dean, C. (2009). Conducting design experiments to support teachers' learning: A reflection from the field. The Journal of the Learning Sciences, 18(2), 165-199.
  74. Esmonde, I. (2009). Mathematics learning in groups: Analyzing equity in two cooperative activity structures. The Journal of the Learning Sciences, 18(2), 247-284.
  75. Damşa, C. I., Kirschner, P. A., Andriessen, J. E., Erkens, G., & Sins, P. H. (2010). Shared epistemic agency: An empirical study of an emergent construct The Journal of the Learning Sciences, 19(2), 143-186.
  76. Barton, A. C., & Tan, E. (2010). We be burnin'! Agency, identity, and science learning. The Journal of the Learning Sciences, 19(2), 187-229.
  77. Chin, C., & Osborne, J. (2010). Supporting argumentation through students' questions: Case studies in science classrooms. The Journal of the Learning Sciences, 19(2), 230-284.
  78. Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as fundamental to learning. The Journal of the Learning Sciences, 19(3), 322-357.
  79. 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. The Journal of the Learning Sciences, 20(2), 262-307.
  80. Zhang, M., Lundeberg, M., & Eberhardt, J. (2011). Strategic facilitation of problem-based discussion for teacher professional development. The Journal of the Learning Sciences, 20(3), 342-394.
  81. Chieu, V. M., Herbst, P., & Weiss, M. (2011). Effect of an animated classroom story embedded in online discussion on helping mathematics teachers learn to notice. The Journal of the Learning Sciences, 20(4), 589-624.
  82. Berland, L. K. (2011). Explaining variation in how classroom communities adapt the practice of scientific argumentation. The Journal of the Learning Sciences, 20(4), 625-664.
  83. Gottlieb, E., & Wineburg, S. (2012). Between veritas and communitas: Epistemic switching in the reading of academic and sacred history. The Journal of the Learning Sciences, 21(1), 84-129.
  84. Cobb, P., & Jackson, K. (2012). Analyzing educational policies: A learning design perspective. The Journal of the Learning Sciences, 21(4), 487-521.
  85. Hickey, D. T., & Zuiker, S. J. (2012). Multilevel assessment for discourse, understanding, and achievement. The Journal of the Learning Sciences, 21(4), 522-582.
  86. Halverson, E. R. (2013). Digital art making as a representational process. The Journal of the Learning Sciences, 22(1), 121-162.
  87. Bielaczyc, K. (2013). Informing design research: Learning from teachers' designs of social infrastructure. The Journal of the Learning Sciences, 22(2), 258-311.
  88. Murata, A. (2013). Diversity and high academic expectations without tracking: Inclusively responsive instruction. The Journal of the Learning Sciences, 22(2), 312-335.
  89. Azevedo, F. S. (2013). The tailored practice of hobbies and its implication for the design of interest-driven learning environments. The Journal of the Learning Sciences, 22(3), 462-510.
  90. Danish, J. A. (2014). Applying an activity theory lens to designing instruction for learning about the structure, behavior, and function of a honeybee system. The Journal of the Learning Sciences, 23(2), 100-148.
  91. Oeberst, A., Halatchliyski, I., Kimmerle, J., & Cress, U. (2014). Knowledge construction in Wikipedia: A systemic-constructivist analysis. The Journal of the Learning Sciences, 23(2), 149-176.
  92. Eberle, J., Stegmann, K., & Fischer, F. (2014). Legitimate peripheral participation in communities of practice: Participation support structures for newcomers in faculty student councils. The Journal of the Learning Sciences, 23(2), 216-244.
  93. Engle, R. A., Langer-Osuna, J. M., & McKinney de Royston, M. (2014). Toward a model of influence in persuasive discussions: Negotiating quality, authority, privilege, and access within a student-led argument. The Journal of the Learning Sciences, 23(2), 245-268.
  94. DiSalvo, B., Guzdial, M., Bruckman, A., & McKlin, T. (2014). Saving face while geeking out: Video game testing as a justification for learning computer science. The Journal of the Learning Sciences, 23(3), 272-315.
  95. Esmonde, I. (2014). “Nobody’s Rich and Nobody’s Poor… It Sounds Good, but It’s Actually Not”: Affluent Students Learning Mathematics and Social Justice. The Journal of the Learning Sciences, 23(3), 348-391.
  96. Thompson, J. (2014). Engaging girls’ sociohistorical identities in science. The Journal of the Learning Sciences, 23(3), 392-446.
  97. Conner, J. (2014). Lessons that last: Former youth organizers’ reflections on what and how they learned. The Journal of the Learning Sciences, 23(3), 447-484.
  98. Jordan, M. E., & McDaniel Jr, R. R. (2014). Managing uncertainty during collaborative problem solving in elementary school teams: The role of peer influence in robotics engineering activity. The Journal of the Learning Sciences, 23(4), 490-536.
  99. Sullivan, F. R., & Wilson, N. C. (2015). Playful talk: Negotiating opportunities to learn in collaborative groups. The Journal of the Learning Sciences, 24(1), 5-52.
  100. Langer-Osuna, J. M. (2015). From getting “fired” to becoming a collaborator: A case of the coconstruction of identity and engagement in a project-based mathematics classroom. The Journal of the Learning Sciences, 24(1), 53-92.
  101. Arvaja, M. (2015). Experiences in sense making: Health science students’ I-positioning in an online philosophy of science course. The Journal of the Learning Sciences, 24(1).
  102. Jurow, A. S., & Shea, M. (2015). Learning in equity-oriented scale-making projects. The Journal of the Learning Sciences, (ahead-of-print), 1-22.
  103. Bannister, N. A. (2015). Reframing practice: Teacher learning through interactions in a collaborative group. The Journal of the Learning Sciences, (ahead-of-print), 1-26.
  104. Horn, I. S., & Kane, B. D. (2015). Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations: Relationships to Instructional Expertise. The Journal of the Learning Sciences, (just-accepted).
  105. Ghousseini, H., Beasley, H., & Lord, S. (2015). Investigating the potential of guided practice with an enactment tool for supporting adaptive performance. The Journal of the Learning Sciences, 24(3), 461-497.
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