Table of Contents for
Notes

Notes by Shari Tishman, Jennifer O. Ryan, Jessica Ross, Edward P. Clapp Maker-Centered Learning

Cover
Title Page
Copyright
Acknowledgments
List of Tables and Figures
Foreword
Introduction
- What Is a Maker? And What Is Maker-Centered-Learning?
- A Road Map to the Journey Ahead
Chapter 1: Exploring the Benefits of Maker-Centered Learning
- Learning from Maker Educators and Thought Leaders
- Identifying the Real Benefits of Maker-Centered Learning
- Recapping the Real Benefits of Maker-Centered Learning
Chapter 2: Teaching and Learning in the Maker-Centered Classroom
- Maker-Centered Roots and Connections
- Who (and What) Are the Teachers in the Maker-Centered Classroom?
- What Does Teaching Look Like in the Maker-Centered Classroom?
- What Does Learning Look Like in the Maker-Centered Classroom?
- What Does the Maker-Centered Classroom Look Like?
Chapter 3: Developing a Sense of Maker Empowerment
- What Is Agency?
- Agency and Maker Empowerment
- Empowerment and Social Justice
- Empowerment in Education
Chapter 4: Developing a Sensitivity to Design
- Developing a Sensitivity to Design in a Consumer-Driven World
- What Is a Sensitivity to Design?
- How Are Students Sensitive (or Not) to Design?
- Seeing the Designed World as Malleable
Chapter 5: Maker-Centered Teaching and Learning in Action
- A Framework for Maker Empowerment
- Tools and Techniques for Supporting Maker-Centered Thinking and Learning
Conclusion
- Maker-Centered Learning: Challenges and Puzzles
- Looking Ahead: The Future of Maker-Centered Learning
- Imagine If …
Afterword
Appendix A: Overview of interview participants
Appendix B: Thinking Routines
Notes
- Introduction
- Chapter One
- Chapter Two
- Chapter Three
- Chapter Four
- Chapter Five
- Conclusion
References
Index
About the Authors
Thinking and Learning in the Maker-Centered Classroom
End User License Agreement

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Appendix B: Thinking Routines

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References

Notes

Introduction

1. See White House, “#NationofMakers,” retrieved from http://www.whitehouse.gov/nation-of-makers.

2. Ibid.

3. See Jennifer Oxman Ryan, “Maker Education Is About More Than 3-D Printers,” Education Week (November 3, 2015). Retrieved from http://www.edweek.org/ew/articles/2015/11/04/maker-education-is-about-more-than-3-d.html

4. See Chris Anderson, Makers: The New Industrial Revolution (New York: Crown Business, 2012).

5. For more information about the Abundance Foundation, see http://www.abundance.org/

6. See Leah Buechley, “Thinking about making” (2013), retrieved from http://edstream.stanford.edu/Video/Play/883b61dd951d4d3f90abeec65eead2911d

7. Ibid.

8. See Erica Rosenfeld Halverson and Kimberly M. Sheridan, “The Maker Movement in Education,” Harvard Educational Review, Vol. 84, No. 4, 2014, pp. 495–504, p. 502.

9. Ibid.

10. See, e.g., David Gauntlett, Making Is Connecting: The Social Meaning of Creativity from DIY and Knitting to YouTube and Web 2.0 (Malden, MA: Polity Press, 2011); David Lang, Zero to Maker: Learn (Just Enough) to Make (Just About) Anything (Sebastopol, CA: Maker Media, 2013).

11. For a full discussion of a symptoms-based approach for describing complex phenomena see Nelson Goodman, Languages of Art: An Approach to a Theory of Symbols (Indianapolis, IN: Hackett, 1968); Nelson Goodman, Ways of Worldmaking. (Indianapolis, IN: Hackett, 1978).

12. See Erica Rosenfeld Halverson and Kimberly M. Sheridan, discussion of “makerspaces” as “communities of practice” (pp. 501–502) in “The Maker Movement in Education,” Harvard Educational Review, Vol. 84, No. 4 (2014).

