Curnow, J., & Vea, T. (2020). Emotional configurations of politicization in social justice movements. Information and Learning Sciences. [Version of Record]

Goldman, S. G., Luce, M. R., & Vea, T. (2020). Opportunity and tensions in families science: Challenging dominant paradigms of science education. Cultural Studies of Science Education. [Version of Record]

Vea, T. (2020). The learning of emotion in/as sociocultural practice: The case of animal rights activism. Journal of the Learning Sciences. [Version of Record] [Self-Archive Postprint]

Vea, T. (2019). The ethical sensations of Im-mediacy: Embodiment and multiple literacies in animal rights activists’ learning with media technologies. British Journal of Educational Technology, 50(4), 1589-1602. [Version of Record]

Luce, M.R., Goldman, S., & Vea, T. (2016). Designing for family science explorations anytime, anywhere. Science Education, 101(2), 251-277. [Version of Record]

Goldman, S., Zielezinski, M.B., Vea, T., Bachas-Daunert, S., & Kabayadondo, Z. (2017). Capturing middle school students’ understandings of design thinking. In S. Goldman & Z. Kabayadondo (Eds.), Taking design thinking to school: How the technology of design can transform teachers, learners, and classrooms, pp. 90- 118. New York, NY: Routledge. [WorldCat]