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Kathryn Lanouette
Kathryn Lanouette
Assistant Professor, Curriculum & Instruction, William & Mary
Verified email at wm.edu - Homepage
Title
Cited by
Cited by
Year
Math talk and student strategy trajectories: The case of two first grade classrooms
A Murata, J Siker, B Kang, EM Baldinger, HJ Kim, M Scott, K Lanouette
Cognition and Instruction 35 (4), 290-316, 2017
272017
Scripts and counterscripts in community-based data science: Participatory digital mapping and the pursuit of a third space
S Van Wart, K Lanouette, TS Parikh
Journal of the Learning Sciences 29 (1), 127-153, 2020
22*2020
Data moves: Restructuring data for inquiry in a simulation and data analysis environment
M Wilkerson, K Lanouette, R Shareff, N St Clair M St Clair St Clair, ...
International Society of the Learning Sciences, Inc.[ISLS]., 2018
132018
A call for a humanistic stance toward K-12 data science education.
V Lee, M Wilkerson, K Lanouette
Educational Researcher, 2021
122021
Supporting elementary students’ science learning through data modeling and interactive mapping in local spaces
KA Lanouette, S Van Wart, TS Parikh
Singapore: International Society of the Learning Sciences, 2016
92016
Local ground: Supporting local, data-driven inquiry with youth
S Van Wart, K Lanouette, T and Parikh
Paper presented at the annual meeting of the American Educational Research …, 2016
52016
Exploring variability during data preparation: a way to connect data, chance, and context when working with complex public datasets
MH Wilkerson, K Lanouette, RL Shareff
Mathematical Thinking and Learning, 1-19, 2021
32021
Scripts and counterscripts in community-based participatory mapping
S Van Wart, K Lanouette, TS Parikh
Proceedings of the 14th International Conference of the Learning Sciences …, 2020
3*2020
Emotion, place, and practice: Exploring the interplay in children's engagement in ecologists' sampling practices
K Lanouette
Science Education 106 (3), 610-644, 2022
22022
The potential of place: Leveraging children’s local knowledge and participatory GIS mapping to conceptualize ecological systems in elementary science instruction
K Lanouette
PQDT-UK & Ireland, 2019
22019
Emotional Configurations Across Learning Environments
J Curnow, S Davidson, LZ Jaber, K Lanouette, SA Southerland, T Vea, ...
Proceedings of the 15th International Conference of the Learning Sciences …, 2021
12021
Moving between experience, data and explanation: The role of interactive GIS maps in elementary science sensemaking
K Lanouette, S Van Wart
Proceedings of the International Conference on Computer Supported …, 2019
12019
Children’s reasoning about animal lifecycles: Tradeoffs across four different designs
K Lanouette
Design Research in Education, 207-223, 2018
12018
Writing data stories: Reauthoring scientific data through syncretic computational investigations in middle school science
K Lanouette, E Rivero, J Barton, N Bulalacao, ML Lopez, K Cortes, ...
Proceedings of the 14th International Conference for the Learning Sciences 1 …, 2020
2020
Children's Reasoning About Animal Lifecycles: Tradeoffs Across Four Designs
KA Lanouette
Design Research in Education: A Practical Guide for Early Career Researchers …, 2018
2018
Connecting research and creating frameworks: A report from the youth, learning, and data science summit.
MH Wilkerson, K Lanouette
Short presentation at SRTL-10: The Tenth International Research Forum on …, 2017
2017
Situating Children's Ecological Reasoning: Elementary Students' Use of Participatory GIS Mapping in Everyday Contexts.
K Lanouette, S Van Wart, T Parikh
T.M. Philips (Chair), Digital Learning Technologies in the Cultural Contexts …, 2017
2017
“Doing” science in the elementary school classroom: Latour analysis of inscriptions linking classroom and fieldwork.
K Lanouette, E Berson, KE Metz
National Association of Research on Science Teaching, 2014
2014
What Does" Doing" Science Mean in the Elementary School Classroom? Bruno Latour, Inscriptional Transformations, and a New Look at Children’s Interactions with Phenomena
K Lanouette, E Berson, KE Metz
Boulder, CO: International Society of the Learning Sciences, 2014
2014
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Articles 1–19