Shari Tishman

Shari Tishman is a Lecturer at Harvard Graduate School of Education and a Senior Research Associate at Harvard Project Zero, where she recently served as Director.  Her research focuses on the development of thinking and understanding, the role of close observation in learning, and learning in and through the arts. At Project Zero, she currently co-directs Out of Eden Learn, a digital cultural exchange currently being used in over 2000 classrooms worldwide. Past notable projects include Agency by Design, a project that investigates the promises, practices, and pedagogies of maker-centered learning; Visible Thinking, a dispositional approach to thinking that foregrounds the use of thinking routines, and Artful Thinking, a related approach that emphasizes the development of thinking dispositions through looking at art. The author of numerous books and articles, her most recent book is Slow Looking: The Art and Practice of Learning Through Observation.

Ellen Winner

Ellen Winner is Professor of Psychology at Boston College and Senior Research Associate at Project Zero, Harvard Graduate School of Education. She directs the Arts and Mind Lab, which focuses on cognition in the arts in typical and gifted children as well as adults. She is the author of over 100 articles and three books--Invented Worlds: The Psychology of the Arts (1982), The Point of Words: Children's Understanding of Metaphor and Irony (1988), and Gifted Children: Myths and Realities (1996)—and co-author of Studio Thinking: The Real Benefits of Visual Arts Education  (2007), Studio Thinking 2: The Real Benefits of Visual Arts Education (2013). Soon to appear: Studio Thinking from the Start: The K-8 Art Educator's Handbook, and How Art Works: A Psychological Exploration. She has served as President of APA's Division 10, Psychology and the Arts in 1995-1996, and received the Rudolf Arnheim Award for Outstanding Research by a Senior Scholar in Psychology and the Arts from Division 10 in 2000. She is a fellow of APA Division 10 and of the International Association of Empirical Aesthetics. 

Steve Seidel

Steve Seidel is the director of the Arts in Education Program at HGSE. At Project Zero, he was principal investigator on projects that study the use of reflective practices in schools, the close examination of student work, and documentation of learning. This research currently included The Evidence Project, a study using student work as evidence of learning and teaching, and Making Learning Visible, a study of group learning and assessment in partnership with the Reggio Emilia early childhood schools in Italy. He recently completed Arts Survive, a study of the sustainability of arts education partnerships. His teaching and writing for the past decade have largely focused on arts education and the improvement of teaching and assessment across elementary and secondary settings. He also convenes a monthly discussion group on collaborative assessment for educators: ROUNDS at Project Zero. Before coming to the School, he taught high-school theater and language arts in the Boston area for 17 years.

David Perkins

David Perkins received his Ph.D. in mathematics and artificial intelligence from the Massachusetts Institute of Technology. As a graduate student he also was a founding member of Project Zero at the Harvard Graduate School of Education. David Perkins was Co-Director of Project Zero for more than 25 years and is now Senior Co-Director and a member of the steering committee. He is a Senior Professor of Education at the Harvard Graduate School of Education.

Perkins has conducted long-term programs of research and development in the areas of teaching and learning for understanding, creativity, problem-solving and reasoning in the arts, sciences, and everyday life. He has also studied the role of educational technologies in teaching and learning, and has designed learning structures and strategies in organizations to facilitate personal and organizational understanding and intelligence. These inquiries reflect a conception of mind that emphasizes the interlocking relationships among thinking, learning, and understanding.

Edward Clapp

Edward Clapp first began working with Project Zero in 2006 as a research assistant for the Qualities of Quality project. Years later, Edward is now a principal investigator at Project Zero where he co-directs the Agency by Design (AbD) project with Shari Tishman. Following its initial investigation of the promises, practices, and pedagogies of maker-centered learning, the AbD research team is now collaborating with a cohort of teacher-researchers in Oakland, California to test and develop documentation and assessment strategies for design and maker-centered learning. Edward also co-directs the Creating Communities of Innovation (CCI) research initiative with Liz Dawes Duraisingh. Working in collaboration with educators and administrators who follow the American, British, Indian, and International Baccalaureate curricula within the GEMS Education network in the United Arab Emirates, the CCI project supports inquiry-driven professional development for teachers, with the goal of promoting innovative practices in schools. To support his work as a Project Zero researcher, Edward also co-teaches (with Carrie James) the HGSE course Thinking and Learning Today and Tomorrow: Project Zero Perspectives, while also co-instructing (with Jennifer Ryan) the HGSE online course Thinking and Learning in the Maker-Centered Classroom. Edward’s research interests include creativity and innovation, design and maker-centered learning, distributed teaching and learning, cultural participation, and contemporary approaches to arts teaching and learning. Edward is further committed to bridging the gaps between Project Zero frameworks and issues of access, equity, and inclusion throughout the broader educational sphere. Edward’s most recent book, Participatory Creativity: Introducing Access and Equity to the Creative Classroom, was published in 2016 by Routledge and his forthcoming book, Maker-Centered Learning: Empowering Young People to Shape their Worlds (co-authored with Jessica Ross, Jennifer Ryan, and Shari Tishman) will be published by Jossey-Bass later this year.

