A Susan Jurow
Dados Biográficos
| ID | 3828204 |
|---|---|
| NOME | A Susan Jurow |
| PRENOMES | A Susan |
| SOBRENOME | Jurow |
| ASSINATURA | JUROW A S |
| AFILIAÇÕES | University of Colorado Boulder |
| ORCID | 0000-0002-6755-5604 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 6 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2004 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Note from the outgoing editors
We began our editorship of the Journal of the Learning Sciences (JLS) during a pandemic and significant social upheaval in the U.S., where we are both located, and around the globe.We have ended our editorship in another deeply troubling moment, with threats to academic freedom on the rise and geopolitical tensions reshaping the world.We mention this because what is happening in the world affects what we can study and design, the resources we can…
Can we design for healing in the learning sciences
In this article, we plant seeds of what has emerged in our work together, some ideas grounded deeply in ancestral traditions and literature and other emerging ideas that are still taking shape as w
What is at risk in campus activism
This paper studies student activism within higher education, examining the associated risks in varied cultural and historical contexts. Utilizing case studies from the United States on environmental sustainability within a business school and entrenched caste-based hierarchies in India, we describe how student activism was enacted to transform infrastructures of higher education. This study shows how students navigate institutional norms and powe…
Infrastructural injustices in community‐driven afterschool STEAM
This article offers a qualitative analysis of infrastructural in/justice in a community‐partnered design intervention focused on developing high‐tech low‐cost Science, Technology, Engineering, Art, and Math (STEAM) projects. We examined the kinds of infrastructural injustices that were present in three afterschool programs and how it shaped STEAM education designs and opportunities for learning with technology to take hold. Combining insights and…
Note from incoming co-editors
This year marks the 30th anniversary of the Journal of the Learning Sciences. In three decades, the journal has established itself as one of the premier venues for sharing research on learning and
Learning in and for collective action
Collective action matters: out in the streets around us where people are reshaping the world through powerful protests. We see the significance and impact of collective action in uprisings around t
Social Design Experiments
In this article, we advance an approach to design research that is organized around a commitment to transforming the educational and social circumstances of members of non-dominant communities as a means of promoting social equity and learning. We refer to this approach as social design experimentation. The goals of social design experiments include the traditional aim of design experiments to create theoreticallygrounded and practical educationa…
Relationships de Confianza and the organisation of collective social action
This article examines the social and cultural organisation of learning and community change in a largely new immigrant and under-resourced neighbourhood in the US Situating our investigation within a local social movement for food justice, we use an ethnographic lens to study how learning is made to become consequential across relationships between people, across activities, and contexts. Our four-year ethnographic study highlights how community …
Designing for the Future
In this article, the authors discuss how they redesigned an educational psychology course for preservice teachers using insights from the burgeoning, interdisciplinary field of the Learning Sciences. Research on the situated nature of learning and the value of out-of-school contexts for supporting children's development informed their decisions to require preservice teachers to work with children in community-based settings, frame their interacti…
Exploring the Relations between “Soul” and “Role”
In this article, the authors consider how participants in a year-long, transformative professional development program for public school leaders took up and/or ignored insights when they left the sanctity of the retreats and returned to work. The program, called the Courage to Lead, aims to help school leaders to reconnect their “soul” (an essential, inner self) with their “role” so that they can live and work with integrity. Drawing on insights …
Cultivating Self in the Context of Transformative Professional Development
In this study, the author combines insights from ethnography and discourse analysis to examine how a model of selfhood was cultivated through the social practices of a transformative professional development program for urban public school leaders. Participants were introduced to the notion of an inner self that is knowing, vulnerable, and connected to others through (a) the modeling of multiple ways of talking about an inner self, (b) ritual exp…
Generalizing in Interaction
Generalizing or making claims that extend beyond particular situations is a central mathematical practice and a focus of classroom mathematics instruction. This study examines how aspects of generality are produced through the situated activities of a group of middle school mathematics students working on an 8-week population-modeling project. The project involved creating and analyzing mathematical models of population growth. Two classroom epis…
Relationships de Confianza and the organisation of collective social action
This article examines the social and cultural organisation of learning and community change in a largely new immigrant and under-resourced neighbourhood in the US Situating our investigation within a local social movement for food justice, we use an ethnographic lens to study how learning is made to become consequential across relationships between people, across activities, and contexts. Our four-year ethnographic study highlights how community …
