Nancy Bell’s research while affiliated with University of California, Santa Cruz and other places

... The drawings served as a mediator to explore the meaning that served as the basis for the analysis of the individual interviews. According to Wertsch (1993), the image can and should be read as an instrument and mediator from which the individual builds a cultural reality to change his world and himself. Its power to communicate is sometimes more powerful than words. ...

Reference:

Sentido de lugar en estudiantes de primaria en México: Conexiones con el ambiente, la escuela y el hogar

... For teacher learning, we use the framework of situated learning, which views learning as a social phenomenon situated in a community of practice [19,20]. According to this framework, learning is most effective when taking place in the context where it is applied, which in the case of the teacher is her classroom, hence we introduced a mentoring framework. ...

Reference:

Professional Support in Teaching Mathematics through Guided Discovery: The Role of Agency on Multiple Levels

... Although these practices may be changing, the skills at working together and building off others' work and ideas requires more than asking children to "work together." When children in a traditionally organized school were asked to collaborate, they tended to use test and quiz formats rather than building on one another's efforts (Matusov, Bell, & Rogoff, 2002). However, when spaces are designed to encourage mutual coordination and collaboration where people work together, some studies with middle-class U.S. children have found that nonverbal interaction and modeling were effective teaching strategies for young siblings working together (Azmitia & Hesser, 1993) as well as for U.S. college students' collaboration (Apedoe, Mattis, Rowden-Quince, & Schunn, 2010;Azmitia & Crowley, 2001). ...

Reference:

Cultural patterns in nonverbal collaboration between pairs of Indigenous children and pairs of urban middle-class children in México