Publications

The profiles distributed so far can all be found in the CRADLE website

 

A

Abrahamsen, L. & Aas, M. (2023) Supporting school leaders in leading school development: an action research project, Educational Action Research, DOI: 10.1080/09650792.2023.2186459

Adamides, E. D. (2020). Activity‐based analysis of sociotechnical change. Systems research and behavioral science, 37(2), 223-234.

Adamides, E. D. (2022). Activity theory for understanding and managing system innovations. International Journal of Innovation Studies.

Adamides, E. D., Karacapilidis, N. I., & Konstantinopoulos, K. (2021). Argumentation Schemes in Technology-Mediated Open Innovation Product-Service Models: An Activity Systems Perspective. Systems, 9(4), 91.

Adelé, S., Cippelletti, E., Dionisio, C., Lémonie, Y., & Chaumon, M.-E. B. (2024). Prospecting cooperative intelligent transport systems acceptance by road management teams through activity theory – a qualitative study. Behaviour & Information Technology. Advance online publication. https://doi.org/10.1080/0144929X.2024.2301960

Aditi Kataria, Gholam Reza Emad, & Jiangang Fei (2024). Future Shipping Operations and Transitioning Maritime Higher Education: An Activity System Perspective. In Proceedings of the International Conference on Maritime Autonomy and Remote Navigation 2023 (pp. 20-27). EasyChair.

Afacan, K., Bal, A., Artiles, A. J., Cakir, H. I., Ko, D., Mawene, D., & Kim, H. (2021). Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study. Learning, Culture and Social Interaction, 31, 100569.

Airaj, M. Ethical artificial intelligence for teaching-learning in higher education. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12545-x

Alfrey, Laura (2023): An expansive learning approach to transforming
traditional fitness testing in health and physical education: student voice, feelings and hopes,
Curriculum Studies in Health and Physical Education, DOI: 10.1080/25742981.2023.2183477

Alharthi, S. A., LaLone, N. J., Sharma, H. N., Dolgov, I., & Toups, Z. O. (2021, May). An Activity Theory Analysis of Search & Rescue Collective Sensemaking and Planning Practices. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1-20).

Al-Naabi, Ishaq. (2023). Exploring Moodle Usage in Higher Education in the Post-pandemic Era: An Activity-theoretical Investigation of Systemic Contradictions. International Journal of Learning Teaching and Educational Research. 22. 190-208. 10.26803/ijlter.22.10.11.

Alonzo, D., Leverett, J., & Obsioma, E. (2021). Leading an assessment reform: Ensuring a whole-school approach for decision-making. Front. Educ. 6: 631857. doi: 10.3389/feduc.

Ambrose, D., & Shahid, A. (2023). Teachers’ Perception of Homework Effectiveness in Primary Grades. Journal of Education and Educational Development.

Amrollahi, Alireza and Afshari Mofrad, Masoud, "Towards Unravelling Power Dynamics in Information Systems Research: A systematic literature review through the lens of activity theory" (2023). ACIS 2023 Proceedings. 16.
https://aisel.aisnet.org/acis2023/16

Artiles, J. A. (May 4, 2023). Probing Inclusive Education in the Global South: A Critical Cultural Historical Standpoint. Stanford graduate of education Public Scholarship Collaborative. Available: https://publicscholarship.stanford.edu/news/probing-inclusive-education-global-south-critical-cultural-historical-standpoint

Arinaitwe, D., Mifsud, L., Kato, H., & Sannerud, A. R. (2022). Learning through collaboration between vocational teacher training institutions and workplaces: Barriers and contradictions. Nordic Journal of Vocational Education and Training, 12(1), 25–50. 

Asmolov, G. (2015). Crowdsourcing and the folksonomy of emergency response: The construction of a mediated subject. Interactions: Studies in Communication & Culture, 6(2), 155-178.

Asmolov, G. (2022). Internet regulation and crisis-related resilience: from Covid-19 to existential risks. The Communication Review, 1-23.