13. See http://sylviashow.com/ and http://cainesarcade.com/

Chapter One

1. Our use of the phrase “popular press” refers to newspaper and magazine articles, trade book publications, blogs, public radio stories, and political messaging. For a detailed discussion of our review of the popular press, see Jennifer Oxman Ryan, “Maker Education Is About More Than 3-D Printers” (2015), retrieved from http://www.edweek.org/ew/articles/2015/11/04/maker-education-is-about-more-than-3-d.html

2. See Mark Frauenfelder, “School for Hackers: The Do-It-Yourself Movement Revives Learning by Doing,” The Atlantic (October, 2010), p. 44; Stephen Abram, “Makerspaces in Libraries, Education, and Beyond,” Internet@Schools (March–April 2013), pp. 18–20; David V. Loertscher, “Maker Spaces and the Learning Commons,” Teacher Librarian, Vol. 39 No. 6 (2012) pp. 45–46; Jonathan Lash, “DIY or Die: Why We Need to Teach Kids Practical Skills,” Chronicle of Higher Education, Letters to the Editor (March 4, 2012).

3. See Chris Anderson, Makers: The New Industrial Revolution (New York: Crown Business, 2012).

4. Though our review of the popular press included publications that reached international audiences, the economic narrative we encountered was largely focused on the reinvigoration/reinvention of the U.S. economy.

5. See Margaret Honey, “Encouraging the Hand/Mind Connection in the Classroom,” Education Week, retrieved from http://www.edweek.org/ew/articles/2011/02/02/19honey.h30.html para 12.

6. See Thomas Kalil, “Have Fun—Learn Something, Do Something, Make Something,” in M. Honey and D. E. Kanter (Eds.), Design, Make, Play (New York: Routledge, 2013, pp. 12–16); OECD, “PISA 2009 Results: What Students Know and Can Do—Student Performance in Reading, Mathematics and Science,” Volume I, (2010), retrieved from http://dx.doi.org/10.1787/9789264091450-en

7. See National Research Council, A Framework for the K–12 Science Standards: Practices, Cross-cutting Concepts, and Core Ideas, Committee on Conceptual Framework for the New K–12 Science Standards, Board on Science Education, National Research Council (Washington, DC: National Academies Press, 2012), retrieved from http://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts

8. See President's Council of Advisers on Science and Technology Prepare and Inspire: K-12 Science, Technology, Engineering, and Math (STEM) Education for America's Future (2010) p. 3, retrieved from https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stemed-report.pdf

9. For a blog post describing the coding and analysis process of this data, see Sarah May, “Exploring Complexity in Qualitative Research: Designing a System for Collaborative Analysis” (May 22, 2015), retrieved from http://www.agencybydesign.org/exploring-complexity-in-qualitative-research-designing-a-system-for-collaborative-analysis/

10. Other researchers and maker-centered learning advocates have likewise identified agency as a core outcome associated with making experiences; see, e.g., Colin Angevine and Josh Weisgrau, “Situating Makerspaces in Schools,” Digital Pedagogy Lab, September 24, 2015, retrieved from http://www.digitalpedagogylab.com/hybridped/situating-makerspaces-in-schools/; Karen Cator, “What Kind of Smart Are You: How ‘Maker’ Education Is Priming Our Kids for the Kinds of Intelligence That Matters Most,” Bright (October 14, 2015), retrieved from https://medium.com/bright/what-kind-of-smart-are-you-f6d09dfc389a#.95bxd0wpm; Lee Martin, “The Promise of the Maker Movement for Education,” Journal of Pre-College Engineering Education Research, Vol. 5, No. 1, 2015, pp. 30–39.

11. For a related discussion of the relationship between “interest, identity, and content area knowledge,” see Martin, “Promise of the Maker Movement,” p. 34.

12. See Camille A. Farrington, Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, Tasha Seneca Keyes, David W. Johnson, and Nicole O. Beechum, Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review (Chicago, IL: The University of Chicago Consortium on Chicago School Research, 2012), p. 2.

13. Ibid, p. 4.

14. See AnnMarie Thomas, Making Makers: Kids, Tools, and the Future of Innovation, (Sebastopol, CA: Maker Media, 2015). For a similar study, see also Andrew Milne, Bernhard Rieckle, and Alissa Antle, “Exploring Maker Practice: Common Attitudes, Habits, and Skills from Vancouver's Maker Community,” paper presented at FabLearn 2014, October 25–26, 2014, Stanford, CA.

