| The idiocultural sensibilities of spothunting in action sports culture: affect, desire, change |
8 |
| Agency in the making: analyzing students' transformative agency in a school-based makerspace |
5 |
| Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie |
5 |
| Learning as a process of personal-social transformation: volunteering activity in health and social care charities |
4 |
| Digitally amplified practices: beyond binaries and towards a profile of multiple digital coadjuvants |
3 |
| The Role of the Study Group in the Funds of Knowledge Approach |
3 |
| The early history of the scaffolding metaphor: Bernstein, Luria, Vygotsky, and before |
3 |
| Activity Theory as a Framework to Analyze Technology-Mediated Elderly Care |
2 |
| Facebook in Brazilian Schools: Mobilizing to Fight Back |
2 |
| Activity Theory Analysis of Heart Failure Self-Care |
2 |
| Promoting change through a formative intervention: contradictions in mathematics education parental engagement |
2 |
| Resettled Refugee Youth Leveraging Their Out-of-School Literacy Practices to Accomplish Schoolwork |
2 |
| Exploring the Potential of Developmental Work Research and Change Laboratory to Support Sustainability Transformations: A Case Study of Organic Agriculture in Zimbabwe |
2 |
| Makerspaces in early childhood education: principles of pedagogy and practice |
2 |
| Socio-material arrangements of impoverished youth in Japan: historical and critical perspectives on neoliberalization |
1 |
| Understanding Acting in Complex Environments: Building a Synergy of Cultural-Historical Activity Theory, Peirce, and Ecofunctionalism |
1 |
| Digital Introspection Within Learning-on-my-Own Rhetoric Among Computer Gamers |
1 |
| Youth Participatory Action Research Findings as Mirror Material: Implications for Advancing Educational Equity Through Formative Interventions |
1 |
| Transvlogs: online communication tools for transformative agency and development |
1 |
| Malicious to the skin The internalisation of corporal punishment as a teaching and a disciplinary tool among South African teachers |
1 |
| Spinoza in cultural-historical psychology |
1 |
| Fifty years after L. I. Bozhovich's personality and its formation in childhood: recovering her legacy and her historical role |
1 |
| Portrayals of parental involvement: descriptions of family and school relationships in a low-income African American community |
1 |
| It helps create and enhance a community: youth motivations for making portfolios |
1 |
| From Drama Text to Stage Text: Transitions of Text Understanding in a Student Theatre Production |
0 |
| Who wants to keep me a puppet? Pinocchio's tale as a metaphor of developmental processes |
0 |
| You Heard Me Swear but You Never Heard Me! negotiating Agency in the pupil referral unit classroom |
0 |
| Designing for identity in game-based learning |
0 |
| Subjectivity and life: in memory of Fernando Gonzalez Rey |
0 |
| Vygotsky's Anomalous Spinozism |
0 |
| Spinoza in the history of cultural psychology and activity theory |
0 |
| Spinoza in the Science of Object-Oriented Activity |
0 |
| Creating shared spaces: developing teaching through peer supervision groups |
0 |
| In Praise of Schoolchildren: A commencement address to the Stanford University Graduate School of Education on 17 June 2018 |
0 |
| Partially shared objects and the (Elusive) potential of expansive learning: the case of jury in community-based citizenship classes for Nepali-speaking Bhutanese refugee elders |
0 |
| I Have No More to Write: Writing as Trigger and Treatment for Suicidal Students |
0 |
| The inner circle: Building bridges or boundaries between researchers and practitioners |
0 |
| Learning and Becoming Writers: Meaning, Identity, and Epistemology in a Newsroom Community of Practice |
0 |
| Organisation Workshop. Beyond the Workplace: Large Groups, Activity and the Shared Object |
0 |
| Home is where the heart is: Latinx youth expression and identity in a critical maker project |
0 |
