Tina Blythe.png


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 is 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). 

Flossie S G Chua copy_edited.jpg


Flossie Chua is a Project Director 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.


Carrie James is a Research Associate and Principal Investigator at Project Zero (PZ) and a Lecturer on Education at the Harvard Graduate School of Education. A sociologist by training, her research explores young people's digital, moral, and civic lives. Carrie has worked with Howard Gardner and colleagues on the Good Project and co-directed several multi-year initiatives including The Good Play Project, The Good Participation Project, and Digital Dilemmas. With Liz Dawes Duraisingh and Shari Tishman, Carrie also co-directs Out of Eden Learn, a global online learning community and educational companion to journalist Paul Salopek’s slow journalism project, the Out of Eden Walk. Carrie is also a Co-Principal Investigator of Arts as a Civic Commons (ArtC), a collaboration with Independent Schools Victoria (Melbourne, Australia). ArtC will explore the civic dimensions and civc learning opportunities in contemporary visual art. Carrie’s publications include 2014's Disconnected: Youth, New Media, and the Ethics Gap. She is a recurring faculty member for the Project Zero Classroom and the Future of Learning summer institutes. She holds a M.A. (1996) and a Ph.D. (2003) in Sociology from New York University.


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.


Ron Ritchhart is a Senior Research Associate at Harvard Project Zero, where his work focuses on such issues as teaching for understanding, the development of intellectual character, creative teaching, making students’ thinking visible, and most recently the development of school and classroom culture. Ron’s research and writings, particularly his theory of Intellectual Character and framework for understanding group culture through the  Cultural Forces, have informed the work of schools, school systems, and museums throughout the world. His current research focuses on how classrooms change as teachers strive to make thinking valued, visible, and actively promoted in their classrooms.


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.


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.