Boundary Crossing and Boundary Objects

By Sanne F. Akkerman, Arthur Bakker. 2011

2,160 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/747c27fd4a442cb667d4f04236fa4b1f4bfc16be

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The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Human Factors and Ergonomics

In Political Science and International Relations

Citations in the corpus

School bullying from a sociocultural perspective (2018, background): “These boundary crossings (Akkerman & Bakker, 2011) challenge existing definitions and require a re-conceptualisation of what is meant by bullying.”
Teacher Educator Professional Learning in the Third Space (2014, methodology): “The work of Akkerman and Bakker (2011) was used in this research to frame an understanding of the nature of the learning that is possible in the boundary spaces, or third space, between these different but related professional contexts. Akkerman and Bakker argued that the spaces created when differe”
Towards a Theory of Experience (2014, background): “Current science education theorizing often makes thematic boundaries and borders, which learners are said to have to cross—including the notions of border-crossing, boundary worker, and third space in science classrooms (e.g., Aikenhead, 1996; Akkerman & Bakker, 2011; Tan, Barton, & Lim, 2009).”
Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities (2015, background): “In addition, the graphic organizers themselves crossed boundaries, becoming “boundary objects”—artifacts that have different meanings in different settings and allow people to work together across contexts (Akkerman & Bakker, 2011; Engeström et al., 1995).”
Crossing Boundaries Between School and Work During Apprenticeships (2012, background): “Accordingly, as we have described elsewhere in more detail (Akkerman and Bakker 2011a), students are at the periphery of both practices and face simultaneously a neither/nor and a both/and situation of belonging to communities.”
Assessing mathematical thinking as part of curriculum reform in the Netherlands (2019, background): “As such, assessment is influenced by different stimuli, and the national final examinations can be considered as boundary objects (Akkerman & Bakker, 2011) in the Dutch reform process.”
Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help? (2016, positive): “Learning to identify and negotiating multiple perspectives can be a powerful learning mechanisms (Akkerman & Bakker, 2011).”
Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review (2011, neutral): “Akkerman and Bakker (2011) state that boundary crossing is a cognitive process that entails four specific learning mechanisms: identification, coordination, reflection and transformation.”