The editors and editorial board of Cognition and Instruction invite work that imaginatively considers problems in cognition and instruction, along with the evidence that would allow others to participate in the exercise of such imagination. We invite careful consideration of how methods and theories are reflexively constituted in accounts of teaching and learning. We are most interested in the development of pragmatic theories that offer empirically well-grounded accounts of cognition in designed contexts. We invite manuscripts that:

• systematically investigate the design, generation, functioning, and support of innovative contexts for learning;
• examine the growth and development of interest and identity;
• explore how social practices, especially in professions, shape cognition;
• describe the activity of teaching in support of learning;
• advance our understanding of cognitive processes and their development as they occur in subject matter domains and across contexts, such as laboratories, schools, professions, and informal sites of learning;
• analyze the nature of fluent and skilled cognition, including professional expertise, in important domains of knowledge and work;
• examine learners in interaction with innovative tools designed to support new forms of literacy; and
• contribute to theory building and educational innovation.

Research investigating cognition and instruction at multiple grain sizes and through the use of mixed methods is welcomed. In addition, proposals for topic specific special issues are considered.

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