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A conceptual framework for understanding children as agents in the transition from home to kindergarten
16 references·4 citing·21 second hop
A conceptual framework for understanding children as agents in the transition from home to kindergarten (2006)A conceptual framework for understanding …Stress: Appraisal and Coping (2013)Stress: Appraisal and Coping5. The Practice of Everyday Life (2000)5. The Practice of Everyday L…Self-theories: Their Role in Motivation, Personality, and Development (1999)Self-theories: Their Role in …Communities of practice learning, meaning, and identity (1999)Communities of practice learn…Communities of Practice (1998)Communities of PracticeSituated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Situated Learning (1991)Situated LearningEmotion And Adaptation (1991)Emotion And AdaptationA social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…Experience and Education (1986)Experience and EducationStress, appraisal, and coping (1985)Stress, appraisal, and copingThe Ecology of Human Development (1979)The Ecology of Human Developm…The ecology of human development : experiments by nature and design (1979)The ecology of human developm…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…The Ritual Process: Structure and Anti-Structure (1976)The Ritual Process: Structure…Experience and Education. (1938)Experience and Education.“The grass is always greener on the other side”: Transnational language teachers in Mexico and the United States (2020)“The grass is always greener …A four‐stage longitudinal study exploring pupils’ experiences, preparation and support systems during primary–secondary school transitions (2019)A four‐stage longitudinal stu…The transition of mature students to higher education: Challenging traditional concepts? (2013)The transition of mature stud…‘I'm a completely different person at home’: using digital technologies to connect learning between home and school (2011)‘I'm a completely different p…What Good Are Positive Emotions? (1998)Positive affect and the other side of coping. (2000)The job demands-resources model of burnout. (2001)Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. (2003)Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. (2003)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)Stories of Experience and Narrative Inquiry (1990)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)The Bioecological Model of Human Development (2007)The Lifelong Effects of Early Childhood Adversity and Toxic Stress (2011)What video games have to teach us about learning and literacy (2003)
this work references cited by second hop

References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1985Stress, appraisal, and coping31,975 cited
  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 2013Stress: Appraisal and Coping27,826 cited
  • 1979The Ecology of Human Development25,962 cited
  • 1998Communities of Practice23,452 cited
  • 1986Experience and Education13,444 cited
  • 1991Emotion And Adaptation12,682 cited
  • 1979The ecology of human development : experiments by nature and design12,542 cited
  • 20005. The Practice of Everyday Life10,734 cited
  • 1988A social-cognitive approach to motivation and personality.9,633 cited
  • 1938Experience and Education.6,904 cited
  • 1976The Ritual Process: Structure and Anti-Structure6,725 cited
  • 1999Self-theories: Their Role in Motivation, Personality, and Development6,308 cited

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  • 2019A four‐stage longitudinal study exploring pupils’ experiences, preparation and support systems during primary–secondary school transitions69 cited
  • 2013The transition of mature students to higher education: Challenging traditional concepts?68 cited
  • 2011‘I'm a completely different person at home’: using digital technologies to connect learning between home and school60 cited
  • 2020“The grass is always greener on the other side”: Transnational language teachers in Mexico and the United States5 cited