Past Research based on Lab School Data


Rashmita S. Mistry, Lindsey Nenadal, Katherine M. Griffin, Frederick J. Zimmerman, Hasmik Avetisian Cochran, Carla-Anne Thomas and Christopher Wilson (2016), Children’s reasoning about Povertry, Economic Mobility, and Helping Behavior, Journal of Social Issues (Special Issue), 72(4),760-788


Bailey, A. L., Blackstock-Bernstein, A., & Heritage, M. (2015). At the intersection of mathematics and language: Examining mathematical strategies and explanations by grade and English learner status. The Journal of Mathematical Behavior. Advance online publication.

Gillen-O’Neel, C., Mistry, R. S., Brown, C. S., Rodriguez, V. C., White, E. S., & Chow, K. A. (2015). Not excluded from analyses: Racial meanings and identification among multiracial early adolescents. Journal of Adolescent Research, 30, 143-179.

Mistry, R. S., Brown, C. S., White, E. S., Chow, K. A., & Gillen-O’Neel, C. (2015). Elementary school children’s reasoning about social class: A mixed-methods study. Child Development.

Rodriguez, V. C., Gillen-O’Neel, C., Mistry, R. S., & Brown, C. S. (2015). National and racial-ethnic identification: What it means to be American among early adolescents. Journal of Early Adolescence. doi: 10.1177/0272431615589348

Sengupta-Irving, T and Enyedy, N. (2015). Why designing for mathematical practices may explain stronger outcomes in affect and engagement than designing for proficiency: Comparing open versus guided inquiry. Journal of the Learning Sciences.


Bailey, A.L. & Heritage, M. (2014). The role of language learning progressions in improved instruction and assessment of English language learners. TESOL Quarterly48(3),480-506.

Danish, J. A., & Enyedy, N. (2014). Latour goes to kindergarten: Children marshaling allies in a spontaneous argument about what counts as science. Learning, Culture and Social Interaction.

Gluckman, M., Vlach, H. A., & Sandhofer, C. M. (2014). Spacing simultaneously promotes multiple forms of learning in children’s science curriculum.  Applied Cognitive Psychology, 28, 266-273. doi: 10.1002/acp.2997

Kafai, Y. B. & Fields, D. A. (2014). Connected play: Revealing the hidden lives of tweens online. Computers in Entertainment.

Sandoval, W. A. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences.


Fields, D. A. & Enyedy, N. (2013). Picking up the mantle of “expert”: Assigned roles, assertion of identity, and peer recognition within a programming class. Mind, Culture, and Activity: An International Journal, 20(2), 113-131.

House, B., Silk, J. B., Henrich, J., Barrett, C., Scelza, B., Boyette, A., Hewlett, B. Laurence, S. (2013). The Ontogeny of Prosocial Behavior across Diverse Societies. Proceedings of the National Academy of Sciences.

Sengupta-Irving, T. Redman, E. and Enyedy, N. (2013). Re-storying practice: Using stories about students to advance mathematics education reform. Teaching and Teacher Education, 31, 1–12

White, E. S., Mistry, R. S., & Chow, K. A. (2013).How do teachers talk about economic inequality? The complexity of teaching  at a socioeconomically integrated elementary school. Analyses of Social Issues and Public Policy.


Enyedy, N., Danish, J. A., Delacruz, G., & Kumar, M. (2012). Learning physics through play in an augmented reality environment. International Journal of Computer-Supported Collaborative Learning, 1-32.

Galla, Brian M.; Wood, Jeffrey J. , (2012) Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality and Individual Differences. 52(2), 118-122

Galla, Brian M.; Wood, Jeffrey J.; Chiu, Angela W.; Langer, David A.; Jacobs, Jeffrey; Ifekwunigwe, Muriel; Larkins, Clare. (2012) One year follow-up to modular cognitive behavioral therapy for the treatment of pediatric anxiety disorders in an elementary school setting. Child Psychiatry and Human Development, 43(2), 219-226

House, B. R., Henrich, J., Brosnan, S. F., & Silk, J. B. (2012). The ontogeny of human prosociality: behavioral experiments with children aged 3 to 8. Evolution and Human Behavior. doi:10.1016/j.evolhumbehav.2011.10.007

Ryu, S., & Sandoval, W. A. (2012). Improvements to elementary children’s epistemic understanding from sustained argumentation. Science Education, 96(3), 488-526.

