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Cited by

• 2004The Self in Cultural-Historical Activity Theory309 cited
• 1999The riddle of things: Activity theory and actor‐network theory as approaches to studying innovations281 cited
• 2005Activity as Object-Related: Resolving the Dichotomy of Individual and Collective Planes of Activity275 cited
• 1995The Influence of L. S. Vygotsky on Education Theory, Research, and Practice224 cited
• 2013How Should Technology-Mediated Organizational Change Be Explained? A Comparison of the Contributions of Critical Realism and Activity theory1150 cited
• 2005Epistemology, Politics, and Ethics in Sociocultural Theory139 cited
• 2007The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks136 cited
• 2011International graduate students' difficulties: graduate classes as a community of practices97 cited
• 2008The Ecology of Language Learning and Sociocultural Theory84 cited
• 2001Learning to teach science as practice76 cited
• 2011Validity and interaction in the ZPD: interpreting learner development through L2 Dynamic Assessment63 cited
• 1999“Our Hands Will Know”: The Development of Tactile Diagnostic Skill—Teaching, Learning, and Situated Cognition in a Physical Therapy Program40 cited
• 1999Social constructivism and the process‐content distinction as viewed by Vygotsky and the pragmatists