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.

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.’

Ron Ritchhart

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. 

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.

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.

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). 

Liz Dawes Duraisingh

Liz Dawes Duraisingh has been associated with Project Zero since 2003, when she began working on the Interdisciplinary Studies Project as a research assistant. She completed her doctorate at the Harvard Graduate School of Education in May 2012 and was recently made a Principal Investigator at Project Zero. She primarily works on the Out of Eden Learn project with Carrie James and Shari Tishman, developing an innovative online learning space to accompany journalist Paul Salopek’s seven-year walk around the world. Liz also serves as an Adjunct Lecturer at HGSE, currently teaching Introduction to Qualitative Research. Liz was previously a middle and high school history teacher for eight years, working in both England and Australia. She has a B.A. in History and French from Oxford University, a Post Graduate Certificate of Education (History) from the Institute of Education, University of London, and an Ed.M. and Ed.D from HGSE.

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.
jessica_ross(at)harvard.edu

Andrea Sachdeva

Andrea Sachdeva is Senior Project Manager for the Creating Communities of Innovation (CCI) research initiative, a collaboration between Project Zero and schools from the GEMS Education network in the United Arab Emirates. The CCI project seeks to create broadly-scalable resources to support education practitioners in designing and enacting educational innovations. Andrea also serves as Senior Research Manager for Project Zero's Phase II work of the Agency by Design research initiative, which centers on identifying and developing assessment and documentation strategies that are well-suited to maker-centered learning environments. Growing out of her background in arts learning and interdisciplinary design environments, Andrea brings with her experience as an administrator, teacher, assessment consultant, researcher, and learner. Prior to her work with Project Zero, for ten years Andrea led educational programs at Le Laboratoire Cambridge (Le Lab), a cultural center focused on cross-disciplinary idea development and public engagement. This work included the development and scaling of Le Lab’s flagship ArtScience Prize program to sites around the world. Her work focuses on design- and maker-centered learning environments, projects that value "learning by doing," and approaches to documentation and assessment in settings that that don’t easily fit "in the box" of traditional education. - See more at: http://www.pz.harvard.edu/who-we-are/people/andrea-sachdeva#sthash.IuRxZRzj.dpuf

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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