Authenticity: Works Cited

AUTHENTICITY THEORY

Anderson, J. R. (1983). The architecture of cognition. Lawrence Erlbaum Associates.

Atkinson, R. C., & Shiffrin, R. M. (1977). Human memory: A proposed system and its control processes. In G. Bower (Ed.), Human memory: Basic control processes (pp. 7–113). Academic Press. https://doi.org/10.1016/b978-0-12-121050-2.50006-5

Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Springer Science+Business Media. https://doi.org/10.1007/978-94-015-9454-7

Beier, M. E., Kim, M. H., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. M. (2018). The effect of authentic project‐based learning on attitudes and career aspirations in STEM. Journal of Research in Science Teaching, 56(1), 3–23. https://doi.org/10.1002/tea.21465

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. The National Academies Press.

Chatterjee, S., Williamson, V. M., McCann, K., & Peck, M. L. (2009). Surveying students’ attitudes and perceptions toward guided-inquiry and open-inquiry laboratories. Journal of Chemical Education, 86(12), 1,427.

Colter, R., & Ulatowsky, J. (2017). The unexamined student is not worth teaching: Preparation, the zone of proximal development, and the Socratic model of scaffolded learning. Educational Philosophy and Theory, 49(14), 1,367–1,380. 

Darling-Hammond, L., Cantor, P., Hernández, L. E., Theokas, C., Schachner, A., Tijerina, E., & Plasencia, S. (2021). Design Principles for Schools: Putting the Science of Learning and Development into Action. Learning Policy Institute.

De Backer, D., Van Keer, H., & Valke, M. (2016). Eliciting reciprocal peer-tutoring groups’ metacognitive regulation through structuring and problematizing scaffolds. The Journal of Experimental Education, 84(4), 804–828. https://doi.org/10.1080/00220973.2015.1134419 

Dewey, J. (1966). Democracy and Education: An Introduction to the Philosophy of Education. Free Press.

Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31–48. https://doi.org/10.1177/1354067X13515934

Fox, R. (2001). Constructivism examined. Oxford Review of Education, 27(1), 23–35.

Hammond, Z. (2015). Culturally responsive teaching & the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press. 

Jeter, G., Baber, J., Heddy, B., Wilson, S., Williams, L., Atkinson, L., Dean, S., & Garn, G. (2019). Students at the center: Insights and implications of authentic, 5E instruction in high school English language arts. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00091

Kelly, L. B., Wakefield, W., Caires-Hurley, J., Kganetso, L. W., Moses, L., & Baca, E. (2021). What is culturally informed literacy instruction? A review of research in P–5 contexts. Journal of Literacy Research, 53(1), 75–99. https://doi.org/10.1177/1086296X20986602

Koomen, M. H., Rodriguez, E., Hoffman, A., Petersen, C., & Oberhauser, K. (2018). Authentic science with citizen science and student-driven science fair projects. Science Education, 102(3), 593–644. https://doi.org/10.1002/sce.21335

Kranzfelder, P., Bankers-Fulbright, J. L., García-Ojeda, M. E., Melloy, M., Mohammed, S., & Warfa, A.-R. M. (2019). The classroom discourse observation protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate stem learning environments. PLOS ONE, 14(7). https://doi.org/10.1371/journal.pone.0219019

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century. ABC-CLIO. 

Labaree, D. F. (1997). Public goods, private goods: The American struggle over educational goals. American Educational Research Journal, 34(1), 39–81.

Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5 

Ligozat, F., Lundqvist, E., & Amade-Escot, C. (2017). Analysing the continuity of teaching and learning in classroom actions: When the Joint Action Framework in Didactics meets the pragmatist approach to classroom discourses. European Educational Research Journal, 17(1), 147–169. https://doi.org/10.1177/1474904117701923 

Liu, Z., Grady, C., & Moscovitch, M. (2017). Effects of prior-knowledge on brain activation and connectivity during associative memory encoding. Cerebral Cortex, 27(3), 1,991–2,009.

