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
  2. Afterschool Alliance. (2008). 21st century learning centers providing supports to com- munities nationwide. Available: Sheets.cfm [accessed October 2008].
  3. Akilli, G. K. (2007). Games and Simulations: A new approach in Education? In Gibson, D., Aldrich, C. and Prensky, M. (eds.), Games and Simulations in Online Learning: Research and Development Frameworks (pp.1-20). Hershey PA: Information Science Publishing.
  4. Aldrich, C. (2004). Simulations and the future of learning. San Francisco. CA. John Wiley and Sons.
  5. Allen, S. (2002). Looking for learning in visitor talk: A methodological exploration. In G. Leinhardt, K. Crowley, and K. Knutson (Eds.), Learning conversations in museums (pp. 259-303). Mahwah, NJ: Lawrence Erlbaum Associates.
  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: 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.
  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.
  37. Blanton, W. E., Moorman, G. B., Hayes, B. A., & Warner, M. L. (1997). Effects of partici- pation in the Fifth Dimension on far transfer.Journal ofEducational Computing Research, 16, 371-396.
  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.
  55. Burke, A., & Hammett, R. F. (2009). Assessing new literacies: Perspectives from the classroom (Vol. 34). Peter Lang Pub Inc.
  56. Calabrese Barton, A. (1998b). Reframing “science for all” through the politics of poverty. Educational Policy, 12, 525-541.
  57. Callanan, M.A., and Oakes, L. (1992). Preschoolers’ questions and parents’ explanations: Causal thinking in everyday activity. Cognitive Development, 7, 213-233.
  58. Campbell, P. (2008, March). Evaluating youth and community programs: In the new ISE framework. In A. Friedman (Ed.), Framework for evaluating impacts of informal science education projects (pp. 69-75). Available: Eval_Framework.pdf [accessed October 2008].
  59. Carnegie Council on Adolescent Development (1992). A matter of time: Risk and opportunity in the nonschool hours. Carnegie Council Monograph.
  60. Catterall, J. (2002), Involvement in the Arts and Success in Secondary School. In R. Deasy (Ed.), Critical links: Learning in the arts and student achievement and social development. Washington, DC: AEP.
  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.
  63. Chung, A. and Hillsman, E. “Evaluating After-School Programs.” The School Administrator. Arlington, VA: American Association of School Administrators, May 2005.
  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.
  65. Cobern, W.W., and Aikenhead, G.S. (1998). Cultural aspects of learning science. In B. Fraser and K. Tobin (Eds.), International handbook of science education (Part One, pp. 39-52). Dordrecht, Netherlands: Kluwer Academic.
  66. Colardyn, D., & Bjornavold, J. (2004). Validation of Formal, Non‐Formal and Informal Learning: policy and practices in EU Member States1. European Journal of Education, 39(1), 69-89.
  67. Cole, M. and The Distributed Literacy Consortium. (2006). The Fifth Dimension: An after-school program built on diversity. Russell Sage Foundation.
  68. Coleman, J. (1971). Learning through games. In E. Avedon and B. Sutton-Smith (Eds). The study of games. New York and London. John Wiley, pp. 322-329.
  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.
  70. Colley, H., Hodkinson, P., & Malcolm, J. (2003). Informality and formality in learning: a report for the Learning and Skills Research Centre. Learning and Skills Research Centre London.
  71. Connolly, T.M., Boyle, E.A., Stansfield, M.H., and Hainey, T. (2007) "A Survey of Students' Computer Games Playing Habits", Journal of Advanced Technology for Learning, Issue 4.
  72. Connolly, T.M., Stansfield, M.H. and Hainey, T. (2009) "Towards the Development of a Games-based Learning Evaluation Framework". Games-based Learning Advancement for Multisensory Human Computer Interfaces: Techniques and Effective Practices (Eds: Connolly, T.M., Stansfield, M.H. and Boyle, E.). Idea-Group Publishing: Hershey.
  73. COSMOS Corporation. (1998). A report on the evaluation of the National Science Foundation’s informal science education program. Washington, DC: National Science Foundation. Available: htm [accessed October 2008].
  74. Costa, V.B. (1995). When science is “another world”: Relationships between worlds of family, friends, school, and science. Science Education, 79, 313-333.
  75. Crane, V., Nicholson, H.J., Chen, M., and Bitgood, S. (1994). Informal science learning: What the research says about television, science museums and community-based projects. Dedham, MA: Research Communications.
  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.
  78. Crowley, K., and Galco, J. (2001). Family conversations and the emergence of scientific literacy. In K. Crowley, C. Schunn, and T. Okada. (Eds.), Designing for science: Implications from everyday, classroom, and professional science (pp. 393-413). Mahwah, NJ: Lawrence Erlbaum Associates.
  79. Curtis, D., & Lawson, M. (2002). Computer adventure games as problem-solving environments. International Education Journal, 3(4), 43-56.
  80. Dahotre, A, Zhang, Y, and Scaffidi, C. 2010. A qualitative study of animation programming in the wild. Symp. on Empirical Software Engineering and Measurement, 1-10.
  81. Dancu, T. (2006). Comparing three methods for measuring children’s engagement with exhibits: Observations, caregiver interviews, and child interviews. Poster presented at 2006 Annual Meeting of the Visitor Studies Association, Grand Rapids, MI.
  82. Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and teacher education, 16(5-6), 523-545.
  83. Davidson, A.L. (1999). Negotiating social differences: Youths’ assessments of educators’ strategies. Urban Education, 34(3), 338-369.
  84. Davidson, C. N., & Goldberg, D. T. (2009). The future of learning institutions in a digital age. The MIT Press.
  85. Davidson, C. N., & Goldberg, D. T. (2010). The future of thinking: Learning institutions in a digital age. The MIT Press.
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  88. de Freitas, S., & Oliver, M. (2006). How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers & Education, 46(3), 249-264.
  89. de Freitas, S., Rebolledo-Mendez, G., Liarokapis, F. Magoulas, G. Poulovassilis A. (2010). Learning as immersive experiences: using the four dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology, 41(1): 69-85.
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