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.

Howard Gardner

Howard Gardner is the Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981 and the Prince of Asturias Award for Social Sciences in 2011. He has received honorary degrees from twenty-nine colleges and universities. In 2005 and again in 2008 he was selected by Foreign Policy and Prospect magazines as one of the 100 most influential public intellectuals in the world. The author of twenty-nine books translated into thirty-two languages, and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. He has also written extensively on creativity, leadership, professional ethics, and the arts. His latest book with co-author Katie Davis, titled The App Generation: How Today’s Youth Navigate Identity, Intimacy, and Imagination in the Digital World, was published in October 2013. For more information see www.howardgardner.com.​

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.

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. She currently co-directs Agency by Design, a project related to the maker movement that is investigating the promises, practices and pedagogies of maker-centered learning. She also co-directs Out of Eden Learn, an online learning community, currently being used in over 700 classrooms worldwide, that is linked to National Geographic journalist Paul Salopek’s seven-year walk around the world. Past notable projects include Visible Thinking, a dispositional approach to teaching thinking that foregrounds the use of thinking routines and the documentation of student thinking, and Artful Thinking, a related approach that emphasizes the development of thinking dispositions through looking at art. The author of numerous articles and books, Tishman is currently at work on a book on ‘Slow Looking.’

Veronica Boix Mansilla

Veronica Boix Mansilla is a Senior Research Associate at Harvard Project Zero. Her research examines the conditions that enable experts and young learners to produce quality interdisciplinary work addressing problems of contemporary significance. She brings together theories and methods in cognitive psychology, epistemology, pedagogy and sociology of knowledge to explore how experts, teachers and K-16 students advance interdisciplinary understanding of topics of global significance from globalization to climate change and migration. Veronica studies the development of global consciousness among youth in America, Kenya and India. Most recently she has worked with the Council of Chief State School Officers and the Asia Society to advance a definition of “global competence” as an important aim of contemporary education.


Tina Blythe

Tina Blythe is a teacher, administrator, researcher, consultant and writer. She teaches at the Harvard Graduate School of Education, the Boston Architectural College, and serves as education advisor for the Silk Road Project. For sixteen years, she was a researcher at Harvard Project Zero, where she studied teacher collaboration (particularly processes for the collaborative assessment of student work) as well as approaches to supporting deep learning, thinking and understanding for students. She consults for schools, districts, and organizations around the world on issues of curriculum, assessment, and processes for supporting professional collaboration for teachers and administrators. She began her career as a classroom teacher in urban public schools and continues to serve as a regular guest teacher at a Boston-area independent school. She is the co-author of a number of books including Looking Together at Student Work, 2nd Ed. (Teachers College Press, 2007); The Facilitator’s Book of Questions (Teachers College Press, 2004); Teaching as Inquiry (Teachers College Press, 2004); and The Teaching for Understanding Guide (Jossey Bass, 1998). 

Edward Clapp

Edward P. Clapp is a senior research manager and a member of the core research team working on the Agency by Design (AbD) initiative—an investigation of the promises, practices, and pedagogies of maker-centered learning—at Project Zero, an educational research center at the Harvard Graduate School of Education (HGSE). Edward’s current research interests include creativity and innovation, “maker” education, design thinking, and contemporary approaches to arts teaching and learning. In the past, Edward has worked with Project Zero on the multiyear research initiative, the Qualities of Quality: Understanding Excellence in Arts Education. In addition to his work as an educational researcher, Edward is an HGSE Lecturer on Education and co-instructor (with Carrie James) of the HGSE course "Thinking and Learning Today and Tomorrow: Project Zero Perspectives." Edward is also an adjunct professor at the Massachusetts College of Art and Design where he teaches a graduate level course entitled "Principles of Pedagogy for the Studio Arts Educator." In 2013 Edward coedited Expanding Our Vision for the Arts in Education, the most recent special issue of the Harvard Educational Review. Independently, in 2010 Edward edited the anthology 20UNDER40: Re-Inventing the Arts and Arts Education for the 21st Century, a collection of 20 essays about the future of the arts sector written by young and emerging arts leaders under the age of 40. Edward holds a Doctorate of Education (Ed.D.) and Masters of Education (Ed.M.) from HGSE, a Masters of Letters (M.Litt.) in poetry from the University of Glasgow/Strathclyde, and a Bachelor of Fine Arts (BFA) in painting from the Rhode Island School of Design. In addition to his academic pursuits, Edward has also published his poetry and fiction in national and international literary magazines and has had his plays produced Off-Off-Broadway in New York. Web: http://scholar.harvard.edu/edwardclapp Social: @edwardpclapp

