By exploring agency across three major theoretical frames (psychosocial, sociocultural, and critical), the authors argue that as a field, we must "consider how classroom activity systems within the socio-historical and political contexts of science education interact with students’ agentic acts."2/6

By using a person-in-context framework, this review argues that "teachers’ use of social dynamics management strategies can foster classroom communities that support the involvement and adjustment of all students"—especially in classrooms with diverse student needs. 2/4

Until now, we had no theoretical model for how metacognition, affect, and motivation could work together to contribute to the regulation of learning. The authors' model (below) is an elaboration of Efklides's MASRL model, and considers the complex interactions at play in social learning 3/5

SSGs (example below) are "a way of graphing the possible states in a system, while relating real time and developmental-time processes. The system can be defined as the individual, the dyad, or the group and is dependent on the level of analysis chosen by the researcher” 2/6