In-progress Bibliography
MacArthur Documenting Learning Project
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  1. Afterschool Alliance (2011). A Summary of Formal Evaluations of Afterschool Programs’ Impact on Academics, Behavior, Safety and Family Life
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  4. Aldrich, C. (2004). Simulations and the future of learning. San Francisco. CA. John Wiley and Sons.
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  6. Allen, S., & Gutwill, J. (2004). Designing With Multiple Interactives: Five Common Pitfalls. Curator: The Museum Journal, 47(2), 199-212.
  7. Anderson, D., and Nashon, S. (2007). Predators of knowledge construction: Interpreting students’ metacognition in an amusement park physics program. Science Education, 91(2), 298-320.
  8. Anderson, D., Lucas, K. B., & Ginns, I. S. (2003). Theoretical perspectives on learning in an informal setting. Journal of Research in Science Teaching, 40(2), 177-199.
  9. Ang, C. S. and Zaphiris, P. (2008). Social learning in MMOGs: An Activity Theoretical Perspective. Interactive Technology and Smart Education 5: 84-102.
  10. Ansbacher, T. (1997). If technology is the answer, what was the question? Technology and experience-based learning. Hand to Hand, 11(3), 3-6.
  11. Ash, D. (2003). Dialogic inquiry in life science conversations of family groups in a museum. Journal of Research in Science Teaching, 40(2), 138-162.
  12. Ash, D., Crain, R., Brandt, C., Loomis, M., Wheaton, M., & Bennett, C. (2007). Talk, Tools, and Tensions: Observing biological talk over time. International Journal of Science Education, 29(12), 1581-1602.
  13. Astor-Jack, T., Whaley, K.K., Dierking, L.D., Perry, D., and Garibay, C. (2007). Understanding the complexities of socially mediated learning. In J.H. Falk, L.D. Dierking, and S. Foutz (Eds.), In principle, in practice: Museums as learning institutions. Walnut Creek, CA: AltaMira Press.
  14. Augustin, T., Hockemeyer, C., Kickmeier-Rust, M., & Albert, D. (2011). Individualized skill assessment in digital learning games: Basic definitions and mathematical formalism. Learning Technologies, IEEE Transactions on, (99), 1-1.
  15. Azevedo, F.S. (2004). Serious play: A comparative study of learning and engagement in hobby practices. Berkeley: University of California Press.
  16. Azevedo, F.S. (2006). Personal excursions: Investigating the dynamics of student engagement. International Journal of Computers for Mathematical Learning, 11(1), 57-98.
  17. Bainbridge, W. (2007). The Scientific Research Potential of Virtual Worlds. Science 317: 472-476.
  18. Banks, J.A., Au, K.H., Ball, A.F., Bell, P., Gordon, E.W., Gutiérrez, K., Heath, S.B., Lee, C.D., Lee, Y., Mahiri, J., Nasir, N.S., Valdes, G., and Zhou, M. (2007). Learning in and out of school in diverse environments: Lifelong, life-wide, life-deep. Seattle: Center for Multicultural Education, University of Washington.
  19. Barab, S., Thomas, M. Dodge, T., Carteaux, R. and Tuzun, H. (2005). Making learning fun: Quest Atlantis, agame without guns. Educational Technology Research and Development, 53(1): 86-107.
  20. Barab, S., Zuiker, S. Warren, S., Hickey, D., Ingram-Goble, A., Kwon, E-J., Kouper, I. and Herring, S. (2007). Situationally Embodied Curriculum: Relating Formalisms and Contexts. WileyInterScience Online Periodicals.
  21. Barab, S.A., Dodge, T., Ingram-Goble, A., Peppler, K., Pettyjohn, P., Volk, C.,& Solomou, M. (2010). Pedagogical dramas and transformational play: Narratively-rich games for learning. Mind, Culture, and Activity 17(3): 235–264.
  22. Barab, S.A., Gresalfi, M.S., & Ingram-Goble, A. (2010). Transformational play: Using games to position person, content, and context. Educational Researcher, 39(7), 525-536.
  23. Barab, S.A., Gresalfi, M.S., Dodge, T., & Ingram-Goble, A. (2010). Narratizing Disciplines andDisciplinizing Narratives: Games as 21st Century Curriculum. International Journal for Gaming and Computer-Mediated Simulations, 2(1), 17-30.
  24. Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 153-224.
  25. Bartko, W. T. (2005). The ABCs of engagement in out‐of‐school‐time programs. New Directions for Youth Development, 2005(105), 109-120.
  26. Beals, D.E. (1993). Explanatory talk in low-income families’ mealtime. Preschoolers’ questions and parents’ explanations: Causal thinking in everyday parent-child activity. Hispanic Journal of Behavioral Sciences, 19(1), 3-33.
  27. Beaumont, L. (2005). Summative evaluation of wild reef-sharks at Shedd. Report for the John G. Shedd Aquarium. Available: http://www.informalscience.com/ download/case_studies/report_133.doc [accessed October 2008].
  28. Behrens, J. T., Mislevy, R. J., Bauer, M., Williamson, D. M., & Levy, R. (2004). Introduction to Evidence Centered Design and Lessons Learned from Its Application in a Global E-Learning Program. International Journal of Testing, 4(4), 7.
  29. Bell, P., Bricker, L.A., Lee, T.R., Reeve, S., and Zimmerman, H.T. (2006). Understanding the cultural foundations of children’s biological knowledge: Insights from everyday cognition research. In S.A. Barab, K.E. Hay, and D. Hickey (Eds.), Pro- ceedings of the seventh international conference of the learning sciences (ICLS) (pp. 1029-1035). Mahwah, NJ: Lawrence Erlbaum Associates.
