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August 31, 2022
Thought Leadership

SREE: Observing Equity and Inclusion in Effectiveness Research

Conference Date/Time: Thursday, September 22, 2022 5:30 PM - 7:00 PM ET

Location: Renaissance Arlington Capitol View Hotel - Salon 1 - 4

Speakers: Barbara Schneider


This presentation reflects on my experiences as a sociologist conducting randomized trials, focusing on two experiments that evaluated the effects of a new science intervention designed for elementary and secondary schools with oversamples of low-income and minority students. Over the last decades, well-designed randomized control trials have moved beyond measuring whether the treatment worked and now routinely consider the magnitude of that effect for different participants in the sampled population. Less frequently undertaken, however, is systematic attention on the context in which the intervention was implemented and how that may be contributing to the treatment effect. Obtaining deep contextual evidence with a broad range of methods brings a richness of interdisciplinarity to the conduct of RCTs, addressing the intricacies of social life that could enhance or impede an intervention’s effectiveness.

April 22, 2022
Thought Leadership

AERA 2022 UPenn Presentations

Variable Take-Up of Professional Development: How Activity Systems Influence Teachers’ Enactment of Project-Based Learning Fri, April 22, 2:30 to 4:00pm PDT Presenters: Tess Bernhard, The University of PennsylvaniaAmy Guillotte, University of PennsylvaniaSarah Schneider Kavanagh, University of Pennsylvania This comparative case study of three high school science teachers in a project-based learning (PBL) professional development (PD) […]

April 13, 2022
Thought Leadership

AERA: Elevating Student Agency to Promote Equity and Authenticity in Student-Led Projects

8:00 AM - 9:30 AM PDT on Monday, April 25

Chair: David Kidd, Harvard University Graduate School of Education

Discussant: Vanessa Svihla, University of New Mexico

Authors: Alison Boardman, University of Colorado - Boulder; Emily Miller, University of Wisconsin - Madison; Chaebong Nam, Harvard University; Gavin Tierney, California State University - Fullerton; Benjamin Walsh, University of Colorado - Boulder

Researchers and educators informed by sociocultural theories continue to pursue pedagogies that re-imagine students as active learners and co-constructors of disciplines of study. Paradigm shifts are seldom simple, and efforts to prioritize student agency may push students and teachers into unfamiliar and sometimes uncomfortable roles. As educators work to expand powerful, student-centered pedagogies like project-based learning (PjBL) into more classrooms and disciplines, it is critical to understand the challenges these approaches may pose for all learners, but especially those often marginalized or traditionally underserved by schools. The five papers in this symposium address these challenges directly from different angles, together revealing a multi-dimensional picture of the role of student agency in project-based learning in language arts, science, and civics classrooms.

March 24, 2022
Thought Leadership

NARST 2022- March 29th

Socioemotional Factors in Science Teaching and Learning Date: March 29, 3:40 – 5:10 PM Curriculum-Aligned Instruction and Formative Assessments: Promote Students’ Academic and Social-Emotional Learning Speakers: I-Chien Chen, Tingting Li, Selin Akgun, Emily C. Miller, Joseph Krajcik, Barbara Schneider (MSU) Using ML-PBL Teaching Practices to Support Student Sensemaking and Social-Emotional Learning in Elementary Science Classrooms […]

March 24, 2022
Thought Leadership

NARST 2022- March 30th, Morning

Teacher change of practice during Project-based science learning enactment: Case Studies across diverse contexts Date: March 30, 10:30 AM – 12:00 PM Discussant: Sam Severance, UC, Santa Cruz Presider: Joseph S. Krajcik, MSU Panelists: Miranda Fitzgerald, Tingting Li, Cory Miller, Emily Miller, Selin Akgun, Katy Easley, Susan Codere SESSION DESCRIPTION This poster session uses case […]

March 24, 2022
Thought Leadership

NARST 2022- March 30th, Afternoon

Project-based Learning Contexts for Developing Adaptation Design Principles that Promote Engagement and Equity Date: March 30, 1:30 PM – 3:00 PM Discussant: Sam Severance, UC, Santa Cruz Presider: Joseph S. Krajcik, MSU Using Adaptation Principles to Support Teacher Agency in Professional Learning Speakers: Emily Miller and Susan Codere (MSU) PBL Adaptation Principles to Support Equitable […]

March 17, 2022
Thought Leadership

Better Together: Connecting Project-Based Learning & Competency-Based Education

Conference Date/Time: March 30th, 2022 1:00pm EST

Speakers: Telsa Comunale, Kristin De Vivo, Heather Harlen, Christy Kingham, Ayris Sanders, Rochelle Urban


As we seek to shift the U.S. system of education toward competency-based education (CBE), project-based learning (PBL) offers a powerful, complementary strategy for greater student engagement and more authentic learning inside and outside the classroom, and vice versa. But how do CBE and PBL connect in actual implementation?

Please join a presentation and panel discussion on Wednesday, March 30, 2022 from 1:00 – 2:00 PM (ET); 10:00 – 11:00 AM (PT) to hear from experts at Lucas Education Research and Springpoint Schools, as well as a principal, teacher, network leader, and student from a high school that is implementing PBL and CBE together. Gain insights to advance project-based learning practices in your CBE-focused school, district, or other setting—as well as to support your PBL initiatives with competency-based education practices. The presentation will be immediately followed by a 30-minute optional breakout discussion to go deeper into classroom and school implementation of PBL and CBE.

October 5, 2021
Thought Leadership

California Science Education Experience

Diving into SFUSD’s FREE NGSS-aligned curriculum for Middle School

Conference Date/Time: October 10th, 2021 10:15am PST

Speakers: Eric Lewis and Priscilla Perez

Project-based learning is a long-standing approach to education, but it has never seemed more well-suited to preparing students for the future. In this presentation, Duke will share examples of project-based units that have In this workshop, participants will learn about the SFUSD Science Core Curriculum. This curriculum integrates a project-based curriculum with the 5E instructional model. The curriculum is free and can be adapted as needed for any classroom in any district.

August 18, 2021
Thought Leadership

Anne Frank Project 2021

Believe, Inspire, and Achieve through Project-Based Learning

Conference Date/Time: October 15, 2021 12:00pm EST, Social Justice Festival — The Anne Frank Project

Speaker: Nell K. Duke, University of Michigan

Project-based learning is a long-standing approach to education, but it has never seemed more well-suited to preparing students for the future. In this presentation, Duke will share examples of project-based units that have been shown to foster achievement, inspire community engagement, and help us believe that students can contribute to creating a more socially just world. 

August 10, 2021
Thought Leadership

2021 ASU+GSV Summit

Where Does The Need to Know Come From? How Project-based Learning Wakes Up the Brain and Boosts Student Achievement and Equity

Watch the recorded session here.

Conference Date: August 10th, 2021 2:00pm PST

Moderator: Linda Darling-Hammond
Speakers: Steve Arnold, Deborah Peek-Brown, Amber Graeber, Gil Leal

With all the concerns about “Covid slide” and pandemic “learning loss” educators are actively seeking ways to engage, motivate and accelerate students this school year. Consider a typical third grade science class where a teacher might ask: “Who can tell me two reasons why dinosaurs are extinct?” Now consider a project-based learning classroom where the question is: “Why do I see so many squirrels but can’t find any stegosauruses?” Which approach spurs the need to know? In this panel, you will hear from teachers, researchers and a student about rigorous PBL curricula and learn about new PBL studies that make a powerful case that K-12 students in all settings from all backgrounds make significant learning gains when offered active, challenging, authentic and relevant learning experiences.

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