15. See Thomas, Making Makers p. 5.

16. See Cator, “What Kind of Smart Are You”; Martin, “Promise of the Maker Movement”; Milne et al., “Exploring Maker Practice.”

17. See Angela L. Duckworth, Christopher Peterson, Michael D. Matthews, and Dennis R. Kelly, “Grit: Perseverance and Passion for Long Term Goals,” Journal of Personality and Social Psychology, Vol. 92, No. 6 (2007), pp. 1087–88.

18. It is important to note here that we are sensitive to the many critiques of the concept of grit. In particular, we recognize that “pulling yourself up by your bootstraps” does little to address the inequalities that advantage some students over others.

19. Here we find it important to note that we are sensitive to the debate over the use of the term failure in maker-centered learning environments. Oftentimes, the word failure has a much different meaning within the maker-centered classroom than it does throughout the rest of a school setting. The challenge to educators is to negotiate between maker-centered learning environments where failure is celebrated and the rest of young people's school-life experiences, where failure often holds dire consequences. For more on this discussion see Edward Clapp, “Reconsidering Failure in Maker-Centered Learning” (February 2, 2015), retrieved from http://www.agencybydesign.org/reconsidering-failure-in-maker-centered-learning/

20. The name “Frederica” is used as a pseudonym.

21. See Ron Berger, An Ethic of Excellence: Building a Culture of Craftsmanship with Students (Portsmouth, NH: Heinemann, 2003), p. 1.

22. See http://www.designkit.org/human-centered-design (para 1); see also IDEO, The Field Guide to Human-Centered Design (IDEO, 2015).

Chapter Two

1. See John Dewey, The Child and the Curriculum (Chicago: University of Chicago Press, 1902); John Dewey, Democracy and Education: An Introduction to the Philosophy of Education (New York: Macmillan, 1916).

2. See Dewey, Democracy and Education, p. 181.

3. See Jean Piaget, The Child's Conception of the World (London: Routledge and Kegan Paul, 1928).

4. See Seymour Papert and Idit Harel, Constructionism: Research Reports and Essays, 1985–1991 (Norwood, NJ: Ablex Publishing Corporation, 1991), p. 1.

5. See Lev S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes (Cambridge, MA: Harvard University Press, 1978), p. 86.

6. See Joseph S. Krajcik and Phyllis C. Blumenfeld, “Project-Based Learning,” in R. Keith Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (New York: Cambridge University Press, pp. 317–334), p. 318.

7. See Sylvia Libow Martinez and Gary Stager, Invent to Learn: Making, Tinkering, and Engineering in the Classroom (Torrance, CA: Constructing Modern Knowledge Press, 2013), p. 32.

8. Badging is the practice of acknowledging student accomplishments or specific student competencies (e.g., how to use a sewing machine, how to use a soldering iron) achieved by young people in some maker-centered classrooms.

9. The name “Terence” is used as a pseudonym.

10. See Emily R. Lai, Collaboration: A Literature Review (Pearson Assessments, 2011), retrieved from http://images.pearsonassessments.com/images/tmrs/Collaboration-Review.pdf

11. For more on collaborative, group, and distributed creativity see Edward P. Clapp, Participatory Creativity: Introducing Access and Equity to the Creative Classroom (New York: Routledge, 2016); Vlad Petre Glăveanu, Distributed Creativity: Thinking Outside the Box of the Creative Individual (Cham, Switzerland: Springer International Publishing, 2014); Michael Hanchett Hanson, Worldmaking: Psychology and the Ideology of Creativity (New York: Palgrave Macmillan, 2015); R. Keith Sawyer, Group Creativity: Music, Theater, Collaboration (Mahwah, NJ: Lawrence Erlbaum Associates); R. Keith Sawyer and Stacey DeZutter, “Distributed Creativity: How Collective Creations Emerge from Collaboration,” Psychology of Aesthetics, Creativity, and the Arts, Vol. 3, No. 2 (2009).

12. Laura Fleming nicely situates making within the context of participatory culture. See Laura Fleming, Worlds of Making: Best Practices for Establishing a Makerspace for Your School (Thousand Oaks, CA: Corwin, 2015). See also Henry Jenkins and colleagues, Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (Cambridge: Massachusetts Institute of Technology Press, 2009); Kevin Slavin, “Design as Participation,” Journal of Design and Science (February 24, 2016), retrieved from http://jods.mitpress.mit.edu/pub/design-as-participation; Edward P. Clapp, Participatory Creativity.

