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Can a School Community Learn to Master its Own Future? An Activity‐Theoretical Study of Expansive Learning Among Middle School Teachers
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  • 2008Learning by collaborative designing: technology-enhanced knowledge practices102 cited
  • 2015Radical Recentering95 cited
  • 2011Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms93 cited
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  • 2010From learning to development: a sociocultural approach to instruction86 cited
  • 2009A tool for changing the world: possibilities of cultural‐historical activity theory to reinvigorate science education77 cited
  • 2005Teachers’ attitudes to and beliefs about web-based Collaborative Learning Environments in the context of an international implementation46 cited
  • 2007Intercultural Learning and Hybridity in the Culture Laboratory30 cited
  • 2017Facebook in Brazilian Schools: Mobilizing to Fight Back12 cited
  • 2021Contradictions Confronting Hybrid Spaces for Translanguaging in the Lebanese Context: A CHAT Perspective8 cited
  • 2017Accounting for activity development through perspectives in an inbound call centre6 cited
  • 2009Not from the Inside Alone but by Hybrid Forms of Activity: Toward an Expansion of School Learning5 cited
  • 2025Sustainable development practices in healthcare: a systematic review

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4 cited
  • 2004Improving the Provision of Learning Assistance Services in Higher Education3 cited
  • 2012Cultural Historical Activity Theory3 cited