| Studies of expansive learning: Foundations, findings and future challenges Y Engeström, A Sannino Introduction to Vygotsky, 100-146, 2017 | 2837 | 2017 |
| Discursive manifestations of contradictions in organizational change efforts: A methodological framework Y Engeström, A Sannino Journal of organizational change management 24 (3), 368-387, 2011 | 871 | 2011 |
| Formative interventions for expansive learning and transformative agency A Sannino, Y Engeström, M Lemos Cultural-historical activity theory approaches to design-based research, 113-147, 2018 | 533 | 2018 |
| Learning and expanding with activity theory AL Sannino, A Sannino, H Daniels, KD Gutiérrez Cambridge University Press, 2009 | 462 | 2009 |
| From mediated actions to heterogenous coalitions: four generations of activity-theoretical studies of work and learning Y Engeström, A Sannino Mind, culture, and activity 28 (1), 4-23, 2021 | 406 | 2021 |
| Teachers' talk of experiencing: Conflict, resistance and agency A Sannino Teaching and teacher education 26 (4), 838-844, 2010 | 338 | 2010 |
| The principle of double stimulation: A path to volitional action A Sannino Learning, culture and social interaction 6, 1-15, 2015 | 322 | 2015 |
| Cultural-historical activity theory: Founding insights and new challenges A Sannino, Y Engeström Cultural-historical psychology 14 (3), 43-56, 2018 | 309 | 2018 |
| Activity theory as an activist and interventionist theory A Sannino Theory & Psychology 21 (5), 571-597, 2011 | 298 | 2011 |
| On the methodological demands of formative interventions Y Engeström, A Sannino, J Virkkunen Mind, culture, and activity 21 (2), 118-128, 2014 | 287 | 2014 |
| Whatever happened to process theories of learning? Y Engeström, A Sannino Learning, Culture and Social Interaction 1 (1), 45-56, 2012 | 228 | 2012 |
| Activity theory between historical engagement and future-making practice A Sannino, H Daniels, KD Gutiérrez Learning and expanding with activity theory, 1-15, 2009 | 211 | 2009 |
| From talk to action: Experiencing interlocution in developmental interventions A Sannino Mind, Culture, and Activity 15 (3), 234-257, 2008 | 178 | 2008 |
| Co-generation of societally impactful knowledge in Change Laboratories A Sannino, Y Engeström Management learning 48 (1), 80-96, 2017 | 164 | 2017 |
| La volition et l’agentivité transformatrice: perspective théorique de l’activité Y Engeström, A Sannino Revue international du CRIRES: Innover dans la tradition de Vygotsky 1 (1), 4-19, 2013 | 151 | 2013 |
| The emergence of transformative agency and double stimulation: Activity-based studies in the Vygotskian tradition A Sannino Learning, culture and social interaction 4, 1-3, 2015 | 134 | 2015 |
| Embodied germ cell at work: Building an expansive concept of physical mobility in home care Y Engeström, J Nummijoki, A Sannino Mind, culture, and activity 19 (3), 287-309, 2012 | 132 | 2012 |
| Transformative agency as warping: How collectives accomplish change amidst uncertainty A Sannino Pedagogy, Culture & Society 30 (1), 9-33, 2022 | 119 | 2022 |
| Expansive learning on the move: insights from ongoing research/El aprendizaje expansivo en movimiento: aportaciones de la investigación en curso Y Engeström, A Sannino Journal for the Study of Education and Development 39 (3), 401-435, 2016 | 116 | 2016 |
| Sustaining a non-dominant activity in school: Only a utopia? A Sannino Journal of Educational Change 9, 329-338, 2008 | 111 | 2008 |
Yrjö EngeströmProfessor of Adult Education, University of HelsinkiE-mail megerősítve itt: helsinki.fi