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The 43rd Vernon‐Wall Lecture: What working relationally brings to problem‐solving
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The 43rd Vernon‐Wall Lecture: What working relationally brings to problem‐solving (2025)The 43rd Vernon‐Wall Lecture: What workin…Working Relationally in and across Practices (2017)Working Relationally in and a…The Transformative Mind: Expanding Vygotsky's Approach to Development and Education (2016)The Transformative Mind: Expa…The Transformative Mind (2016)The Transformative MindTrends in Employment for Individuals with Autism Spectrum Disorder: a Review of the Research Literature (2014)Trends in Employment for Indi…The role of common knowledge in achieving collaboration across practices (2012)The role of common knowledge …Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach (2012)Analyzing Children's Learning…Discursive manifestations of contradictions in organizational change efforts (2011)Discursive manifestations of …Being an Expert Professional Practitioner (2010)Being an Expert Professional …Activity Systems Analysis Methods (2010)Activity Systems Analysis Met…Relational agency: Learning to be a resourceful practitioner (2005)Relational agency: Learning t…Developmental Work Research (2005)Developmental Work ResearchCriteria for the Quality of Inquiry (2000)Criteria for the Quality of I…Educational psychology (1998)Educational psychologyThe Managed Heart: Commercialization of Human Feeling (1985)The Managed Heart: Commercial…Activity, consciousness, and personality (1978)Activity, consciousness, and …A handbook of contemporary soviet psychology (1970)A handbook of contemporary so…Steps to an Ecology of Mind (1973)The Constitution of Society. Outline of the Theory of Structuration (1984)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Contradictions, Dialectics, and Paradoxes in Organizations: A Constitutive Approach† (2016)Diverging and Converging:Integrative Insights on a Paradox Meta-perspective (2016)Vygotsky: Between Socio-Cultural Relativismand Historical Materialism. From a Psychologicalto a Pedagogical Perspective (2018)Situated Learning: Legitimate Peripheral Participation. (1994)The Culture of Education (1996)Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise (2011)What is agency? Conceptualizing professional agency at work (2013)Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making (2016)Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood (2010)The Post-High School Outcomes of Young Adults with Disabilities up to 8 Years after High School: A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3005. (2011)Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder (2012)Employment programmes and interventions targeting adults with autism spectrum disorder: A systematic review of the literature (2016)Employers’ perception of the costs and the benefits of hiring individuals with autism spectrum disorder in open employment in Australia (2017)Factors impacting employment for people with autism spectrum disorder: A scoping review (2018)The Ecology of Human Development (1979)Situated Learning (1991)The significance of demands and motives across practices in children's learning and development: An analysis of learning in home and school (2014)Situating Motivation (2015)A situative turn in the conversation on motivation theories (2020)Sociomaterial approaches to conceptualising professional learning and practice (2012)Democratizing Teacher Education (2014)Recognising and realising teachers’ professional agency (2015)The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis (2017)Nursing students studying physiology within a flipped classroom, self-regulation and off-campus activities (2019)Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal (2021)FOUCAULT, POWER/KNOWLEDGE, AND ITS RELEVANCE FOR HUMAN RESOURCE MANAGEMENT (1993)Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. (2009)Generative AI at Work (2023)The influence of history of science courses on students' views of nature of science (2000)Engaging Asian students through game mechanics: Findings from two experiment studies (2015)Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts (2020)Toward an experimental ecology of human development. (1977)Preschool Program Improves Cognitive Control (2007)Learning, Remembering, and Understanding (2017)Problem-Based Learning: What and How Do Students Learn? (2004)Learning by Expanding (2014)
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References

  • 1978Activity, consciousness, and personality4,374 cited
  • 1985The Managed Heart: Commercialization of Human Feeling3,352 cited
  • 2005Relational agency: Learning to be a resourceful practitioner688 cited
  • 1970A handbook of contemporary soviet psychology596 cited
  • 2011Discursive manifestations of contradictions in organizational change efforts546 cited
  • 1998Educational psychology425 cited
  • 2010Being an Expert Professional Practitioner364 cited
  • 2014Trends in Employment for Individuals with Autism Spectrum Disorder: a Review of the Research Literature282 cited
  • 2010Activity Systems Analysis Methods272 cited
  • 2012Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach242 cited
  • 2016The Transformative Mind229 cited
  • 2016The Transformative Mind: Expanding Vygotsky's Approach to Development and Education183 cited
  • 2012The role of common knowledge in achieving collaboration across practices182 cited
  • 2005Developmental Work Research166 cited
  • 2017Working Relationally in and across Practices73 cited
  • 2000

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Criteria for the Quality of Inquiry
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