Manyukhina, Y., & Wyse, D. (2019). Learner agency and the curriculum: A critical realist perspective. The Curriculum Journal, 30(3), 223–243. https://doi.org/10.1080/09585176.2019.1599973    

Mariage, T. V., Winn, J., Tucker, N., & Elliott, R. (2019). Provide scaffolded supports. In J. McLeskey, L. Maheady, B. Billingsley, M. Brownell, & T. Lewis (Eds.), High leverage practices for inclusive classrooms (pp. 231–245). Routledge. https://doi-org.ezproxy.lib.ou.edu/10.4324/9781003148609   

Moses, L., Rylak, D., Reader, T., Hertz, C., & Ogden, M. (2020). Educators’ perspectives on supporting student agency. Theory Into Practice, 59(2), 213–222. https://doi.org/10.1080/00405841.2019.1705106

Nachtigall, V., Shaffer, D. W., & Rummel, N. (2022). Stirring a secret sauce: A literature review on the conditions and effects of authentic learning. Educational Psychology Review, 34(3), 1,479–1,516. https://doi.org/10.1007/s10648-022-09676-3

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press. https://doi.org/10.17226/24783

Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 6–36.

Parsons, A. E., Heddy, B., Wilson, S. N., Williams, L. A., Atkinson, L. K., & Garn, G. A. (2021). Making ‘Brain Food’: Converting photosynthesis into a positive learning experience through authentic instruction. Journal of Biological Education, 55(3), 293–305, https://doi.org/10.1080/00219266.2019.1682640 

Piaget, J. (1972). Psychology and epistemology: Towards a theory of knowledge (P. A. Wells, Trans.). Penguin.

Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory Into Practice, 59(2), 150–161. https://doi.org/10.1080/00405841.2019.1702451 

Schwartz, L., Adler, I., Madjar, N., & Zion, M. (2021). Rising to the challenge: The effect of individual and social metacognitive scaffolds on students’ expressions of autonomy and competence throughout an inquiry process. Journal of Science Education and Technology, 30(4), 582–593. https://doi.org/10.1007/s10956-021-09905-4 

Singer, A., Montgomery, G., & Schmoll, S. (2020). How to foster the formation of STEM Identity: Studying diversity in an authentic learning environment. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00254-z

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

AUTHENTICITY IN PRACTICE

Boss, J. A. (1994). The effect of community service work on the moral development of college ethics students. Journal of Moral Education, 23(2), 183–198.

Brewer, J., & Daane, C. (2002). Translating constructivist theory into practice in primary-grade mathematics. Education, 123(2), 416–421.

Burgin, S. R. (2020). A three-dimensional conceptualization of authentic inquiry-based practices: a reflective tool for science educators. International Journal of Science Education, 42(9), 1,465–1,484.

Cabrera, G., Juan, Á., Lazaro, D., Marques, J. M., & Proskurnia, I. (2014). A simulation-optimization approach to deploy Internet services in large-scale systems with user-provided resources. Simulation, 90(6), 644659.

Darling-Hammond, L., Cantor, P., Hernández, L. E., Theokas, C., Schachner, A., Tijerina, E., & Plasencia, S. (2021). Design Principles for Schools: Putting the Science of Learning and Development into Action. Learning Policy Institute.

Dishon, G. (2021). The new natural? Authenticity and the naturalization of educational technologies. Learning, Media and Technology, 46(2), 156–173. https://doi.org/10.1080/17439884.2020.1845727

Dymond, S. K., Chun, E. J., Kim, R. K., & Renzaglia, A. (2013). A validation of elements, methods, and barriers to inclusive high school service-learning programs. Remedial and Special Education, 34(5), 293–304. 

Eyler, J., & Giles Jr., D. E. (1999). Where’s the learning in service-learning? Jossey-Bass.

Filges, T., Dietrichson, J., Viinholt, B. C., & Dalgaard, N. T. (2022). Service learning for improving academic success in students in grade K to 12: A systematic review. Campbell Systematic Reviews, 18(1).

Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5), 693–705. 

