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Department web site

James Greeno

Adjunct Professor, Learning Sciences and Policy

School of Education

Research Interests

Cognition and instruction

Greeno, J. G., & Nokes-Malach, T. J. (2016). Some early contributions to the situative perspective on learning and cognition. In M. A. Evans, M J. Packer, and R. K. Sawyer (Eds.), Reflections on the Learning Sciences (pp. 59-75). Cambridge University Press. New York, NY.

Correnti, R., with Stein, M.K., & Smith, M., & Scherrer, J., & McKeown, M., & Greeno, J., & Ashley, K. (2015).  Improving Teaching at Scale: Design for the Scientific Measurement and Development of Discourse Practice.  In L. Resnick & C. Asterhan  (Eds),  Socializing Intelligence through Academic Talk and Dialogue.

van de Sande, C. C. & Greeno, J. G. (2012). Achieving alignment of perspectival framings in problem-solving discourse. Journal of the Learning Sciences, 21, 1-44.

Greeno, J. G. (2012). Concepts in activities and discourses. Mind, Culture, and Activity, 19, 310-313.

Greeno, J. G. (2011). Responses to the commentaries. In T. Koschmann (Ed.), Theories of learning and studies of instruction (pp. 139-151). New York: Springer.

Greeno, J. G. (2011). A situative perspective on cognition and learning in interaction. In T. Koschmann (Ed.), Theories of learning and studies of instruction (pp. 41-72). New York: Springer.

Yaron, D., Karibinos, M., Greeno, J., & Leinhardt, G. (2010). The ChemCollective - Virtual Labs for Introductory Chemistry Courses. Science, 328(5978), 584-585.