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etienne_wenger

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titutes competence. **4. Identity:** learning as becoming, as the trajectories by which we shape who we are and who we are becoming. * Wenger, E. (1998). Communities of practice:

cami_anderson

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f continuous learning and growth, particularly in becoming an antibiased, antiracist educator. She founded O

carl_rogers

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). Active listening. * Rogers, C. R. (1961). On becoming a person. Houghton Mifflin. * Rogers, C. R. (19

gabriel_compayre

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hools, then at the University of Toulouse, before becoming a professor of education at the two elite //École

horace_quintus_horatius_flaccus

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oyed the patronage of the Augustan regime without becoming its uncritical mouthpiece: he declined Augustus's

howard_zinn

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and went on to sell more than two million copies, becoming one of the most widely read works of American his

jane_addams

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m its material, cultural, and political contexts, becoming one of the most influential public intellectuals

marie_clay

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Studies//, 22(2), 155–173. * Clay, M. (1991). //Becoming Literate: The Construction of Inner Control//. He

matthew_arnold

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ecognition that "culture" as he defined it risked becoming a form of class distinction — a mechanism for rep

michael_grahame_moore

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om 1986 until his retirement in 2013. His path to becoming the founding theorist of contemporary distance ed

noam_chomsky

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chnology, where he remained for over six decades, becoming Institute Professor — MIT's highest academic hono

robert_c._pianta

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ry School of Education as an assistant professor, becoming associate professor in 1991 and spending a year a