(Re)Framing Educational Possibility: Attending to Power and Equity in Shaping Access to and within Learning Opportunities

By Victoria Hand, William R. Penuel, Kris D. Gutiérrez. Human Development, 2013

115 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/fb5fe8f6efd9e81a4fb7d4308e4aea4bacfa4392

How researchers see this paper

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

In Developmental and Educational Psychology

1. Jessica J. Thompson
2. Hosun Kang
3. Mark Windschitl
4. Nicole Louie
5. David Stroupe
6. Eve Manz

In Education

1. Jessica J. Thompson
2. Hosun Kang
3. Mark Windschitl
4. Nicole Louie
5. Eve Manz
6. Elizabeth A. Davis
7. B. Crawford
8. William R. Penuel

In Human Factors and Ergonomics

1. Nicole Louie
2. Mark Windschitl
3. Jessica J. Thompson
4. David Stroupe
5. Hosun Kang

Citations in the corpus

• Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking (2016, background): “Frames, however, are not simply “given” for students (Hand et al., 2012; see Maskiewicz & Winters, 2012); instead frames are negotiated and co-constructed between a teacher and students, each of whom comes in with their own framing (e.g., what it means to do activities in science classroom), and…”
• The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching (2017, background): “For example, the “doing school frame” discussed by Hand, Penuel, and Gutiérrez (2012) assigns students “rather passive roles,” framing their task as recall and answer-getting (p. 256).”