CoChat
Sign Up
Cited by 38Innovative Education and Learning PracticesScience Education and PedagogyPsychology of Development and Education

Students’ deviations from a learning task: An activity-theoretical analysis

Rajala, Antti, Sannino, Annalisa·2015·International Journal of Educational Research
DOI 10.1016/j.ijer.2014.11.003
Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1016/j.ijer.2014.11.003

Cites

3 of 3 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • When Anna moved to another job that involved more teaching administration, she found that also through that position she could maintain her professional identity, living up to ideals that make personal sense and are most relevant in her professional I-positioning (maintaining a student-centred approach).

    “When Anna moved to another job that involved more teaching administration, she found that also through that position she could maintain her professional identity, living up to ideals that make personal sense (Rajala and Sannino 2015) and are most relevant in her professional I-positioning (i.e. maintaining a student-centred approach).”

    From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Rajala and Sannino 2015

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Authors
Rajala, A., & Sannino, A.
Affiliations
University of Helsinki (FI)
Corresponding author
Rajala, Antti
ORCID
Venue
International Journal of Educational Research
Publisher
Elsevier BV
Published
2015
Volume
70
Pages
31-46
ISSN
0883-0355 (ISSN-L)
DOI
10.1016/j.ijer.2014.11.003
OpenAlex
W2070948352
Cited by
38
References
3
Citations by year
2026: 1 · 2025: 6 · 2024: 4 · 2023: 1 · 2022: 2 · 2021: 3 · 2020: 4 · 2019: 4 · 2018: 2 · 2017: 4 · 2016: 7
FWCI
26.75
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
International Journal of Educational Research (publishedVersion)
Funders
Academy Research Fellowship (264972)
Topics
  • Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
Keywords
activity theory, inquiry-based learning, elementary school students, educational implications

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review