Authoritative, Accountable Positioning and Connected, General Knowing: Progressive Themes in Understanding Transfer

By James G. Greeno. 2006

195 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/14712be99aaa8d996d1784b8c16e9c6ed9d3e507

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “Early career teachers’ sense of professional agency in classroom interaction Teachers’ professional agency is relational by nature and embedded in the professional interactions with students and other members of the school community (Greeno, 2006; Lipponen & Kumpulainen, 2011).”
Assessing agency of university students: validation of the AUS Scale (2017, background): “Practicing agency is critically supported by reciprocal and dialogic relations between the teacher and students (Greeno 2006; Lipponen and Kumpulainen 2011), learners’ mutual power relations (Eteläpelto et al. 2005), and their capacity to work together (Edwards 2005).”
Doctoral Students' Sense of Relational Agency in Their Scholarly Communities. (2012, background): “Nor does it mean that active relational agency, in terms of scholarly community, cannot be developed (Greeno, 2006).”
English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities (2013, background): “Researchers have referred to this connection between participation and identity in various ways, including participatory identities (Greeno, 2006), discourse identities (Koole, 2003), positional identities (Holland, Lachiotte, Skinner, & Cain, 1998), and identities in practice (Holland et al.”
The influence of framing on transfer: initial evidence from a tutoring experiment (2011, methodology): “In lessons, learners can be framed as disconnected recipients reporting about the ideas of others or as authors and respondents who are developing and taking responsibility for their own ideas (analyzed in Engle 2006 and Hammer et al. 2005; discussed in Greeno 2006).”
Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science (2016, background): “In contrast, people with growth mind-sets perceive ability and learning outcomes as attributes that can be changed through increased effort (Dweck, 2009, 2010, 2012, which positively influences their motivation to learn (Bandura, 1977b, 1986; Dweck & Leggett, 1988; Greeno, 2006; Grube, Mayton, & Bal”
Are representations to be provided or generated in primary mathematics education? Effects on transfer (2009, background): “Greeno et al. (1993) and Greeno (1997, 2006) reject the idea that a ‘‘situated cognition’’ perspective would necessarily imply that knowledge does not transfer between tasks.”
How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them (2012, background): “…confronted with a completely novel problem situation, because part of the role of being someone who regularly authors knowledge is to generate reasonable responses; in effect, this role encourages such students to adapt their prior knowledge to address that new problem (Boaler, 2002; Greeno, 2006).”
What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, background): “…professional agency is not a fixed individual disposition gained during the initial stages of teacher education; rather, it is a capacity that is continuously constructed in relation to current contexts and actors as well as to past personal experiences (Emirbayer & Mische, 1998; Greeno, 2006).”
Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning (2012, background): “These mixed laboratory findings have inspired a number of alternative approaches that expand the idea of transfer beyond the direct application of prior knowledge (Bransford & Schwartz, 1999; Greeno, 2006; Lave, 1988; Lobato, 2006).”