JLS Volume 29, Issue 4-5 (2020) is in print and online

Redefining entrepreneurialism in the maker movement: A critical youth approach
Day Greenberg, Angela Calabrese Barton, Edna Tan & Louise Archer

Assessing the black box of feedback neglect in a digital educational game for elementary school
Betty Tärning, Yeon Joo Lee, Richard Andersson, Kristian Månsson, Agneta Gulz & Magnus Haake

The identity-frame model: A framework to describe situated identity negotiation for adolescent youth participating in an informal engineering education program
Scott Pattison, Ivel Gontan, Smirla Ramos-Montañez, Todd Shagott, Melanie Francisco & Lynn Dierking

“Run it through me:” Positioning, power, and learning on a high school robotics team
Colin Hennessy Elliott

Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
Gaowei Chen, Carol K. K. Chan, Kennedy K. H. Chan, Sherice N. Clarke & Lauren B. Resnick

Silent students and the patterns of their participation in classroom talk
Klara Sedova & Jana Navratilova

Read them all at https://www.tandfonline.com/toc/hlns20/29/4-5?nav=tocList

Related Articles

JLS Outstanding Paper (2022): Utilizing dance resources for learning and engagement in STEM

This paper authored by Folashadé Solomon, Dionne Champion, Mariah Steele and Tracey Wright received the Outstanding Paper Award from the Journal of the Learning Sciences. As the selection panel comments, “By employing culturally responsive pedagogy, the authors established a connection between the learning of physics and dance education, thereby promoting access and equity…The meticulous analysis provided insights into how dance, as an embodied form of knowledge, facilitated a transformation in the black girls’ relationship with physics.”