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Social Sciences and Humanities

D-Index
68
Citations
24260
World Ranking
837
National Ranking
400

Research.com Recognitions

  • 2014 - Fellow of the American Educational Research Association

Overview

Sasha A. Barab is affiliated with Arizona State University in the United States. Their research spans several areas within the social sciences and psychology, with a focus on educational and human factors aspects.

The main fields of study associated with their work include:

  • Social Sciences
  • Psychology

Within these broader areas, Sasha Barab has contributed to several subfields, such as:

  • Developmental and Educational Psychology
  • Human Factors and Ergonomics
  • Education

Their research is centered around innovative approaches in education, exploring new methods and practices for teaching and learning. The main topics covered include:

  • Innovative Teaching and Learning Methods
  • Innovative Education and Learning Practices
  • Problem and Project Based Learning

While recent paper publications are not listed, the scope of their work is indicated through these prominent themes and areas, suggesting an interest in dynamic, student-centered educational models that enhance engagement and problem-solving capabilities.

Sasha Barab has been recognized by the American educational research community, having been named a Fellow of the American Educational Research Association in 2014.

Best Publications

  • Design-Based Research: Putting a Stake in the Ground

    Sasha Barab;Kurt Squire

  • Making Learning Fun: Quest Atlantis, A Game Without Guns.

    Sasha Barab;Michael Thomas;Tyler Dodge;Robert Carteaux

  • Replaying history: learning world history through playing civilization iii

    Kurt D. Squire;Sasha A. Barab

  • Designing for Virtual Communities in the Service of Learning

    Sasha Barab;Rob Kling;James H. Gray;Roy Pea

  • Replaying history: engaging urban underserved students in learning world history through computer simulation games

    Kurt Squire;Sasha Barab

  • Smart People or Smart Contexts? Cognition, Ability, and Talent Development in an Age of Situated Approaches to Knowing and Learning

    Sasha A. Barab;Jonathan A. Plucker

  • Searching for Safety Online: Managing "Trolling" in a Feminist Forum

    Susan Herring;Kirk Job-Sluder;Rebecca Scheckler;Sasha Barab

  • What Do Students Gain by Engaging in Socioscientific Inquiry

    Troy D. Sadler;Sasha A. Barab;Brianna Scott

  • Transformational Play: Using Games to Position Person, Content, and Context

    Sasha A. Barab;Melissa Gresalfi;Adam Ingram-Goble

  • Curriculum-Based Ecosystems: Supporting Knowing From an Ecological Perspective:

    Sasha A. Barab;Wolff Michael Roth

  • Developing an Empirical Account of a Community of Practice: Characterizing the Essential Tensions

    Sasha A. Barab;Michael Barnett;Kurt Squire

  • Building sustainable science curriculum: Acknowledging and accommodating local adaptation

    Sasha Alexander Barab;April Lynn Luehmann

  • Doing science at the elbows of experts: Issues related to the science apprenticeship camp

    Sasha A. Barab;Kenneth E. Hay

  • A Co-Evolutionary Model for Supporting the Emergence of Authenticity.

    Sasha A. Barab;Kurt D. Squire;William Dueber

  • Using Activity Theory to Understand the Systemic Tensions Characterizing a Technology-Rich Introductory Astronomy Course

    Sasha A. Barab;Michael Barnett;Lisa Yamagata-Lynch;Kurt Squire

  • Virtual solar system project: Building understanding through model building

    Sasha A. Barab;Kenneth E. Hay;Michael Barnett;Thomas Keating

  • Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play

    Sasha A. Barab;Troy D. Sadler;Conan Heiselt;Daniel Hickey

  • Critical Design Ethnography: Designing for Change

    Sasha A. Barab;Michael K. Thomas;Tyler Dodge;Kurt Squire

  • Transformational Play as a Curricular Scaffold: Using Videogames to Support Science Education

    Sasha A. Barab;Brianna Scott;Sinem Siyahhan;Robert Goldstone

  • Designing System Dualities: Characterizing a Web-Supported Professional Development Community

    Sasha A. Barab;James G. MaKinster;Rebecca Scheckler

Frequent Co-Authors

Michael Young
Michael Young University of Connecticut
Rob Kling
Rob Kling Indiana University
Troy D. Sadler
Troy D. Sadler University of North Carolina at Chapel Hill
Wolff-Michael Roth
Wolff-Michael Roth University of Victoria
Jonathan A. Plucker
Jonathan A. Plucker Johns Hopkins University
Marcia C. Linn
Marcia C. Linn University of California, Berkeley
Chris Dede
Chris Dede Harvard University
Robert L. Goldstone
Robert L. Goldstone Indiana University
Stella Vosniadou
Stella Vosniadou Flinders University
Steven V. Owen
Steven V. Owen The University of Texas Health Science Center at San Antonio

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