Adjunct Professor, Learning Sciences and Policy
School of Education
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.