Concerns about the disconnect between what goes on in teacher preparation programs and school classrooms have led to a greater emphasis on opportunities for preservice teachers to engage in the practice of teaching during their teacher education programs. Pedagogies of enactment have been shown to provide opportunities for preservice teachers to…

This special issue joins the recent but growing effort to expand knowledge in the learning sciences, by examining the notion of participation in teacher-researcher collaborative design (co-design). Co-design is not just a means to an end; it is a context where professional learning happens. Each of the seven papers describes teacher-researcher…

Researcher-practitioner collaborations often stop short of engaging researchers and teachers in collectively negotiating the moment-to-moment improvizational decision-making of instructional practice when students are present. We consider the potential for learning at one boundary that often exists between researchers and practitioners as they…

We present the theoretical argument that the use of mathematics in physics can be productively conceptualized as using a language and that learning to make sense of physics equations and appropriating them into novel scientific inquiry can be understood as a process of learning to read fluently with a high level of reading comprehension and to…

The spread of misinformation has underscored the importance of cultivating citizens' competency to critically evaluate popular accounts of scientific evidence. Extending the prevailing emphasis on evidence in the natural sciences, we argue for fostering students' understanding of psychological evidence and its communication in the media. In this…

We investigate fifth-grade students' identity work and science learning at the margins of a science classroom. By "margins" we refer to activities unrelated to formal classroom instructional content and practices, and which unfold across many settings and contexts, including the classroom itself, but also multi-party, social group…

Indigenous language reclamation efforts are pushing academic ideas of what language is, in order to be accountable to Indigenous epistemologies. Simultaneously, as our Indigenous languages grow, we (academics) are pushed to grow beyond the boundaries of disciplines. Categories of "language" and "land" have been segregated by…

This article offers methodological insights and tools to those engaged in design-based research (DBR) seeking to advance equity-oriented learning and outcomes through co-design. We respond to recent scholarship that points to the inseparability between the assumptions we hold about society and those we hold about learning, and consider how such…

When teachers, researchers, and students describe productively responding to moments of failure in the learning process, what might this mean? Blending prior theoretical and empirical research on the relationship between failure and learning, and empirical results from four data sets that are part of a larger design-based research project, we…

Creating learning environments that integrate arts, sciences, and computing in education can improve learning in these disciplines. In particular, transdisciplinary integrations of these disciplines can lead to expansive alterations or dissolutions of epistemological, ideological, and methodological boundaries. We wish to support teachers in the…