13. See David Lang, Zero to Maker: Learn (Just Enough) to Make (Just About) Anything (Sebastopol, CA: Maker Media, 2013).

14. This is a concept that Edith K. Ackermann also refers to as “Be In It Together,” or BIIT. See Edith K. Ackermann, Cultures of Creativity and Modes of Appropriation: From DIY to BIIT (Billund, DK: LEGO Foundation, 2013), retrieved from http://www.legofoundation.com/en-us/research-and-learning/foundation-research/cultures-creativity

15. See http://www.p21.org/component/content/article/263-collaboration-skills

16. See Ackerman, Cultures of Creativity, p. 4.

17. See Ron Berger, An Ethic of Excellence: Building a Culture of Craftsmanship with Students (Portsmouth, NH: Heinemann, 2003), pp. 92–93.

18. See Karen Wilkinson and Mike Petrich, The Art of Tinkering (San Francisco, CA: Weldon Owen/Exploratorium, 2013), p. 13.

19. See Louise Boyd Cadwell, Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education (New York: Teachers College Press, 1997).

20. See Rachelle Doorley, Tinkerlab: A Hands-On Guide for Little Inventors (Boston, MA: Roost Books, 2014); Laura Fleming, Worlds of Making; Scott Doorley and Scott Withhoft, Make Space: How to Set the Stage for Creative Collaboration (New York: John Wiley & Sons, 2012).

21. See Mark Hatch, The Maker Manifesto: Rules for Innovation in the New World of Crafters, Hackers, and Tinkerers (New York: McGraw-Hill Education, 2014).

22. Ibid, pp. 24–26.

Chapter Three

1. See Albert Bandura, “Towards a Psychology of Human Agency,” Perspectives on Psychological Science, Vol. 1, No. 164 (2006), p. 164.

2. Ibid.

3. Ibid., p. 165.

4. The name “Ana” is used as a pseudonym.

5. See Bandura, “Towards a Psychology of Human Agency” (2006), p. 164.

6. See Albert Bandura, “Exercise of Human Agency Through Collective Efficacy,” Current Directions in Psychological Science Vol. 9, No. 3 (2000), p. 75.

7. See Brittany Harker Martin, “Social Empowerment: The Evolution of a Model to Measure the Effects of Arts Integration and Other Forms of Socially Empowered Learning” (under review).

8. See David Lang, Zero to Maker: Learn (Just Enough) to Make (Just About) Anything (Sebastopol, CA: Maker Media, 2013), p. 19.

9. See Fleming, Worlds of Making: Best Practices for Establishing a Makerspace for Your School (Thousand Oaks, CA: Corwin, 2015); Henry Jenkins and colleagues, Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (Cambridge: Massachusetts Institute of Technology Press, 2009); Kevin Slavin, “Design as Participation,” Journal of Design and Science (February 24, 2016), retrieved from http://jods.mitpress.mit.edu/pub/design-as-participation; Edward Clapp, Participatory Creativity: Introducing Access and Equity to the Creative Classroom (New York: Routledge, 2016) and Michael Hanchett Hanson, Worldmaking: Psychology and the Ideology of Creativity (New York: Palgrave Macmillan, 2015).

10. “Roberto,” “Cesar,” and “Tomas” are used as pseudonyms.

11. See IDEO's Field Guide to Human-Centered Design (2015), p. 20, retrieved from http://www.designkit.org/resources/1

12. See Thomas J. Peters and Robert H. Waterman, In Search of Excellence: Lessons from America's Best Run Companies (New York: HarperCollins, 1982).

13. For more information regarding the Abundance Foundation's empowerment initiatives see http://www.abundance.org/empowerment/

14. Ibid, para 1.

15. See Lauren M. Stevenson, Setting the Agenda: National Summit on Creative Youth Development (Boston, MA: Massachusetts Cultural Council, 2014), p. 1, retrieved from http://www.massculturalcouncil.org/Setting_the_Agenda.pdf

16. See David N. Perkins, Shari Tishman, Ron Ritchhart, Kiki Donis, and Al Andrade, “Intelligence in the Wild: A Dispositional View of Intellectual Traits,” Educational Psychology Review, Vol. 12, No. 3 (2000), 269–293; Ron Ritchhart, Intellectual Character: What It Is, Why It Matters, and How to Get It (San Francisco, CA: Jossey-Bass, 2002); Shari Tishman, “Added Value: A Dispositional Perspective on Thinking,” in Arthur L. Costa (Ed.), Developing Minds: A Resource Book for Teaching Thinking (3rd ed., Alexandria, VA: Association for Supervision and Curriculum Development, 2001).