  30. Bell, P., Zimmerman, H.T., Bricker, L.A., and Lee, T.R. (no date). The everyday cultural foundations of children’s biological understanding in an urban, high- poverty community. Everyday Science and Technology Group, University of Washington.
  31. BEVAN & MICHALCHIK_STEM_OST_Conf_Report
  32. Bevan et al. (2010). Making Science Matter: Collaborations Between Informal Science Education Organizations and Schools
  33. Bieber, A. E., Marchese, P., & Engelberg, D. (2005). The laser academy: An after-school program to promote interest in technology careers. Journal of Science Education and Technology, 14(1), 135-142.
  34. Birmingham, J., Pechman, E., Russell, C. and Mielke, M. Shared Features of High-Performing After-School Programs: A Follow-Up to the TASC Evaluation. Washington, DC: Policy Studies Associates, November 2005.
  35. Black, A. R., Doolittle, F. C., Zhu, P., Unterman, R., & Grossman, J. B. (2008). The evaluation of enhanced academic instruction in after-school programs: Findings after the first year of implementation.
  36. Blackburn, M. V. (2002). Disrupting the (hetero) normative: Exploring literacy performances and identity work with queer youth. Journal of Adolescent & Adult Literacy, 46(4), 312-324.
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  38. Blanton, W. E., Moorman, G. B., Hayes, B. A., & Warner, M. L. (1997). Effects of participation in the Fifth Dimension on far transfer. Journal of Educational Computing Research, 16(4), 371-396.
  39. Blanton, W., Mayer, R., Gallego, M., McNamee, G., Shustack, M. (2006) The quantitative effects of Fifth Dimension participation on children’s cognitive and academic skills. In M. Cole & the Distributed Literacy Consortium (Eds.), The fifth dimension: An after-school program built on diversity (pp. 107–128), New York: Russell Sage Foundation.
  40. Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in continuing education, 22(2), 151-167.
  41. Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment. Assessment & Evaluation in Higher Education, 24(4), 413-426.
  42. Boudria, T. J. (2002). Implementing a project-based technology program for high school women. Community College Journal of Research &Practice, 26(9), 709-722.
  43. Bouillion Diaz, L. (2009) Creating Opportunities for Ubiquitous Learning with Geospatial Technologies: Negotiating Roles at the Borders of Youth and Adult Practice, In Cope, B. and Kalantzis, M. (Eds) Ubiquitous Learning. Champaign, IL. University of Illinois Press.
  44. Bourgonjon, J., Rutten, K., Soetaert, R., & Valcke, M. (2011). From Counter-Strike to Counter-Statement: using Burke’s pentad as a tool for analysing video games. Digital Creativity, 22(2), 91-102.
  45. Bremme, D., Blanton, W., Gallego, M., Moll, L. C., Rueda, R., & Va ́squez, O. (2006). The dynamics of change in children’s learning. In M. Cole & the Distributed Literacy Consortium (Eds.), The fifth dimension: An after-school program built on diversity (pp. 107–128),New York: Russell Sage Foundation.
  46. Brody, M., Bangert, A., Dillon, J. (2009). Assessing Learning in Informal Science Contexts. Commissioned paper by the National Research Council for Science Learning in Informal Environments Committee.
  47. Bronte-Tinkew, J., Moore, K. and Shwalb, R. Measuring Outcomes for Children and Youth in Out-Of-School Time Programs: Moving Beyond Measuring Academics. Washington, DC: Child Trends, October 2006.
  48. Brosi, E. (2011) Measurement Tools for Evaluating Out-of-School Time Programs: An Evaluation Resource
  49. Brown & Ferrara (1985) Diagnosing zones of proximal development
  50. Brown, B.A. (2006). “It isn’t no slang that can be said about this stuff”: Language, identity, and appropriating science discourse. Journal of Research in Science Teaching, 43(1), 96-126.
  51. Bruce, B. C., Bruce, S., Conrad, R. L., & Huang, H. J. (1997). University science students as curriculum planners, teachers, and role models in elementary school classrooms.
  52. Buckingham, D. (2008). Youth, identity, and digital media. The MIT Press.
  53. Buckingham, D., & Scanlon, M. (2003).Education, Entertainment and Learning in the Home. Milton Keynes: Open University Press.
  54. Bull, G., Thompson, A., Searson, M., Garofalo, J., Park, J., Young, C., & Lee, J. (2008). Connecting informal and formal learning: Experiences in the age of participatory media. Contemporary Issues in Technology and Teacher Education, 8(2), 100-107.
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  61. Chen, M. (2009). Communication, Coordination, and Camaraderie in World of Warcraft. Games and Culture 4: 47-73.
  62. Choontanom, T. and Nardi, B. (2010). Theorycrafting: The Art and Science of Using Numbers to Interpret the World. Forthcoming in Games, Learning and Society. C. Steinkuehler, ed. London: Cambridge University Press.
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  64. Clarke, J., & Dede, C. (2009). Design for Scalability: A Case Study of the River City Curriculum. Journal of Science Education and Technology, 18(4), 353-365.
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  69. Colley, H., Hodkinson, P., & Malcolm, J. (2002). Non-formal learning: mapping the conceptual terrain. Consultation report, Leeds: University of Leeds Lifelong Learning Institute. Also available in the informal education archives: http://www. infed. org/archives/etexts/colley_informal_learning. htm.
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  76. Crowley, K. D., Schunn, C. D., & Okada, T. (2001). Designing for science: Implications from everyday, classroom, and professional settings. Lawrence Erlbaum.
  77. Crowley, K., and Galco, J. (2001). Everyday activity and the development of scientific thinking. In K. Crowley, C.D. Schunn, and T. Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings (pp. 123-156). Mahwah, NJ: Lawrence Erlbaum Associates.
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