Identity has become a central concept in the analysis of learning from social perspectives. In this article, we draw on a situative perspective to conceptualize identity as a "joint accomplishment" between individuals and their interactions with norms, practices, cultural tools, relationships, and institutional and cultural contexts.…

This study builds on existing research on school-community partnerships in middle and secondary schools by examining the roles of the students and the impact of social influences on their school-community liaising practices. Documents, observations, and 20 interviews with students, school leaders, teachers, and support staff from one urban,…

Children with Autism Spectrum Disorder (ASD) are characterized by extreme deficits in social relatedness with same-age peers. The purpose of this descriptive study was to identify naturally occurring antecedent variables (i.e., setting events) in the classroom environments of children with ASD that promoted their engagement in peer-related social…

The primary objective of this investigation was to examine the way in which two facets of the classroom environment (classroom quality and instructional contexts) and children's risk for school problems combine to predict children's behavioral engagement in third-grade classrooms. As part of the National Institute of Child Health and Human…

Contextualised and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with educational approaches in order to provide structure to more situated and context aware learning. The majority of recent activities in contextualised and ubiquitous learning focus on mobile…