Children's Development of Cultural Repertoires through Participation in Everyday Routines and Practices

By Barbara Rogoff, Leslie C. Moore, Behnosh Najafi, Amy L. Dexter, Maricela Correa-Chávez, J. Solis. 2007

237 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f556a50bdce27eb258b3670746ea28c0f299e6cb

How researchers see this paper

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

1. L. Shepard
2. James W. Pellegrino
3. William R. Penuel
4. P. Vogler
5. G. Crivello
6. Martin Woodhead
7. Heidi L. Andrade
8. I. Clark

Citations in the corpus

• Early Childhood Transitions Research: A Review of Concepts, Theory, and Practice. Working Papers in Early Childhood Development, No. 48. (2008, background): “Repertoires of practice are highly constrained by people's opportunities and access to participate directly or vicariously in settings and activities where particular formats are employed " (Rogoff et al., 2005: 27).”
• Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment (2018, background): “It leads to the commodification of learning and promotes extrinsic over intrinsic motivation, which is antithetical to what Sadler (1989) had in mind when he argued that formative assessment should foster development of expertise by helping students to internalize the features of good work.”