Giles Jr., D. E., & Eyler, J. (1994). The theoretical roots of service-learning in John Dewey: Toward a theory of service learning. Michigan Journal of Community Service Learning, 1(1), 77–85. http://hdl.handle.net/2027/spo.3239521.0001.109

Harris, C. J., Phillips, R. S., & Penuel, W. R. (2012). Examining teachers’ instructional moves aimed at developing students’ ideas and questions in learner-centered science classrooms. Journal of Science Teacher Education, 23(7), 769–788.

Hod, Y., & Sagy, O. (2019). Conceptualizing the designs of authentic computer-supported collaborative learning environments in schools. International Journal of Computer-Supported Collaborative Learning, 14(2), 143–164. https://doi.org/10.1007/s11412-019-09300-7

Kenyon, E. (2020). Critical inquiry into moments of historical change: Fostering broader understandings of citizenship. The Social Studies, 111(5), 219–225. https://doi.org/10.1080/00377996.2020.1740968

Kolb, L. (2017). Learning first, technology second: The educator’s guide to designing authentic lessons. International Society for Technology in Education. 

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century. ABC-CLIO. 

Leming, J. S. (2001). Integrating a structured ethical reflection curriculum into high school community service experiences: Impact on students’ sociomoral development. Adolescence, 36(141), 33–45.

Moses, L., Rylak, D., Reader, T., Hertz, C., & Ogden, M. (2020). Educators’ perspectives on supporting student agency. Theory Into Practice, 59(2), 213–222. https://doi.org/10.1080/00405841.2019.1705106

Nachtigall, V., Shaffer, D. W., & Rummel, N. (2022). Stirring a secret sauce: A literature review on the conditions and effects of authentic learning. Educational Psychology Review, 34(3), 1,479–1,516. https://doi.org/10.1007/s10648-022-09676-3

Reif-Stice, C., & Smith-Frigerio, S. (2021). Communication, flexibility, and resilience: Navigating the shift to virtual service-learning during COVID-19. Journalism & Mass Communication Educator, 76(4), 477–488.

Ryan, R. M., & Deci, E. L. (2019). Supporting autonomy, competence, and relatedness: The coaching process from a self-determination theory perspective. In S. English, J. M. Sabatine, & P. Brownell (Eds.), Professional coaching: Principles and practice (pp. 231–245). Springer.

Shumer, R., Stanton, T. K., & Giles Jr., D. E. (2017). History and pre-cursors of service-learning theory, development, and research. In R. Shumer (Ed.), Where’s the wisdom in service-learning? (pp. 1–32). Information Age Publishing.

Skinner, R., & Chapman, C. (1999). Service-learning and community service in K-12 public schools. Education Statistics Quarterly, 1(4), 51–59.

Sprague Martinez, L. S., Reich, A. J., Flores, C. A., Ndulue, U. J., Brugge, D., Gute, D. M., & Peréa, F. C. (2017). Critical discourse, applied inquiry and public health action with urban middle school students: Lessons learned engaging youth in critical service-learning. Journal of Community Practice, 25(1), 68–89.

White, E. S., & Mistry, R. S. (2016). Parent civic beliefs, civic participation, socialization practices, and child civic engagement. Applied Developmental Science, 20(1), 44–60.

INQUIRY-BASED LEARNING

Burgin, S. R. (2020). A three-dimensional conceptualization of authentic inquiry-based practices: a reflective tool for science educators. International Journal of Science Education, 42(9), 1,465–1,484.

Carlsen, W. S. (1988). The effects of science teacher subject-matter knowledge on teacher questioning and classroom discourse [Unpublished doctoral dissertation]. Stanford University. 

Chatterjee, S., Williamson, V. M., McCann, K., & Peck, M. L. (2009). Surveying students’ attitudes and perceptions toward guided-inquiry and open-inquiry laboratories. Journal of Chemical Education, 86(12), 1,427. 

Chiu, M. M. (2008). Flowing toward correct contributions during group problem solving: A statistical discourse analysis. Journal of the Learning Sciences, 17(3), 415­–463.

