Research

Penuel, W. R., & Watkins, D. A. (2019). Assessment to promote equity and epistemic justice: A use-case of a research-practice partnership in science education. Annals of the American Academy of Political and Social Science, 683, 201-216. 

Penuel, W. R., Turner, M. L., Jacobs, J. K., Van Horne, K., & Sumner, T. (under review). Developing tasks to assess phenomenon-based science learning: Challenges and lessons learned from building proximal transfer tasks. Science Education. 

Penuel, W. R., Lo, A. S., Jacobs, J. K., Gardner, A., Stuhlsatz, M. A. M., & Wilson, C. (2019). Tools for supporting teachers to build quality 3D assessment tasks. Paper presented at the NARST Annual Meeting, Baltimore, MD. 

Penuel, W. R. (2019). Infrastructuring as a practice of design-based research for supporting and studying equitable implementation and sustainability of innovations. The Journal of the Learning Sciences. 

Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using learning and motivation theories to coherently link formative assessment, grading practices, and large-scale assessment. Educational Measurement: Issues and Practice, 37(1), 21-34. 

Penuel, W. R., Wingert, K., & Van Horne, K. (2018). Preparing teachers to notice key dimensions of next generation science assessment tasks. In J. Kay & R. Luckin (Eds.), 13th International Conference of the Learning Sciences (Vol. 2, pp. 1215-1217). London, UK: International Society of the Learning Sciences.

Penuel, W. R., Van Horne, K., Jacobs, J., & Turner, M. (2018). Developing a validity argument for practical measures of student experience in project-based science classrooms. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY. 

Penuel, W. R., Reiser, B. J., Novak, M., McGill, T., Frumin, K., Van Horne, K.,Sumner, T., Watkins, D. A. (2018). Using co-design to test and refine a model for three-dimensional science curriculum that connects to students’ interests and experiences. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY. 

Penuel, W. R., & Reiser, B. J. (2018). Designing NGSS-aligned curriculum materials. Paper prepared for the Committee to Revise America's Lab Report. Washington, DC: National Academies of Science and Medicine.

Penuel, W. R., Frumin, K., Van Horne, K., & Jacobs, J. K. (2018). A phenomenon-based assessment system for three-dimensional science standards: Why do we need it and what can it look like in practice? Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY. 

Penuel, W. R., Van Horne, K., Jacobs, J., Sumner, T., Watkins, D., & Quigley, D. (2017). Developing NGSS-aligned curriculum that connects to students' interests and experiences: Lessons learned from a co-design partnership. Paper presented at the NARST, San Antonio, TX. 

Penuel, W. R., Novak, M., McGill, T. A. W., Van Horne, K., & Reiser, B. J. (2017). How to define meaningful daily learning objectives for science investigations. Seattle, WA: Institute for Science and Mathematics Education, University of Washington.

Penuel, W. R., DeBarger, A. H., Boscardin, C. K., Moorthy, S., Beauvineau, Y., Kennedy, C., & Allison, K. (2017). Investigating science curriculum adaptation as a strategy to improve teaching and learning. Science Education, 101(1), 66-98. 

Severance, S., Penuel, W. R., Sumner, T., & Leary, H. (2016). Organizing for teacher agency in curriculum design. Journal of the Learning Sciences, 25(4), 531-564. 

Penuel, W. R., Van Horne, K., Severance, S., Quigley, D., & Sumner, T. (2016). Students’ responses to curricular activities as indicator of coherence in project-based science. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Proceedings of the 12th International Conference of the Learning Sciences (Vol. 2, pp. 855-858). Singapore: International Society of the Learning Sciences.

Penuel, W. R., & DeBarger, A. H. (2016). A research-practice partnership to improve formative assessment in science. In A. J. Daly & K. S. Finnigan (Eds.), Thinking systemically: Improving districts under pressure (pp. 97-118). Washington, DC: AERA.

Johnson, R., Severance, S., Penuel, W. R., & Leary, H. A. (2016). Teachers, tasks, and tensions: Lessons from a research-practice partnership. Journal of Mathematics Teacher Education, 19(2), 169-185. 

Leary, H., Severance, S., Penuel, W. R., Quigley, D., Sumner, T., & Devaul, H. (2016). Designing a deeply digital science curriculum: Supporting teacher learning and implementation with organizing technologies. Journal of Science Teacher Education, 27(1), 61-77. 

Johnson, R. (2014, September). Capacity for Customization: Algebra Teachers, Curriculum Design, and the Common Core. Poster presentation at the 6th Annual Symposium on STEM Education, Boulder, CO. Retrieved from http://figshare.com/articles/Capacity_for_Customization_Algebra_Teachers_Curriculum_Design_and_Common_Core/1218433

Cole, M., Engeström, Y., Sannino, A., Gutiérrez, K., Jurow, S., Packer, M., … Miller, S. (2014). Toward an argumentative grammar for socio-cultural/cultural-historical activity approaches to design research. In J. L. Polman, E. A. Kyza, K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, … L. D’Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 3 (pp. 1254–1263). Boulder, CO: International Society of the Learning Sciences. Retrieved from https://isls.org/icls/2014/Proceedings.html

Johnson, R., Severance, S., Leary, H., & Miller, S. (2014). Mathematical tasks as boundary objects in design-based implementation research. In J. L. Polman, E. A. Kyza, K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, … L. D’Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 2 (pp. 1127–1131). Boulder, CO: International Society of the Learning Sciences. Retrieved from http://scholar.colorado.edu/educ_gradpapers/1/

Severance, S., Leary, H., & Johnson, R. (2014). Tensions in a multi-tiered research-practice partnership. In J. L. Polman, E. A. Kyza, K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, … L. D’Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 2(pp. 1171–1175). Boulder, CO: International Society of the Learning Sciences. Retrieved from https://isls.org/icls/2014/Proceedings.html

Johnson, R. (2014, April). Aligning Mathematical Tasks to the Standards for Mathematical Practice. Poster for the 2014 NCTM Research Conference, New Orleans, LA

Johnson, R., Leary, H., & Penuel, W. (2014, April). Supporting Common Core-Driven Curriculum Adaptations for High School Algebra. Poster for the SIG-RME poster session at the 2014 AERA Annual Meeting, Philadelphia, PA.

Leary, H., Severance, S., & Johnson, R. (2013, September). Customizing Curriculum and Digital Resources for STEM Educators. Poster for the 5th Annual Symposium on STEM Education, Boulder, CO.