17. See Perkins et al., “Intelligence in the Wild” (2000).

Chapter Four

1. See Kyle Wiens, “The New MacBook Pro: Unfixable, Unhackable, Untenable,” Wired (June 14, 2012), retrieved from http://www.wired.com/2012/06/opinion-apple-retina-displa/, para 2.

2. See Jennifer Oxman Ryan, “The Maker Mind,” TEDx Dirigo Generate, Brunswick, ME, November 2013, retrieved from https://www.youtube.com/watch?v=cI2cMyOZVgE

3. See Kyle Wiens, “The Repair Revolution,” in Todd McLellan, Things Come Apart: A Tear Down Manual for Modern Living (London: Thames & Hudson, 2013), pp. 40–43, p. 41.

4. Ibid, p. 43.

5. For a fun example of an attempt at taking apart a doorknob and making the tough decision to call a locksmith or do-it-yourself, see Tatum Omari's blog post “Agency (and Comedy) by Design” on the Agency by Design website http://www.agencybydesign.org/agency-and-comedy-by-design-2/

6. See Wiens, “Repair Revolution,” p. 43.

7. See David Perkins, Knowledge as Design (Hillsdale, NJ: L. Erlbaum Associates, 1986), p. 2.

8. Ibid, p. 2.

9. See Robert E. Haskell, Transfer of Learning: Cognition, Instruction, and Reasoning (Orlando, FL: Harcourt, 2001); Gavriel Salomon and David N. Perkins, “Rocky Roads to Transfer: Rethinking Mechanisms of a Neglected Phenomenon,” Educational Psychologist, Vol. 24, No. 2 (1989), 113–142; D. L. Schwartz, S. Varma, and L. Martin, “Dynamic Transfer and Innovation,” in S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (New York: Routledge, 2008), pp. 479–506.

10. Here, “Nala” is used as a pseudonym.

11. See Linda Booth Sweeney, “Learning to Connect the Dots: Developing Children's Systems Literacy,” Solutions, Vol. 5, No. 3 (2012), pp. 55–62.

12. For the full text of Tatum's blog post, see http://www.agencybydesign.org/agency-and-comedy-by-design-2/

13. See Ernesto Oroza, “Technological Disobedience,” Makeshift: A Journal of Hidden Creativity, Vol. 1, No. 3 (2012), pp. 50–53, retrieved from http://mkshft.org/technological-disobedience/ see also http://www.vice.com/video/the-technological-disobedience-of-ernesto-oroza

14. See Oroza, “Technological Disobedience,” p. 50.

15. Ibid, pp. 50–52.

16. Ibid, pp. 52–53.

17. Ibid, p. 50.

Chapter Five

1. See Shari Tishman, “Slow Looking and Complexity,” Out of Eden Learn Blog, July 21, 2014, retrieved from https://walktolearn.outofedenwalk.com/2014/07/21/slow-looking-and-complexity/

2. See https://www.youtube.com/watch?v=zZHp1fGdAWE

3. See Maxine Greene, “Thinking of Things as If They Could be Otherwise: The Arts and Intimations of a Better Social Order,” in Variations on a Blue Guitar: The Lincoln Center Institute Lectures on Aesthetic Education (New York: Teachers College Press, 2001/1997, pp. 116–121).

4. For more about the Visible Thinking, Artful Thinking, and Cultures of Thinking projects, please visit the Project Zero website: http://www.pz.harvard.edu/

5. See David Perkins, Knowledge as Design (Hillsdale, NJ: L. Erlbaum Associates, 1986).

6. For more on the Artful Thinking project, see http://pzartfulthinking.org/.

7. See Shari Tishman, “The Object of Their Attention,” Educational Leadership, Vol. 65, No. 5 (2008), pp. 44–46, p. 45.

8. See IDEO, The Field Guide to Human-Centered Design (2015), retrieved from http://www.designkit.org/resources/1

9. See Kevin Slavin “Design as Participation,” Journal of Design and Science, 2016 retrieved from http://jods.mitpress.mit.edu/pub/design-as-participation, para 15.