Vlach, H. A., & Sandhofer, C. M. (2012). Distributing learning over time: The spacing effect in children’s acquisition and generalization of science concepts. Child Development, 83(4), 1137-1144.


Enyedy, N., Danish, J. A., & Fields, D. (2011). Negotiating the “Relevant” in Culturally Relevant Mathematics. Canadian Journal for Science, Mathematics, and Technology Education. 11(3)


Danish, J. A., & Phelps, D. (2010). Representational Practices by The Numbers: How Kindergarten and First-Grade Students Create, Evaluate, and Modify Their Science Representations. International Journal of Science Education.

Fields, D. A. & Kafai, Y. B. (2010). Knowing and throwing mudballs, hearts, pies, and flowers: A connective ethnography of gaming practices. Games and Culture, (Special Issue),5(1),88-115.

Fields, D. A. & Kafai, Y. B. (2010). Stealing from Grandma or generating knowledge? Contestations and effects of cheating in Whyville. Games and Culture, (Special Issue), 5(1),64-87.

Kafai, Y. B., Cook, M. S. & Fields, D.A. (2010). “Blacks deserve bodies too!” Design and discussion about diversity and race in a tween virtual world. Games and Culture, (Special Issue),5(1), 43-63.

Kafai, Y. B., Fields, D. A. & Searle, K. A. (2010). Multi-modal investigations of relationship play in virtual worlds. International Journal of Gaming and Computer-Mediated Simulations, 2(1), 40-48.

Kafai, Y. B., Fields, D. A., & Burke, W. Q. (2010). Entering the clubhouse: Case studies of young programmers joining the online Scratch communities. Journal of Organizational and End-User Computing, 22(2), 21-35.

Kafai, Y. B., Fields, D.A., & Cook, M. S. (2010). Your second selves: Avatar designs and identity play. Games and Culture, (Special Issue)5(1), 23-42.

Sandoval, W. A., & Çam, A. (2010). Elementary children’s judgments of the epistemic status of sources of justification. Science Education, 95(3), 3830575

Thadani, V., Cook, M., Griffis, K., Wise, J., & Blakey, A. (2010). The Possibilities and limitations of curriculum-based science inquiry interventions for challenging “the pedagogy of poverty.” Equity & Excellence in Education, 43(1)21-37.

Books / Book Chapters

Kafai, Y. B. & Fields, D. A. (in press). Understanding Player Participation and Practices in Virtual Worlds: A Proposal for Qualitative Analyses of Log File Data. In D. Thomas (Ed.), Research methods in virtual worlds. Cambridge, MA: The MIT Press.

Fields, D. A. & Kafai, Y. B. (2013). Creative play in virtual worlds: Avatar and cheat designs and performances. In C. Mouza and N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer, 239-252.

Kafai, Y. B. & Fields, D. A. (2013). Collaboration in informal learning environments: Access and participation in youth virtual communities. In C. Hmelo-Silver, A. O’Donnell, C. Chan, & C. Chinn (Eds.), International Handbook of Collaborative Learning. New York: Taylor & Francis, 480-494.

Fields, D. A. & Kafai, Y. B. (2012). Navigating life as an avatar: The shifting identities-in-practice of a girl player in a tween virtual world. In C. C. Ching & B. Foley (Eds.) Constructing the self in a digital world, Cambridge, UK: Cambridge University Press, 222-250.

Giang, M. T., Kafai, Y. B., Fields, D. A., & Searle, K. A. (2012). Social interactions in virtual worlds: Patterns and participation of tween relationship play. In J.Fromme & A. Unger (Eds.), Computer games and new media cultures: A handbook on the state and perspectives of digital games studies. New York: Springer Verlag. 543-556.

Kafai, Y. B., & Fields, D. A. (2013) Connected play: Tweens in a virtual world. Cambridge, MA: The MIT Press.

Enyedy, N. and Danish, J. (2015). Learning Physics through Play and Embodied Reflection in a mixed-reality learning environment in Learning Technologies and the Body: Integration and Implementation Victor Lee (Ed) p. 97-111. Routledge.

Enyedy, N. and Stevens, R. (2014). Analyzing Collaborative Discourse. In The Cambridge Handbook of the Learning Sciences, Kieth Sawyer (ed) p. 191-212. Cambridge University Press