Darling-Aduana, J. (2021). Development and validation of a measure of authentic online work. Educational Technology Research and Development, 69(3), 1,729–1,752. https://doi.org/10.1007/s11423-021-10007-6 

Gibbs, J. (2006). Reaching all by creating tribes learning communities. CenterSource Systems.

Gillies, R. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3

Harris, C. J., Phillips, R. S., & Penuel, W. R. (2012). Examining teachers’ instructional moves aimed at developing students’ ideas and questions in learner-centered science classrooms. Journal of Science Teacher Education, 23(7), 769–788.

Kellen, K., & Antonenko, P. (2018). The role of scaffold interactivity in supporting self-regulated learning in a community college online composition course. Journal of Computing in Higher Education, 30, 187–210. 

Kenyon, E. (2020). Critical inquiry into moments of historical change: Fostering broader understandings of citizenship. The Social Studies, 111(5), 219–225. https://doi.org/10.1080/00377996.2020.1740968

Kranzfelder, P., Bankers-Fulbright, J. L., García-Ojeda, M. E., Melloy, M., Mohammed, S., & Warfa, A.-R. M. (2019). The classroom discourse observation protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate stem learning environments. PLOS ONE, 14(7). https://doi.org/10.1371/journal.pone.0219019

Kruse, J., Kent-Schneider, I., Voss, S., Zacharski, K., & Rockefeller, M. (2021). Investigating student nature of science views as reflections of authentic science. Science & Education, 30(5), 1,211–1,231. https://doi.org/10.1007/s11191-021-00231-0 

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century. ABC-CLIO. 

Lawson, A. P., & Mayer, R. E. (2021). Benefits of writing an explanation during pauses in multimedia lessons. Educational Psychology Review, 33, 1,859–1,885. https://doi.org/10.1007/s10648-021-09594-w 

Ligozat, F., Lundqvist, E., & Amade-Escot, C. (2017). Analysing the continuity of teaching and learning in classroom actions: When the Joint Action Framework in Didactics meets the pragmatist approach to classroom discourses. European Educational Research Journal, 17(1), 147–169. https://doi.org/10.1177/1474904117701923 

Lillydahl, D. (2015). Questioning questioning: Essential questions in English classrooms. The English Journal, 104(6), 36–39.

McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. ASCD.

Michaels, S., O’Connor, C., & Resnick, L. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283–297.

Nachtigall, V., Shaffer, D. W., & Rummel, N. (2022). Stirring a secret sauce: A literature review on the conditions and effects of authentic learning. Educational Psychology Review, 34(3), 1,479–1,516. https://doi.org/10.1007/s10648-022-09676-3

Newmann, F. M., Bryk, A., & Nagaoka, J. (2001). Authentic intellectual work and standardized tests: Conflict or coexistence? Improving Chicago Schools, 1–41.

Pang, V. O., Alvarado, J. L., Preciado, J. R., & Schleicher, A. R. (2021). Culturally relevant education: Think local within a holistic orientation. Multicultural Perspectives, 23(1), 3–16.

Rule, A. (2006). The components of authentic learning. Journal of Authentic Learning, 3(1), 1–10.

Schmid, S., & Bogner, F. X. (2015). Effects of students’ effort scores in a structured inquiry unit on long-term recall abilities of content knowledge. Education Research International, 2015. https://doi.org/10.1155/2015/826734

Singer, A., Montgomery, G., & Schmoll, S. (2020). How to foster the formation of STEM Identity: Studying diversity in an authentic learning environment. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00254-z 

van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: Support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43, 615–641. https://doi.org/10.1007/s11251-015-9351-z 

Vaughn, M. (2020). What is student agency and why is it needed now more than ever? Theory Into Practice, 59(2), 109–118. https://doi.org/10.1080/00405841.2019.1702393 

Vlassi, M., & Karaliota, A. (2013). The comparison between guided inquiry and traditional teaching methods. A case study for the teaching of the structure of matter to 8th grade Greek students. Procedia-Social and Behavioral Sciences, 93, 494–497.