Augustsson, D. (2021). Expansive learning in a Change Laboratory intervention for teachers. Journal of Educational Change, 22(4), 475-499.

B

Baek, J., Byun, T., Yu, E., Lee, D., Lee, J., & Shim, H. (2023). Exploring Scientists’ and Students’ Perceptions about Competencies in “Doing Science” and Science-Related Experience. Asia-Pacific Science Education, 9(2), 299-331. https://doi.org/10.1163/23641177-bja10071

Barker, C. (2022). Using activity theory to redesign a video supported oral presentation competence development activity in higher education. Learning, 3(1), 1-19.

Bal, A., Afacan, K., & Cakir, H. I. (2018). Culturally responsive school discipline: Implementing learning lab at a high school for systemic transformation. American Educational Research Journal, 55(5), 1007-1050.

Baloutsos, S., Karagiannaki, A., & Pramatari, K. (2020). Identifying contradictions in an incumbent–startup ecosystem–an activity theory approach. European Journal of Innovation Management.

Barma, S., Deslandes, R., Cooper, E. A., & Voyer, S. (2021). School Community Involvement to Address Student Decision-Making Regarding Personal Health. School Community Journal, 31(2).

Bawa, Danjuma. (2023). Activity theory approach and geographic information systems affordance for effective land management and administration actualization. Scientific African. e01970. 10.1016/j.sciaf.2023.e01970.

Bligh, B. (2023). Designing a Change Laboratory outline plan. Bureau de Change Laboratory. https://doi.org/10.21428/3033cbff.e68b3cb2

Blomsø, Sindre & Jakhelln, Rachel & Postholm, May. (2023). Student teachers’ experience of participating in a research and development project in Norway. Frontiers in Education. 8. 10.3389/feduc.2023.1100336.

Botelho, M. R., Vilela, R. A. de G., Beltran, S. L., Almeida, I. M. de ., & Querol, M. A. P.. (2023). A insegurança das barragens da Vale em Minas Gerais, Brasil: aplicação da teoria da atividade à análise de desastres. Saúde E Sociedade, 32(2), e220510pt. https://doi.org/10.1590/S0104-12902023220510pt

Boudra, L., Lémonie, Y., Grosstephan, V., & Nascimento, A. (2023). The cultural-historical development of occupational accidents and diseases prevention in France: A scoping review. Safety Science, 159, 106016.

Braswell, G. S. (2021). Changes in ancient Egyptian mathematical artifacts from a cultural-historical activity theory perspective. Culture & Psychology, 1354067X211032872.

Bøje, R. B., Musaeus, P., Sørensen, D., & Ludvigsen, M. S. (2022). Toward Nurses’ Transformative Agency in Transitional Care for Older Adults: A Change-Laboratory Intervention. Global Qualitative Nursing Research, 9, 23333936221087622.

Bøje, R. B., Musaues, P., Sørensen, D., & Ludvigsen, M. S. (2021). Systemic contradictions as causes to challenges in nurses' transitional care: A change laboratory intervention. Nurse Education Today, 103, 104950.

C

Campbell, A. D., Terrence F. (2021) SENSING IGOLI: APPLYING TYPOLOGICAL ACTIVITY SYSTEM MODELS IN THE DESIGN OF INNOVATIVE AND APPROPRIATE URBAN TECHNOLOGIES

Cakir, H. I., Bal, A., Engeström, Y., & Sannino, A. (2022). Contradictions as an entry into inclusive systemic design: Addressing racial disparities in the discipline at an urban middle school. Learning, Culture and Social Interaction, 35, 100641.

Calvo, M., & Sclater, M. (2021). Creating Spaces for Collaboration in Community Co‐design. International Journal of Art & Design Education, 40 (1), 232-250.

Cenci, A., Lemos, M. F., Bôas, D. F. V., Damiani, M. F., & Engeström, Y. (2020). The contradictions within inclusion in Brazil. Learning, Culture and Social Interaction, 24, 100375.

