“We hear everyday, ‘this isn’t me.’” Navigating tensions and opportunities to translate interests toward entrepreneurial making von Dahn, Maggie, Peppler, Kylie A., Ito, Mizuko

Volltext

Instructional improv to analyze inquiry-based science teaching: Zed’s dead and the missing flower von Dahn, Maggie, Lee, Christine, Enyedy, Noel, Danish, Joshua

Volltext

Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes von Peppler, Kylie, Sedas, R. Mishael, Dahn, Maggie

Volltext

Dynamics of emotion, problem solving, and identity: Portraits of three girl coders von Dahn, Maggie, DeLiema, David

Volltext

Connected Arts Learning: Cultivating Equity Through Connected and Creative Educational Experiences von Peppler, Kylie, Dahn, Maggie, Ito, Mizuko

Volltext

Making Connections to and From Out-of-School Experiences von Dahn, Maggie, Peppler, Kylie, Ito, Mizuko

Volltext

Art as a Point of Departure for Understanding Student Experience in Learning to Code von Dahn, Maggie, Deliema, David, Enyedy, Noel

Volltext

Connected portfolios: open assessment practices for maker communities von Keune, Anna, Peppler, Kylie, Dahn, Maggie

Volltext

Tracing bodies through liminal blends in a mixed reality learning environment von Keifert, Danielle, Lee, Christine, Enyedy, Noel, Dahn, Maggie, Lindberg, Lindsay, Danish, Joshua

Volltext

How the arts can UNLOCK a closed curriculum von Sikkema, Scott, Lee, Jenny, Spilberg, Joseph, Dahn, Maggie, Yankova, Nickolina, Peppler, Kylie

Volltext

How the arts can unlock a closed curriculum von Sikkema, Scott, Lee, Jenny, Spilberg, Joseph, Dahn, Maggie, Yankova, Nickolina, Peppler, Kylie

Volltext

Artifact-oriented learning: a theoretical review of the impact of the arts on learning von Peppler, Kylie, Davis-Soylu, Heidi J., Dahn, Maggie

Volltext

How the arts can unlocka closed curriculum von Sikkema, Scott, Lee, Jenny, Spilberg, Joseph, Dahn, Maggie, Yankova, Nickolina, Peppler, Kylie

Volltext

Consensual Assessment in the New Domain of E-Textiles: Comparing Insights From Expert, Quasi-Expert, and Novice Judges von Phonethibsavads, Anthony, Dahn, Maggie, Peppler, Kylie, Fields, Deborah A., Kafai, Yasmin B.

Volltext

Designing for others: the roles of narrative and empathy in supporting girls’ engineering engagement von Peppler, Kylie, Keune, Anna, Dahn, Maggie, Bennett, Dorothy, Letourneau, Susan M

Volltext

Observing Empathy in Informal Engineering Activities with Girls Ages 7–14 von Letourneau, Susan M, Bennett, Dorothy T, Liu, ChangChia, Argudo, Yessenia, Peppler, Kylie, Keune, Anna, Dahn, Maggie, McMillan Culp, Katherine

Volltext

An Artist/Researcher Model for Participatory Action Research in Transdisciplinary Learning Contexts von Cawelti, Lora, Mueller, Jessica, Dahn, Maggie, Adesida, Teju, Cuéllar, Noé, Peppler, Kylie

Volltext

Debugging as a Context for Fostering Reflection on Critical Thinking and Emotion von DeLiema, David, Dahn, Maggie, Flood, Virginia J., Asuncion, Ana, Abrahamson, Dor, Enyedy, Noel, Steen, Francis

Volltext

Moving forward: In search of synergy across diverse views on the role of physical movement in design for stem education von Abrahamson, Dor, Andrade, Alejandro, Bakker, Arthur, Nathan, Mitchell J, Walkington, Candace, Lindgren, Robb, Brown, David E, Zohar, Asnat R, Levy, Sharona T, Danish, Joshua A, Maltese, Adam V, Enyedy, Noel, Humburg, Megan, Saleh, Asmalina, Dahn, Maggie, Lee, Christine, Tu, Xintian, Davis, Bria, Georgen, Chris, Lindwall, Oskar

Volltext