10. Ibid, para 22.

11. Ibid, paras 40–41.

Conclusion

1. See https://defdist.org/about/.

2. See Tim Maly, “Thingiverse Removes (Most) Printable Gun Parts,” Wired, December 19, 2012, retrieved from http://www.wired.com/2012/12/thingiverse-removes-gun-parts/

3. For an interesting discussion concerning the ethical dimensions of making see John Tierney, “The Dilemmas of Maker Culture,” Atlantic, April 20, 2015, retrieved from http://www.theatlantic.com/technology/archive/2015/04/the-dilemmas-of-maker-culture/390891/

4. For critiques of the inherent biases of the maker movement, see Lisa Brahams and Kevin Crowley, “Making Sense of Making: Defining Learning Practices in MAKE Magazine,” in K. Peppler, E. Halverson, and Y. Kafai (Eds.), Makeology: Makers as Learners (New York: Routledge, 2016), pp. 13–28; Leah Buechley, “Thinking About Making,” keynote address, FabLearn Conference 2013, Stanford University, retrieved from http://edstream.stanford.edu/Video/Play/883b61dd951d4d3f90abeec65eead2911d; Yasmin Kafai, Deborah A. Fields, and Kristin A. Searle, “Electronic Textiles as Disruptive Designs: Supporting and Challenging Maker Activities in Schools,” Harvard Educational Review, Vol. 84, No. 4 (2014), pp. 532–556; Kristin A. Searle, Deborah A. Fields, and Yasmin Kafai, “Is Sewing a Girl's Sport? Addressing Gender Issues in the Maker Culture,” in K. Peppler, E. Halverson, and Y. Kafai (Eds.), Makeology: Makers as Learners (New York: Routledge, 2016), pp. 72–84; Shirin Vossoughi, Paula K. Hooper, and Meg Escudé, “Making Through the Lens of Culture and Power: Toward Transformative Visions of Educational Equity,” Harvard Educational Review, Vol. 86, No. 2, 2016, pp. 206–232; Debbie Chachra, “Why I Am Not a Maker,” The Atlantic (2015), retrieved from http://www.theatlantic.com/technology/archive/2015/01/why-i-am-not-a-maker/384767/.

5. See Mindy L. Kornhaber, Kelly Griffith, and Alison Tyler, “It's Not Education by Zipcode Anymore—But What Is It? Conceptions of Equity Under the Common Core,” Education Policy Analysis Archives, Vol. 22, No. 4 (2014), retrieved from http://dx.doi.org/10.14507/epaa.v22n4.2014.

6. See Shirin Vossoughi, Meg Escudé, Fan Kong, and Paula Hooper, “Tinkering, Learning & Equity in the Afterschool Setting,” paper presented at the FabLearn conference October 27–28, 2013, Stanford University, Stanford, CA.

7. We do, however, want to mention the efforts of the many organizations who have endeavored to build networks to support maker-centered learning, especially FabLearn, the Maker Education Initiative, the Remake Learning Network, and the many maker educator meet-ups that take place throughout the United States.

8. For more about Project Zero research on making thinking and learning visible, please visit the Making Learning Visible (http://www.pz.harvard.edu/projects/making-learning-visible) and Visible Thinking (http://www.pz.harvard.edu/projects/visible-thinking) project pages on the Project Zero website.

9. See Shari Tishman and Patricia Palmer, “Visible Thinking,” Leadership Compass, Vol. 2, No. 4 (2005), pp. 1–3, p. 1.

10. See Mara Krechevsky, Ben Mardell, Melissa Rivard, and Daniel Wilson, Visible Learners: Promoting Reggio-Inspired Approaches in All Schools (San Francisco, CA: Jossey-Bass, 2013).

11. See Joi Ito, “Antidisciplinary,” retrieved from http://joi.ito.com/weblog/2014/10/02/antidisciplinar.html.

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Table of Contents for Notes

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Introduction

Chapter One

Chapter Two

Chapter Three

Chapter Four

Chapter Five

Conclusion

Table of Contents for
Notes