Designing for the Future
In this article, the authors discuss how they redesigned an educational psychology course for preservice teachers using insights from the burgeoning, interdisciplinary field of the Learning Sciences. Research on the situated nature of learning and the value of out-of-school contexts for supporting children's development informed their decisions to require preservice teachers to work with children in community-based settings, frame their interacti…
Generalizing in Interaction
Generalizing or making claims that extend beyond particular situations is a central mathematical practice and a focus of classroom mathematics instruction. This study examines how aspects of generality are produced through the situated activities of a group of middle school mathematics students working on an 8-week population-modeling project. The project involved creating and analyzing mathematical models of population growth. Two classroom epis…
Cultivating Self in the Context of Transformative Professional Development
In this study, the author combines insights from ethnography and discourse analysis to examine how a model of selfhood was cultivated through the social practices of a transformative professional development program for urban public school leaders. Participants were introduced to the notion of an inner self that is knowing, vulnerable, and connected to others through (a) the modeling of multiple ways of talking about an inner self, (b) ritual exp…
Exploring the Relations between “Soul” and “Role”
In this article, the authors consider how participants in a year-long, transformative professional development program for public school leaders took up and/or ignored insights when they left the sanctity of the retreats and returned to work. The program, called the Courage to Lead, aims to help school leaders to reconnect their “soul” (an essential, inner self) with their “role” so that they can live and work with integrity. Drawing on insights …
Designing for the Future
In this article, the authors discuss how they redesigned an educational psychology course for preservice teachers using insights from the burgeoning, interdisciplinary field of the Learning Sciences. Research on the situated nature of learning and the value of out-of-school contexts for supporting children's development informed their decisions to require preservice teachers to work with children in community-based settings, frame their interacti…
Social Design Experiments
In this article, we advance an approach to design research that is organized around a commitment to transforming the educational and social circumstances of members of non-dominant communities as a means of promoting social equity and learning. We refer to this approach as social design experimentation. The goals of social design experiments include the traditional aim of design experiments to create theoreticallygrounded and practical educationa…
Relationships de Confianza and the organisation of collective social action
This article examines the social and cultural organisation of learning and community change in a largely new immigrant and under-resourced neighbourhood in the US Situating our investigation within a local social movement for food justice, we use an ethnographic lens to study how learning is made to become consequential across relationships between people, across activities, and contexts. Our four-year ethnographic study highlights how community …
Note from incoming co-editors
This year marks the 30th anniversary of the Journal of the Learning Sciences. In three decades, the journal has established itself as one of the premier venues for sharing research on learning and
Learning in and for collective action
Collective action matters: out in the streets around us where people are reshaping the world through powerful protests. We see the significance and impact of collective action in uprisings around t
Infrastructural injustices in community‐driven afterschool STEAM
This article offers a qualitative analysis of infrastructural in/justice in a community‐partnered design intervention focused on developing high‐tech low‐cost Science, Technology, Engineering, Art, and Math (STEAM) projects. We examined the kinds of infrastructural injustices that were present in three afterschool programs and how it shaped STEAM education designs and opportunities for learning with technology to take hold. Combining insights and…
What is at risk in campus activism
This paper studies student activism within higher education, examining the associated risks in varied cultural and historical contexts. Utilizing case studies from the United States on environmental sustainability within a business school and entrenched caste-based hierarchies in India, we describe how student activism was enacted to transform infrastructures of higher education. This study shows how students navigate institutional norms and powe…
Note from the outgoing editors
We began our editorship of the Journal of the Learning Sciences (JLS) during a pandemic and significant social upheaval in the U.S., where we are both located, and around the globe.We have ended our editorship in another deeply troubling moment, with threats to academic freedom on the rise and geopolitical tensions reshaping the world.We mention this because what is happening in the world affects what we can study and design, the resources we can…
Can we design for healing in the learning sciences
In this article, we plant seeds of what has emerged in our work together, some ideas grounded deeply in ancestral traditions and literature and other emerging ideas that are still taking shape as w
Psychology (9 obras) · Sociology (8 obras) · Political science (7 obras) · Pedagogy (6 obras) · Innovative Education and Learning Practices (5 obras) · Computer Science (4 obras) · Public relations (4 obras) · Engineering (3 obras) · Engineering ethics (3 obras) · Innovative Teaching and Learning Methods (3 obras)