Chang, S., Developing preservice bilingual teachers’ transformative agency, Teaching and Teacher Education,
Volume 137, 2024, 104405, ISSN 0742-051X,
https://doi.org/10.1016/j.tate.2023.104405.

Chang, S. (2021). Supporting expansive learning in preservice bilingual teachers’ zone of proximal development of the activity system: an analysis of a four-field model trajectory. Professional Development in Education, 47 (2-3), 225-242.

Chang, S., Martínez-Roldán, C. M., & Torres-Guzmán, M. E. (2021). The manifestation of chinese preservice bilingual teachers’ relational agency in a Change Laboratory intervention. Mind, Culture, and Activity, 28(1), 44-60.

Chang, S., Martínez-Roldán, C., & Torres-Guzmán, M. E. (2020). Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention. Methodological Innovations, 13(2), 2059799120921696.

Charitonos, K., & Littlejohn, A. (2021). Professional learning in healthcare settings in resource-limited environments: what are the tensions for professionals’ knowing and learning about antimicrobial resistance? Studies in Continuing Education, 1-18.

Chen, Z., Chen, W., Jia, J., & Le, H. (2022). Exploring AWE-supported writing process: An activity theory perspective. Language Learning & Technology, 26(2).

Chikunda, C., Chikunda, P., & de Castro, R. F. (2017). Boundary learning in a gender responsive curriculum transformation in Zimbabwe: An activity theory approach. Roteiro, 42(3), 497-522.

Choudry, S. (2023). Power relations within division of labor – the key to empowering learners from marginalized backgrounds in mathematics classrooms. Mind, Culture, and Activity, 1–17. https://doi.org/10.1080/10749039.2023.2287448

Chu, W., Glad, W., & Wever, R. (2021). A meta-synthesis of the use of activity theory in design for sustainable behaviour. Design Science, 7.

Ciftci, O., Berezina, K. (2023). Exploring Customer Experience with Service Robots in Hospitality and Tourism: Activity Theory Perspective. In: Ferrer-Rosell, B., Massimo, D., Berezina, K. (eds) Information and Communication Technologies in Tourism 2023. ENTER 2023. Springer Proceedings in Business and Economics. Springer, Cham. https://doi.org/10.1007/978-3-031-25752-0_6

Ciuchita, R., Heller, J., Köcher, S., Köcher, S., Leclercq, T., Sidaoui, K., & Stead, S. (2022). It is Really Not a Game: An Integrative Review of Gamification for Service Research. Journal of Service Research, 10946705221076272.

Clifford, S. (2022). Changing Shared Work Practice: Developing Faculty and Administration Voices in Institutional Educational Technology Policy in South Korea (Doctoral dissertation, Lancaster University).

Clifford, S. (2022). The use and value of cultural historical activity theory in institutional educational technology policy. Studies in Technology Enhanced Learning.

Coral Villota , L. M., & Obando Zapata , G. (2023). Prácticas de enseñanza de maestros de la Educación Básica Primaria en Colombia: cambios y permanencias. Cuadernos Pedagógicos, 25(36), 1–20. Recuperado a partir de https://revistas.udea.edu.co/index.php/cp/article/view/354329

Crampton, A. E., Scharber, C., Lewis, C. J., & Majors, Y. J. (2018). Meaningful and Expansive: Literacy Learning Through Technology‐Mediated Productions. Journal of Adolescent & Adult Literacy, 61(5), 573-576.

Curry, R. (2022). Insights from a cultural-historical HE library makerspace case study on the potential for academic libraries to lead on supporting ethical-making underpinned by ‘Critical Material Literacy’. Journal of Librarianship and Information Science, 09610006221104796.

D

Dai, Z., Xiong, J., Zhao, L., & He, X. (2022). The effectiveness of ICT-enhanced teaching mode using activity theory on raising class interaction and satisfaction in an engineering course. Interactive Learning Environments, 1-20.

Danish, J. A., Enyedy, N., Saleh, A., & Humburg, M. (2020). Learning in embodied activity framework: A sociocultural framework for embodied cognition. International Journal of Computer-Supported Collaborative Learning, 15  (1), 49-87.

