Note from the outgoing editors
Bibliographic Data
| ID | 21633142 |
|---|---|
| Authors | A Susan Jurow (0000-0002-6755-5604, University of Colorado, corresponding author), Jianwei Zhang (0000-0002-5491-1745, University at Albany, State University of New York) |
| Year | 2025 |
| Volume | 34 |
| Issue | 2 |
| Pages | 77-83 |
| Publication date | 2025-03-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of the Learning Sciences (JOURNAL) |
| Journal identifiers | ISSN: 1050-8406 • E-ISSN: 1532-7809 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10508406.2025.2495538 |
| OpenAlex | W4410201694 |
| Language | EN |
| References cited | 32 |
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 garner to do this work, and what we can know.Scholarly journals are vital places where academic communities can reflect on what is important and learn from each other.As the co-editors of JLS, we have had an incredible vantage point from which to see what matters to our scholarly community, what we are doing about it, and how we may move forward.Over the last 5 years, JLS not only reflected the concerns of our community but also invited readers to imagine futures where all could flourish.We were able to do this because of the hard work and brilliance of authors, Special Issue editors, our Associate Editors and Editorial Board members, and our remarkable Editorial Assistant, Tom Underwood, and Social Media Coordinator, Ishita Pradhan.The infrastructure that supports the journal made our tenure extremely manageable.Our predecessors, Susan Yoon and Jan van Aalst, were excellent mentors during our transition
Child Development and Digital Technology · Computer Science · Copyright and Intellectual Property · History
Productive failure and learning through argumentation
Intelligent science exhibits
Beyond disciplinary engagement
Pedagogical sensemaking during side-by-side coaching
“They’re just students. There’s no clear distinction”
Investigating the interplay of epistemological and positional framing during collaborative uncertainty management
Note from incoming co-editors
Planning for student-driven discussions
Beyond the individual
An ecological paradigm of interdisciplinary learning
No longer an imaginary case
A framework for infrastructuring sustainable innovations in education
Belonging to a research-practice partnership
What happened to the interdisciplinary study of learning in humans and machines
Embodied physics
“He got a glimpse of the joys of understanding” – The role of epistemic empathy in teacher learning
Teachers as agentic synthesizers
Young women of color figuring science and identity within and beyond an afterschool science program
Reframing design in education
Blackness, place and learning
Interacting with nature in and through boundary crossing learning
Humanizing Co-design through attention to educators’ affective and relational experiences
Other suns
“Seeing power” between young people and conservation professionals in the design of a community-based watershed monitoring initiative
The effect of language on the coherence of children’s conceptions of force
Learning and constructions of us and them in teachers’ collaborative groups
Learning in and through the arts
Reconfiguring science education through caring human inquiry and design with pets
Theories of learning as theories of society
What kind of revolution? Thinking and rethinking educational technologies in the time of Covid-19
Restorying a Black girl’s future
| Citation velocity | historical |
|---|---|
| Highly cited | No |