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The Long and the Short of It: Comments on Multiple Timescale Studies of Human Activity
9 references·16 citing·42 second hop
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By M. A. K. Halliday London & Baltimore: Edward Arnold, 1985. Pp. xxxv, 387. (1989)We have never been modern (1994)Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas (2002)Scientific literacy and discursive identity: A theoretical framework for understanding science learning (2005)Technology and mathematics education (2015)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Critical Discourse Analysis. Theory and Interdisciplinarity. (2003)“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007)Learning identity: the joint emergence of social identification and academic learning (2007)Distinction: A Social Critique of the Judgement of Taste* (2018)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)The Ecology of Human Development (1979)The magical number seven, plus or minus two: Some limits on our capacity for processing information. 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(1968)Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District (2003)When the Rules of Discourse Change, but Nobody Tells You: Making Sense of Mathematics Learning From a Commognitive Standpoint (2007)An Interpretive Scheme for Analyzing the Identities That Students Develop in Mathematics Classrooms (2009)The Body in the Mind (1987)A Research Approach to Designing Chemistry Education using Authentic Practices as Contexts (2006)Constructing competence: an analysis of student participation in the activity systems of mathematics classrooms (2008)Improvements to elementary children's epistemic understanding from sustained argumentation (2012)Qualitative research and case study applications in education (1998)Designing and Conducting Mixed Methods Research (2007)Diffusion of Innovations 1 (2019)Capturing schools' digital capacity: Psychometric analyses of the SELFIE self-reflection tool (2020)Teachers’ perspective on school development at German vocational schools during the Covid-19 pandemic (2020)‘It is no longer scary’: digital learning before and during the Covid-19 pandemic in Irish secondary schools (2021)Engraved ochres from the Middle Stone Age levels at Blombos Cave, South Africa (2009)“Systematic combining”—A decade later (2013)Narrative configuration in qualitative analysis (1995)Reconceptualizing Organizational Routines as a Source of Flexibility and Change (2003)The Practice Turn in Contemporary Theory (2005)Examining Pedagogical Content Knowledge (2002)Rethinking Critical Theory and Qualitative Research (2011)How dogs dream: Amazonian natures and the politics of transspecies engagement (2007)Navigating the Eternally Unfolding Present (2011)
this work references cited by second hop

References

  • 1990The Logic of Practice17,255 cited
  • 1992The essential Peirce : selected philosophical writings1,613 cited
  • 2000Across the Scales of Time: Artifacts, Activities, and Meanings in Ecosocial Systems1,073 cited
  • 2001Articulating communities: Sociocultural perspectives on science education927 cited
  • 1996Textual Politics: Discourse and Social Dynamics889 cited
  • 2010Participating in Classroom Mathematical Practices476 cited
  • 1992The Essential Peirce: Selected Philosophical Writings Vol. 1416 cited
  • 2001Participating in Classroom Mathematical Practices337 cited
  • 1993Discourse, Dynamics, and Social Change102 cited

Cited by

  • 2018Digital technology and practices for school improvement: innovative digital school model152 cited
  • 2008Inventing a “Mid Level” to Make Ends Meet: Reasoning between the Levels of Complexity145 cited
  • 2001Guest Editors' Introduction: Rethinking Methodology in the Learning Sciences132 cited
  • 2008Learning by collaborative designing: technology-enhanced knowledge practices102 cited
  • 2012Instrumental genesis in technology-mediated learning: From double stimulation to expansive knowledge practices100 cited
  • 2010

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How Students Come to Be, Know, and Do
60 cited
  • 2010Learning sciences55 cited
  • 2011Computer Supported Collaborative Writing in Practice53 cited
  • 2008Extending the joint problem space: time and sequence as essential features of knowledge building41 cited
  • 2013La littératie précoce. Ce que les enfants font avec l’écrit avant qu’il ne leur soit enseigné38 cited
  • 2009Roles, design, and the nature of CSCL38 cited
  • 2011Literacy and Schooling in One Family across Time36 cited
  • 2017From Designing to Organizing New Social Futures: Multiliteracies Pedagogies for Today27 cited
  • 2016How school leadership development evolves: crossing timescales and settings5 cited
  • 2008Diversity in the Construction of Modes of Collaboration in Multiethnic Classrooms: Continuity and Discontinuity of Cultural Scripts4 cited
  • 2021Investigation 7. Instrumental Genesis in Technology-Mediated Learning: From Double Stimulation to Expansive Knowledge Practices2 cited