Davis, B., Tu, X., Georgen, C., Danish, J. A., & Enyedy, N. (2019). The impact of different play activity designs on students’ embodied learning. Information and Learning Sciences.

Degerman H, Wallo A. Conceptualising learning from resilient performance: A scoping literature review. Appl Ergon. 2023 Nov 8;115:104165. doi: 10.1016/j.apergo.2023.104165. Epub ahead of print. PMID: 37948841.

DeJulio, S. (2024). Tensions within and between systems in the first years of teaching. International Journal of Inclusive Education, 1–21. https://doi.org/10.1080/13603116.2024.2305182

Deslandes, R., Barma, S., & Beaumier, F. (2020). Collaborative school-family relationships using the expansive learning cycle to enhance parents empowering in helping their child in the context of a new reading method. International Journal about Parents in Education, 12(1), 47-61.

Devisch, O., Palmieri, T., & Devoldere, S. (2022, August). Designing via detours: Why patterns may save the suburb. In Proceedings of the Participatory Design Conference 2022-Volume 2 (pp. 118-123).

Diao,C., Zhou, X., Mao, Q., Hong, J., (2022).The Development of Transformative Agency of  Teachers in Teaching Research Activities in China. Front. Psychol., 12, 724175.

Dinh, H., & Sannino, A. (2024). Toward a diagnostic toolkit for intervention in teachers’ agency during curriculum reform: Groundwork for a Change Laboratory in Vietnam. Teaching and Teacher Education, 140, 104494. doi:10.1016/j.tate.2024.104494

Domingues, N. S., & Borba, M. C. (2021). Digital video festivals and mathematics: Changes in the classroom of the 21st century. Journal of Educational Research in Mathematics, 31(3), 257-275.

Dornan, T., Lee, C., Findlay-White, F., Gillespie, H., & Conn, R. (2021). Acting wisely in complex clinical situations: ‘Mutual safety’ for clinicians as well as patients. Medical Teacher, 1-11.

Douglas, A. S. (2012). Creating expansive learning opportunities in schools: The role of school leaders in initial teacher education partnerships. European Journal of Teacher Education, 35(1), 3-15.

Du Toit, Adri & Petersen, Neal & Mentz, Elsa & Balfour, Robert & Kruger, Cornè & Mdakane, Marry & Beer, Josef & Bunt, Byron & White, Lounell & Lubbe, Anitia & Pool, Jessica & Heymans, Yolande & Koch, Rhea & Mokwatsi, Gontse. (2023). Innovative curriculum design: Bridging the theory–practice divide in work-integrated learning to foster Self-Directed Learning.

Due, K., Skoog, M., Areljung, S., Ottander, C., & Sundberg, B. (2022). Teachers’ conceptualisations of science teaching–obstacles and opportunities for pedagogical continuity across early childhood school forms. International Journal of Early Years Education, 1-16.

E

Edwards, Andrew James (2024). The use of information systems artefacts and expertise in a study of prediction in the strategic management of house fires. Macquarie University. Thesis. https://doi.org/10.25949/25286452.v1

Ekström, S., & Pareto, L. (2022). The dual role of humanoid robots in education: As didactic tools and social actors. Education and Information Technologies, 1-36.

Engeström, Y., Engeström, R. & Suntio, A. (2002). Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers. In G. Wells & G. Claxton (Eds.) Learning for life in the 21st century: Sociocultural perspectives on the future of education (p. 211-224). London: Blackwell.

Engeström, R., & Käyhkö, L. (2021). A critical search for the learning object across school and out-of-school contexts: A case of entrepreneurship education. Journal of the Learning Sciences, 1-32.

Engeström, Y., Rantavuori, P., Ruutu, P. & Tapola-Haapala, M. (2023). Finding life beyond the classroom walls: A Change Laboratory supporting Expansive de-encapsulation of school. Education & Didactique, 17(2), 125-141.