Mara Krechevsky

Mara Krechevsky has conducted educational research at Project Zero since 1983. She has worked on numerous projects, including directing Making Learning Visible, an investigation into documenting and assessing individual and group learning in U.S. classrooms. MLV is based on collaborative research with preschool educators from Reggio Emilia, Italy. Mara also directed Project Spectrum, a research project implementing multiple intelligences theory in early childhood education. Mara has authored or co-authored seven books and over 30 articles and book chapters on the educational implications of the theory of multiple intelligences and the Reggio Emilia approach to education. Currently she is working on the “World in Portland” Project, a collaboration with the Portland, Maine, school district to support teachers’ and students’ development of global competence. Mara’s research interests include understanding, supporting, and documenting individual and group learning for children and adults, and using documentation as a formative and summative assessment tool.mara_krechevsky(at)harvard.edu

Ben Mardell

Ben Mardell, Ph.D, is an associate professor in early childhood education at Lesley University and was a researcher on the Making Learning Visible Project at Project Zero at the Harvard Graduate School of Education. For the past 25 years, Ben has taught and conducted research with infants, toddlers, preschoolers and kindergartners.

Heidi Hinish

Heidi Hinish is the head of the department of school, family, and adult programs: gallery and studio learning, in the division of education, at the National Gallery of Art.  As a museum educator, Heidi develops, teaches, and assesses programs and resources for children and adults. These programs are designed to promote deep and meaningful engagement with art and the museum. Heidi’s work has been inspired by Project Zero research, especially frameworks and strategies that foreground thinking and active learning. She has participated in the Project Zero Classroom, as a mini-course instructor and study group facilitator, for the past five summers. She received her MA in Art History from George Washington University, Washington, DC, and a BA in German Studies from Temple University, Philadelphia, PA.  

Nathalie Ryan

Nathalie Ryan is a Senior Educator at the National Gallery of Art, Washington, where she has managed in-gallery and studio programs for families, teens, and adults since 2002.  Prior to that, she worked at the Dallas Museum of Art, Jack. S. Blanton Museum of Art, and Allen Memorial Art Museum.  Nathalie received her Ed.M. from the Harvard Graduate School of Education, M.A. in art history from The University of Texas at Austin, and studied art and music at Oberlin College/Conservatory. She is on the faculty of Project Zero Classroom, Project Zero Perspectives, and the Washington International School Summer Institute for Teachers (WISSIT).  Nathalie is the lead author of An Eye for Art: Focusing on Great Artists and their Work (Chicago Review Press 2013), and in her spare time, she plays the harp and makes hand-made books.


Jim Reese

Jim Reese, Education Chair of the Project Zero Perspectives conferences and Director of the Professional Development Collaborative at Washington International School, has been involved in international and U.S public education for over 25 years. An experienced English teacher at the secondary school level, he has taught and served as an examiner for the International Baccalaureate Diploma Program for many years. His Project Zero involvement began in the mid-1990s as part of a northern European international schools consortium that took on the Teaching for Understanding framework. Since that time, he has been on the faculty of the Project Zero Classroom and Future of Learning summer institutes and has consulted extensively in schools around the U.S. and world. From 2006-2016 he served as Education Coordinator of the Project Zero Classroom. In 2012, he co-founded DC-Project Zero, a group of educators in the Washington (DC) area passionate about using Project Zero ideas in practice. His research interests include supporting educators to teach for understanding and build a classroom culture of thinking; pedagogies focused on educating for global competence; and the challenges of sustaining change initiatives in educational settings.

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