Wang, X., Mayer, R. E., Zhou, P., & Lin, L. (2020). Benefits of interactive graphic organizers in online learning: Evidence for generative learning theory. Journal of Educational Psychology, 113(5), 1,024–1,037. http://dx.doi.org/10.1037/edu0000606 

Wilhelm, Jeffrey D. (2012). Essential questions. Instructor, 122(3), 24–27.

Windschitl, M., Thompson, J., & Braaten, M. (2018). Ambitious Science Teaching. Harvard Education Press.

CONSTRUCTION OF KNOWLEDGE

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academies Press.

Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.

De Backer, D., Van Keer, H., & Valke, M. (2016). Eliciting reciprocal peer-tutoring groups’ metacognitive regulation through structuring and problematizing scaffolds. The Journal of Experimental Education, 84(4), 804–828. https://doi.org/10.1080/00220973.2015.1134419 

Dinsmore, D. L., & Alexander, P. A. (2016). A Multidimensional investigation of deep-level and surface-level processing. Journal of Experimental Education, 84(2), 213–244. https://doi-org.ezproxy.lib.ou.edu/10.1080/00220973.2014.979126 

Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31–48. https://doi.org/10.1177/1354067X13515934 

Gutierrez, K. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164.

Hammond, Z. (2015). Culturally responsive teaching & the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.

Iordanou, K., Kuhn, D., Matos, F., Shi, Y., & Hemberger, L. (2019). Learning by arguing. Learning and Instruction, 63. https://doi.org/10.1016/j.learninstruc.2019.05.004

Kenney, K., & Bailey, H. (2021). Low-stakes quizzes improve learning and reduce overconfidence in college students. The Journal of the Scholarship of Teaching and Learning, 21(2), 79–92. https://doi.org/10.14434/josotl.v21i2.28650  

Liu, Z., Grady, C., & Moscovitch, M. (2017). Effects of Prior-Knowledge on Brain Activation and Connectivity During Associative Memory Encoding. Cerebral Cortex, 27(3), 1,991–2,009.

Loaiza, V. M., & Halse, S. C. (2019). Where working memory meets long-term memory: The interplay of list length and distractors on memory performance. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(8), 1,455–1,472. https://doi.org/10.1037/xlm0000652   

Morey, C., & Cowan, N. (2018). Can we distinguish three maintenance processes in working memory? Annals of the New York Academy of Sciences, 1424(1), 45–51.

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press. https://doi.org/10.17226/24783

Nokes, J. D., Dole, J. A., & Hacker, D. J. (2007). Teaching high school students to use heuristics while reading historical texts. Journal of Educational Psychology, 99(3), 492–504. 

Piaget, J. (1972). Psychology and epistemology: Towards a theory of knowledge (P. A. Wells, Trans.). Penguin. 

Reeve, J. (2016). Autonomy-supportive teaching: What it is, how to do it. In W. C. Liu, J. C. Wang., & R. M. Ryan (Eds.), Building autonomous learners: Perspectives from research and practice using self-determination theory (pp. 129–152). Springer Singapore. https://doi.org/10.1007/978-981-287-630-0

Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory Into Practice, 59(2), 150–161. https://doi.org/10.1080/00405841.2019.1702451

Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273–304.

Ricker, T., Nieuwenstein, M., Bayliss, D., & Barrouillet, P. (2018). Working-memory consolidation: Insights from studies on attention and working memory. Annals of the New York Academy of Sciences, 1,424(1), 8–18. 

Schott, B.H., Wüstenberg, T., Wimber, M., Fenker, D.B., Zierhut, K.C., Seidenbecher, C.I., Heinze, H.J., Walter, H., Düzel, E., & Richardson-Klavehn, A. (2013). The relationship between level of processing and hippocampal-cortical functional connectivity during episodic memory formation in humans. Human Brain Mapping, 34(2), 407–424. https://doi.org/10.1002/hbm.21435

Sperling, R., Ramsay, C., Reeves, P., Follmer, D., & Richmond, A. (2016). Supporting students’ knowledge construction and self-regulation through the use of elaborative processing strategies. Middle School Journal, 47(3), 25-32.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

REAL WORLD CONNECTIONS

Bandura, A. (1989). Perceived self-efficacy in the exercise of personal agency. The Psychologist: Bulletin of the British Psychological Society, 2, 411–424.