Engeström, Y., Rantavuori, P., Ruutu, P., & Tapola-Haapala, M. (2022). The hybridisation of adolescents’ worlds as a source of developmental tensions: A study of discursive manifestations of contradictions. Educational Review, 1-22.

Engeström, Y., Rantavuori, P., Ruutu, P., & Tapola-Haapala, M. (2023). From future orientation to future-making: Towards adolescents’ transformative agency. In N. Hopwood & A. Sannino (Eds.), Agency and transformation: Motives, mediation, and motion. Cambridge: Cambridge University Press.

F

Filipiak, Ewa. (2023). Discovering Teachers’ Personal Beliefs in Poland: Research Intervention Using Activity Theory. Educational Challenges. 28. 18-34. 10.34142/2709-7986.2023.28.1.02.

Fletcher, L. (2021). Let's chat about CHAT: Illuminating undergraduates' literature discussion with Cultural Historical Activity Theory. Learning, Culture and Social Interaction, 29, 100498.

G

Garcia Aguado, A., & Alvarez Canovas, I. (2024). Hacker education and transformative agency: an empirical study in hacker communities and in the school case of Conexão Escola-Mundo. Mind, Culture, and Activity, 1–18. https://doi.org/10.1080/10749039.2024.2327543

Garraway, J., Cupido, X., Dippenaar, H., Mntuyedwa, V., Ndlovu, N., Pinto, A., & Purcell van Graan, J. (2021). The Change Laboratory as an approach to harnessing conversation for academic development. International Journal for Academic Development, 1-16.

Géas, E. (2023). L’intervention formative comme outil de développement de l’activité d’animation d’ateliers de slam de poésie pour des lycéens préparant un concours d’éloquence. Retrieved from http://www.theses.fr/2023REIML008/document

Geertshuis, S., Liu, Q., Lewis, N., & Cui, J. (2022). Stuck between a rock and a hard place: The challenge of preparing graduates for their futures. Innovations in Education and Teaching International, 1-15.

Gedera, D., Forbes, D., Brown, C. et al. Learning during a pandemic: an Activity Theory analysis of the challenges experienced by Aotearoa/New Zealand university students. Education Tech Research Dev (2023). https://doi.org/10.1007/s11423-023-10284-3

Ghadiri Khanaposhtani, M., Ballard, H. L., Lorke, J., Miller, A. E., Pratt-Taweh, S., Jennewein, J., ... & Benavides Lahnstein, A. I. (2022). Examining youth participation in ongoing community and citizen science programs in 3 different out-of-school settings. Environmental education research, 28(12), 1730-1754.

Gorman, G. Using a Change Laboratory to voice students’ lived experience of moving from face-to-face to online instruction. history.

Guo, K., Li, Y., Li, Y. et al. Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective. Educ Inf Technol (2023). https://doi.org/10.1007/s10639-023-12230-5

Gustavsson, M & Halvarsson Lundkvist, A (2023) Stakeholders’ learning and transformative action when developing a collaboration platform to provide welfare services, Studies in Continuing Education, DOI: 10.1080/0158037X.2023.2219052

H

Hammond, S. F. (2022). Cultural-historical investigations into the dialectics of skills development implementation and occupational identity in the informal construction Small and Micro Enterprise workplace. (). ,Faculty of Engineering and the Built Environment ,Department of Construction Economics and Management. Retrieved from http://hdl.handle.net/11427/37180

Hartwell, A. D. (2023). Emergency remote teaching and digital technology usage in K-12 teacher practice (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.

He S, Qi C. Analysis and Dissolution of Potential Contradictions in Thematic Lessons from a Cultural-Historical Activity Theory Perspective. Sustainability. 2023; 15(24):16931. https://doi.org/10.3390/su152416931

Henderson, L., Nuttall, J., Wood, E., & Martin, J. (2022). The potential of ‘leading identity’as an analytic concept for understanding Educational Leadership development in early childhood education. Teachers and Teaching, 1-15.

