Editorial

被引：0

作者：

Enyedy, Noel ^{[1
]}

机构：

[1] Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Los Angeles, CA 90095 USA

来源：

COGNITION AND INSTRUCTION | 2017年 / 35卷 / 02期

关键词：

PARTICIPATORY DESIGN RESEARCH; SOCIAL-CHANGE; RACE; JUSTICE; TEACHERS; ISSUES;

D O I：

10.1080/07370008.2017.1285536

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

引用

页码：89 / 90

页数：2

共 15 条

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Ehret, Christian ;

Hollett, Ty .

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[4] "Could They Do It Differently?": Narrative and Argumentative Changes in Students' Writing Following Discussion of "Hot" Historical Issues [J].

Goldberg, Tsafrir ;

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COGNITION AND INSTRUCTION, 2011, 29 (02) :185-217

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COGNITION AND INSTRUCTION, 2016, 34 (03) :275-284

[6] Extending the Consequentiality of "Invisible Work" in the Food Justice Movement [J].

Jurow, A. Susan ;

Teeters, Leah ;

Shea, Molly ;

Van Steenis, Erica .

COGNITION AND INSTRUCTION, 2016, 34 (03) :210-221

[7] Reasoning About Race and Pedagogy in Two Preservice Science Teachers: A Critical Race Theory Analysis [J].

Larkin, Douglas B. ;

Maloney, Tanya ;

Perry-Ryder, Gail M. .

COGNITION AND INSTRUCTION, 2016, 34 (04) :285-322

[8] Queering Participatory Design Research [J].

McWilliams, Jacob .

COGNITION AND INSTRUCTION, 2016, 34 (03) :259-274

[9] Becoming Racially Literate About Data and Data-Literate About Race: Data Visualizations in the Classroom as a Site of Racial-Ideological Micro-Contestations [J].

Philip, Thomas M. ;

Olivares-Pasillas, Maria C. ;

Rocha, Janet .

COGNITION AND INSTRUCTION, 2016, 34 (04) :361-388

[10] An "Ideology in Pieces" Approach to Studying Change in Teachers' Sensemaking About Race, Racism, and Racial Justice [J].

Philip, Thomas M. .

COGNITION AND INSTRUCTION, 2011, 29 (03) :297-329

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