The three co-editors, Susan R Goldman, Cindy E. Hmelo-Silver and Eleni A. Kyza, are professors of learning sciences at their respective institutions and have served in leadership positions in the International Society of the Learning Sciences. The research programs of each co-editor focus on enhancing instruction through work with teachers and their students to maximize technological innovation and instructional improvement.

• Introduction: Collaborative Design as a Context for Teacher and Researcher Learning 1. Co-constructing Professional Vision: Teacher and Researcher Learning in Co-Design 2. Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth 3. Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design 4. Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design 5. Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-design Settings 6. Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning 7. Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units 8. Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect

The three co-editors, Susan R Goldman, Cindy E. Hmelo-Silver and Eleni A. Kyza, are professors of learning sciences at their respective institutions and have served in leadership positions in the International Society of the Learning Sciences. The research programs of each co-editor focus on enhancing instruction through work with teachers and their students to maximize technological innovation and instructional improvement.

• Introduction: Collaborative Design as a Context for Teacher and Researcher Learning 1. Co-constructing Professional Vision: Teacher and Researcher Learning in Co-Design 2. Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth 3. Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design 4. Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design 5. Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-design Settings 6. Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning 7. Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units 8. Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect

The three co-editors, Susan R Goldman, Cindy E. Hmelo-Silver and Eleni A. Kyza, are professors of learning sciences at their respective institutions and have served in leadership positions in the International Society of the Learning Sciences. The research programs of each co-editor focus on enhancing instruction through work with teachers and their students to maximize technological innovation and instructional improvement.

• Introduction: Collaborative Design as a Context for Teacher and Researcher Learning 1. Co-constructing Professional Vision: Teacher and Researcher Learning in Co-Design 2. Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth 3. Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design 4. Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design 5. Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-design Settings 6. Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning 7. Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units 8. Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect