The purpose of this special issue is to present several research
perspectives on learning trajectories with the intention of
encouraging the broader community to reflect on, better define,
adopt, adapt, or challenge the concept. The issue begins by briefly
introducing learning trajectories. The remaining articles provide
elaboration, examples, and discussion of the construct. They
purposefully are intended to be illustrative, exploratory, and
provocative with regard to learning trajectories construct; they
are not a set of verification studies.
General
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