Henderson, Linda, Nuttall, Joce, Wood, Elizabeth and Martin, Jenny. (2023). Educational leadership in early childhood education : Participant vulnerability and a ‘rule of care’. Journal of Early Childhood Research. 22(2), pp. 297-312. https://doi.org/10.1177/1476718X231210641

Hennah, N., Newton, S., & Seery, M. K. (2022). A holistic framework for developing purposeful practical work. Chemistry Education Research and Practice.

Henttonen, Ani & Westerbotn, Margareta & Scheja, Max & Fossum, Bjöörn & Teras, Marianne. (2023). Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective. Nordic Journal of Nursing Research. 43. 205715852311676. 10.1177/20571585231167656.

Hernandez-Martinez, P., & Keane, T. (2024). Learning mathematics and its relevance through a digital storytelling assessment task at university. International Journal of Mathematical Education in Science and Technology, 1–17. https://doi.org/10.1080/0020739X.2023.2295895

Hite, R. L., Childers, G. M., & Hoffman, J. (2024). Cultural–Historical Activity Theory as an integrative model of socioscientific issue based learning in museums using extended reality technologies. International Journal of Science Education, Part B, 1–16. https://doi.org/10.1080/21548455.2024.2324854

Ho, J., Hung, D., Chua, P. H., & Binte Munir, N. (2022). Integrating Distributed with Ecological Leadership: Through the Lens of Activity Theory. Educational Management Administration & Leadership, 17411432221077156.

Ho, S. M., & Gross, M. (2021). Consciousness of cyber defense: A collective activity system for developing organizational cyber awareness. Computers & Security, 108, 102357.

Hofmann, R., & Ilie, S. (2022). A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps. Education Sciences, 12(5), 353.

Hopwood, N., Dhungana, P., Prasad Pant, B., Shrestha, D & Shahi, R. (2023) Professional learning promoting agency in challenging practice contexts, Studies in Continuing Education, DOI: 10.1080/0158037X.2023.2219051

Hopwood, N., Pointon, K., Dadich, A., Moraby, K., & Elliot, C. (2022). Forward anchoring in transformative agency: How parents of children with complex feeding difficulties transcend the status quo. Learning, Culture and Social Interaction, 33, 100616.

Hu, C. Y., Nisbet, G., & Chang, Y. C. (2022). Responding to change in a medical student rural community service: Insights from activity theory. Medical Education.

Hurtado, S. L. B., Gardona, N., de Almeida, I. M., & Querol, M. A. P. (2024). Change Laboratory intervention for promoting learning about causes and prevention of workplace aggressions in a mental health facility. Nurse education in practice, 75, 103878. https://doi.org/10.1016/j.nepr.2024.103878

Huvila, I., Börjesson, L., & Sköld, O. (2022). Archaeological information-making activities according to field reports. Library & Information Science Research, 44(3), 101171.

Hyrkkö, S., & Kajamaa, A. (2021). Distributed creativity and expansive learning in a teacher training school’s Change Laboratory. In S. Lemmetty, K. Collin, V. P. Glăveanu & P. Forsman (Eds), Creativity and learning: Context, processes and support (pp. 145-174). Cham: Palgrave Macmillan.

I

Ikwunne, T., Hederman, L., & Wall, P. J. (2022). Co-creating Digital Health Service: Activity Theory and Communicative Ecology Framework Analysis.

Ivaldi, S., Sannino, A., & Scaratti, G. (2021). Is ‘co’in coworking a short for contradictions?. Qualitative Research in Organizations and Management: An International Journal.

J

Jakhelln, R., & Postholm, M. B. (2022). University–school collaboration as an arena for community-building in teacher education. Educational Research, 1-16.

Jensen, R. (2021). Exploring causal relationships qualitatively: An empirical illustration of how causal relationships become visible across episodes and contexts. Journal of Educational Change, 1-18.

K

Kaatrakoski, H., Littlejohn, A., & Charitonos, K. (2021). Antimicrobial resistance challenging professional learning in three LMICs. Journal of Workplace Learning.