Beier, M. E., Kim, M. H., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. M. (2018). The effect of authentic project‐based learning on attitudes and career aspirations in STEM. Journal of Research in Science Teaching, 56(1), 3–23. https://doi.org/10.1002/tea.21465 

Bonner, P. J., Warren, S. R., & Jiang, Y. H. (2018). Voices from urban classrooms: Teachers’ perceptions on instructing diverse students and using culturally responsive teaching. Education and Urban Society, 50(8), 697–726. https://doi.org/10.1177/0013124517713820 

Burgin, S. R. (2020). A three-dimensional conceptualization of authentic inquiry-based practices: A reflective tool for science educators. International Journal of Science Education, 42(9), 1,465–1,484.

Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. SAGE Open, 6(3). https://doi.org/10.1177/2158244016660744

Cantor, P., Osher, D., Berg, J., & Rose, T. (2019). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 307–337.

Darling-Aduana, J. (2021). Development and validation of a measure of authentic online work. Educational Technology Research and Development, 69(3), 1,729–1,752. https://doi.org/10.1007/s11423-021-10007-6 

Darling-Hammond, L., Cantor, P., Hernández, L. E., Theokas, C., Schachner, A., Tijerina, E., & Plasencia, S. (2021). Design Principles for Schools: Putting the Science of Learning and Development into Action. Learning Policy Institute.

Dee, T. S., & Penner, E. K. (2017). The causal effects of cultural relevance: Evidence from an ethnic studies curriculum. American Educational Research Journal, 54(1), 127–166.

Koomen, M. H., Rodriguez, E., Hoffman, A., Petersen, C., & Oberhauser, K. (2018). Authentic science with citizen science and student-driven science fair projects. Science Education, 102(3), 593–644. https://doi.org/10.1002/sce.21335 

Kruse, J., Kent-Schneider, I., Voss, S., Zacharski, K., & Rockefeller, M. (2021). Investigating student nature of science views as reflections of authentic science. Science & Education, 30(5), 1,211–1,231. https://doi.org/10.1007/s11191-021-00231-0 

Nachtigall, V., Shaffer, D. W., & Rummel, N. (2022). Stirring a secret sauce: A literature review on the conditions and effects of authentic learning. Educational Psychology Review, 34(3), 1,479–1,516. https://doi.org/10.1007/s10648-022-09676-3

Ornellas, A., Falkner, K., & Edman Stålbrandt, E. (2019). Enhancing graduates’ employability skills through authentic learning approaches. Higher Education, Skills and Work-Based Learning, 9(1), 107–120. https://doi.org/10.1108/heswbl-04-2018-0049 

Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 6–36. 

Petterson, M. N., Finkenstaedt-Quinn, S. A., Gere, A. R., & Shultz, G. V. (2022). The role of authentic contexts and social elements in supporting organic chemistry students’ interactions with writing-to-learn assignments. Chemistry Education Research and Practice, 23(1), 189–205. https://doi.org/10.1039/d1rp00181g

Roach, K., Tilley, E., & Mitchell, J. (2018). How authentic does authentic learning have to be? Higher Education Pedagogies, 3(1), 495–509. https://doi.org/10.1080/23752696.2018.1462099 

Schrum, K., Majury, N., & Simonelli, A. L. (2021). Authentic learning across disciplines and borders with scholarly digital storytelling. Teaching & Learning Inquiry, 9(2). https://doi.org/10.20343/teachlearninqu.9.2.8

Singer, A., Montgomery, G., & Schmoll, S. (2020). How to foster the formation of STEM Identity: Studying diversity in an authentic learning environment. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00254-z 

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