Flossie Chua

Flossie Chua is a Senior Research Manager at Project Zero. Her work focuses on understanding how we can nurture good thinking and practices that develop the capacity for informed and positive action. Her projects involve exploring emerging practices of progressive pedagogies in schools, and the shared leadership structures in schools that support them, and innovative paradigms for visual artists and the arts to operate in relationship to their communities and the world. Flossie is also the interdisciplinary specialist with ART21 Educators, a nonprofit designed to support K-12 teachers to bring contemporary art, artists, and themes into classroom teaching and learning, and broaden their curricular focus to include inquiry into contemporary issues and questions that demand cross-curricular knowledge and ways of thinking through contemporary art. She holds an Ed.D from Harvard University, and is also an Instructor in Education at the Harvard Graduate School of Education.

Jessica Ross

Jessica Ross is a senior practitioner specialist working at Project Zero on the Agency by Design Project.  Jessica was a founding team member of the Global Learning Charter Public School, where she taught grade 5-8 humanities for ten years.  A licensed principal, she has also served as Title I Director and English Department Chair.  Jessica graduated from Hunter College with degrees in both elementary education and history and is currently completing a master’s degree in Professional Writing at UMass.  Her passion for teaching was recognized in 2007 when she was voted Teacher of the Year by the Standard Times and Community Foundation of Southeastern Massachusetts.  Since 2006, Jessica has participated in and facilitated numerous Artful and Visible Thinking workshops in Costa Rica, Amsterdam, Cambridge, MA, Rochester, NY and several other locations throughout the U.S.; she is currently the Assistant Education Coordinator of the Project Zero Classroom Institute.

Jennifer Oxman Ryan

Jennifer Oxman Ryan is a senior project manager and researcher on Project Zero’s Pedagogy of Play (PoP) initiative. Funded by the LEGO Foundation, PoP is engaged in playful participatory research methods to investigate playful learning and what it means to embrace play as a core resource for how children learn in school. Jennifer has been with Project Zero since 2006, having worked previously on Agency by Design, the Good Play project, and Qualities of Quality: Excellence in Arts Education and How to Achieve It. Her current research interests include play, arts and maker-centered education, school/community partnerships, and professional learning communities. Jennifer co-designed and co-instructed PZ-HGSE’s online course, Teaching and Learning in the Maker-Centered Classroom, exploring the promises, practices, and pedagogies of maker-centered learning. She has published in various venues, and her recent book Maker-Centered Learning: Empowering Young People to Shape their Worlds was published by Jossey-Bass in 2016. Jennifer lives in Maine with her family of makers, ages 8 through 44.

Sarah Sheya

Sarah Sheya is a researcher and media specialist at Project Zero. Since 2014, she has coordinated the Out of Eden Learn Project, an online learning platform that investigates the ways in which youth from around the world engage in intercultural dialogue. She also coordinates the Making Across the Curriculum project, an initiative of Agency by Design that explores the ways in which maker-centered learning may be applied in a variety of curricular settings. Sheya has a background in creative storytelling, curriculum design and multimedia production. Her practice as a teaching artist over the past ten years has centered around the design and facilitation of visual storytelling programs for youth based in critical pedagogy. Before joining Project Zero, she worked in the nonprofit sector as a youth program director and educator. Sheya has a degree in Multimedia Journalism and Arab Studies and a Master of Arts in Teaching Arabic. 

Tina Blythe

Tina Blythe is a researcher and Director of Learning and Outreach at Harvard Project Zero. She is Lecturer on Education at the Harvard Graduate School of Education and consults internationally on issues of curriculum, assessment, and professional development.  Central to her research and teaching are how to foster learning, thinking, and understanding, for both students and educators, in face-to-face as well as online contexts. Collaborative inquiry and the collaborative assessment of student and teacher work are key focuses of her work. Tina is the author and co-author of a number of articles and books, including Protocols in the Classroom: Tools to Help Think, Write, Read, and Collaborate (in press); Facilitating for Learning: A Guide for Teacher Groups of All Kinds (2015); Looking Together at Student Work, 3rd Ed. (2015); The Facilitator’s Book of Questions (2004); Teaching as Inquiry (2004); and The Teaching for Understanding Guide (1998). 

Daniel Wilson

Daniel Wilson took over the Directorship of Project Zero in 2014. His research explores inherent dilemmas of knowing, trusting, leading, and belonging in adult collaborative learning. His work examines how groups navigate these tensions through using flexible language, routines, roles, and artifacts and is currently organized around three areas: (1) Professional learning in communities, (2) Learning behaviors in the workplace, and (3) Uncertainty and team learning.

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