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works to further scientific, humanistic, and critical theoretical understanding of and to engage in the design and implementation of learning innovations and the improvement of instructional methodologies. Learning Sciences (LS) research traditionally focuses on the cognitive-psychological, social-psychological, cultural-psychological and critical theoretical foundations of human learning as well as the practical design of learning environments. Major contributing fields include , , , , and . Over the past decade, LS researchers have expanded their focus to include the design of curricula, environments, instructional methods, and policy innovations.

A core feature of research in the learning sciences is attention to the detailed processes of learning and teaching for theory development. Accordingly, the Society calls for papers that address questions about learning processes, mechanisms, and outcomes. Papers may develop data-driven theories that elucidate processes of learning and teaching within various contexts and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts.

Learning sciences research addresses how to connect research, practice, and policy with the aim to impact educational policy and practice and develop research-practice partnerships. Papers may examine issues such as how to intertwine, yet balance, research and practice and how to create equitable research-practice partnerships that acknowledge and draw from the various expertise and the multiple perspectives that practitioners, researchers, and policymakers bring to the table. Diverse methodologies can be employed for examining learning at scale for educational impact. Papers may also develop and examine innovative approaches to impact policy and practice more effectively while maintaining a productive dialogue between various stakeholders.

INTERNATIONAL CONFERENCE OF THE LEARNING SCIENCES, 2022 Conference

Presentations by èßäÊÓƵapp Simmons School Scholars:

• Ketterlin-Geller, L. R., McMurrer, J., & Hatfield, C. (2022, June). Empirical validation of early mathematics learning progressions. To appear in the Proceedings of the 2022 Annual Meeting of the International Society of the Learning Sciences, Hiroshima, Japan (Virtual Conference).
• Nathan, M.J., Walkington, C., & Swart, M. (in press). Design for grounded and embodied mathematical learning. To appear in Proceedings of the 2022 Annual Meeting of the International Society of the Learning Sciences. Hiroshima, Japan.
• Petrosino, A. J., Hughes, K., Sager, M., and Sherard, M. (in press). UTeach/NYC: A Research Practice Partnership to Expand and Improve Computer Science Education For All. To appear in Proceedings of the 2022 Annual Meeting of the International Society of the Learning Sciences. Hiroshima, Japan.
• Sager, M. T., Binford, L., Petrosino, A. J. (2022). Growing student-workers as informal learners [Poster presentation]. Annual International Conference of the Learning Sciences, Hiroshima, Japan. [in press]
• Sager, M. T., Binford, L., Petrosino, A. J. (2022). A growing problem: Student-worker retention at an urban farm [Poster presentation]. Annual International Conference of the Learning Sciences, Hiroshima, Japan. [in press]
• Sager, M. T. & Sherard, M. K. (2022). Sociopolitical discourses within student farms and gardens[Poster presentation]. Annual International Conference of the Learning Sciences, Hiroshima, Japan. [in press]
• Walkington, C., Milton, S., Petrosino, A., Sager, M., & Dhingra, K. (in press). Student-created math walks in informal learning spaces. To appear in Proceedings of the 2022 Annual Meeting of the International Society of the Learning Sciences. Hiroshima, Japan.
• Walkington, C., Nathan, M.J., Hunnicutt, J., Washington, J., & Holcomb-Webb, K. (in press). Learning Geometry Through Collaborative, Embodied Explorations with Augmented Reality Holograms. To appear in Proceedings of the 2022 Annual Meeting of the International Society of the Learning Sciences. Hiroshima, Japan.
• Wieselmann, J. R. & Sager, M. T. (2022). Online instructional coaching during the COVID-19 pandemic [Poster presentation]. Annual International Conference of the Learning Sciences, Hiroshima, Japan. [in press]