Research
Featured Research
Building to Understand
A two-page research memo from the reading study covering the question, method, what held, what surprised, and limits. Rising 5th–10th graders read an unfamiliar story and designed a project from it, treating design as a way to make comprehension observable. Its key finding is that engagement did not track prior interest as cleanly as the theory predicted, the more honest and useful result
Personalization in Practice:
Documenting What Learner-Centered Schools Actually Do
A two-page research memo from the reading study covering the question, method, what held, what surprised, and limits. Rising 5th–10th graders read an unfamiliar story and designed a project from it, treating design as a way to make comprehension observable. Its key finding is that engagement did not track prior interest as cleanly as the theory predicted, the more honest and useful result
Peer-Reviewed Conference Papers:
"Build in Progress": Towards Iteration, Ideation, and Critique. American Educational Research Association (AERA) Annual Meeting, Washington, D.C., 2016. LINK
Learning in the Making: Leveraging Technologies for Impact. FABLearn 2015, Stanford University, Palo Alto, CA, September 2015. LINK
"Stonewall Jackson is a Unicorn" and "Dixieland DubStep": Creating Middle School Communities That Foster Multimodal Artistic Expressions Based on the American Civil War. Georgia Southern University Curriculum Studies Summer Collaborative, Statesboro, GA, 2016.
White Papers and Working Papers:
A cognitive clinical interview study of literary comprehension and project-based engagement in adolescent readers [WCER/NEH working paper]. University of Wisconsin–Madison.
Gender and tabletops: Gender, identity, expression, and group dynamics while playing board games [WCER/NEH working paper, GLS 2014]. University of Wisconsin–Madison.
“Our man, Hugh:” Narrative and distributed cognition via comedy and text [WCER/NEH working paper]. University of Wisconsin–Madison.