Kanandjebo, L. N., & Lampen, E. (2022). Teaching Mathematics Meaningfully with Technology: Design Principles for Professional Development. African Journal of Research in Mathematics, Science and Technology Education, 1-11.

Kandjengo, S. N., & Shikalepo, E. E. (2021) Change Laboratory Workshops as Tools for Improving Learner Leadership in Schools: A Researcher-Interventionist Approach.
International Journal of Social Science And Human Research.

Kaup, C. F., & Brooks, E. (2022). A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning: How teachers and social educators can use double stimulation to implement computational thinking in mathematics. Designs for Learning.

Kay, L. (2024). ‘I feel like the Wicked Witch’: Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in Early Childhood Education. British Educational Research Journal, 50, 632–652. https://doi.org/10.1002/berj.3937

Ko, D., Bal, A., Bird Bear, A., Sannino, A., & Engeström, Y. (2021). Transformative agency for justice: addressing racial disparity of school discipline with the indigenous learning lab. Race Ethnicity and Education, 1-24.

Kornelaki, A. C., & Plakitsi, K. (2018). Identifying contradictions in science education activity using the Change Laboratory methodology. World Journal of Education, 8(2), 27-45.

Korte, R., & Brozina, C., & Johri, A., & Jesiek, B. K. (2023, June), Mediation and Maintenance in Engineering Professional Work Practices: Findings from a Utility Company Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. https://peer.asee.org/43616

Kunz, A., Zumwald, B. & Luder, R. (2016). Instrumente zur Strukturierung von Kooperation bei inklusiver Förderung - Bedeutung, Überblick und Einordnung mithilfe der Aktivitätstheorie. In A. Kreis, J. Wick & C. Kosorok Labhart (Hrsg), Kooperation im Kontext schulischer Heterogenität (S. 53-74). Münster: Waxmann

Kurjenoja, A. K., Schumacher, M., & Carrera-Kurjenoja, J. (2021). Landscape Sensitizing through Expansive Learning in Architectural Education. Land, 10 (2), 151.

L

Lantela, L., Pietiläinen, V., Korva, S. (2024). Examining Contradictions for the Development of Competencies in School Leadership. In: Ahtiainen, R., Hanhimäki, E., Leinonen, J., Risku, M., Smeds-Nylund, AS. (eds) Leadership in Educational Contexts in Finland. Educational Governance Research, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-031-37604-7_13

Lam, S. T. E. (2021). A web-based feedback platform for peer and teacher feedback on writing: An Activity Theory perspective. Computers and Composition, 62, 102666.

Lapshin, Y., Ivanova, A., & Chernysh, A. (2015). Developing agentive subjects in school: A Russian case study of educational change from below. In B. Selau & R. F. de Castro (Eds.), Cultural-historical approach: Educational research in different contexts (p. 192-212). Porto Alegre: Edipucrs.

Lee, Y., Ko, D., & Lim, S. (2024). Marginalization at the Intersection of Language, Culture, and Disability: Systemic Contradictions Perceived by Special Education Teachers in Serving Culturally and Linguistically Diverse Students with Disabilities in South Korea. Peabody Journal of Education, 99(1), 42–64. https://doi.org/10.1080/0161956X.2024.2307800

Lee, K., Fanguy, M., Bligh, B., & Lu, X. S. (2021). Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity. Educational Review, 74(3), 460–483. https://doi.org/10.1080/00131911.2021.1978401

Levant, A., Murakami, K., & McSweeney, M. (2023). Acivity Theory: An Introduction. ibidem.

Lémonie, Y., “¿Qué es esta actividad, específicamente humana que llamamos trabajo ? : El ejemplo de Léontiev de la caza primitiva”, Laboreal [Online], Vol.19 Nº2 | 2023, Online since 15 December 2023, connection on 23 August 2024. URL: http://journals.openedition.org/laboreal/21459; DOI: https://doi.org/10.4000/laboreal.21459

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