William R. Penuel

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Professor of Educational Psychology and Learning Sciences

University of Colorado Boulder

United States

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About

William R. Penuel is a Professor of Educational Psychology and Learning Sciences at the University of Colorado Boulder, USA. His research focuses on the intersection of educational equity and science education, with recent articles examining teacher and student dynamics, the design of assessments, and the implementation of equity projects in science education. He is particularly interested in how classroom cultures can support student engagement and interest in science.

Recent Grants

Grant: Close

EAGER: Smart and Connected Communities: Reducing Friction in the L3 Connects Infrastructure: Embedding a recommender system into mobile apps to support real-time brokering

Open Date: 2016-09-15

Close Date: 2018-08-31

Grant: Close

EAGER: Early Stage Research on Automatically Identifying Instructional Moves in Mathematics

Open Date: 2016-06-15

Close Date: 2017-05-31

Grant: Close

Partnership for Building Capacity for Improvement in State Science Education

Open Date: 2016-06-01

Close Date: 2019-05-31

Grant: Close

National Center for Research in Policy and Practice

Open Date: 2014-07-01

Close Date: 2019-06-01

Grant: Close

ICLS 2014 Early Career Workshop and Doctoral Consortium

Open Date: 2014-01-01

Close Date: 2014-12-31

Articles (21)

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2021

Collaborators (6)

Trang Tran

Research Assistant Professor

University of Alaska Anchorage

UNITED STATES

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Eleanor Anderson

University of Pittsburgh

UNITED STATES

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Michael Novak

Northwestern University

UNITED STATES

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Clarissa Deverel‐Rico

UNITED STATES

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Moisès Esteban-Guitart

Universitat de Girona

SPAIN

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Brian Reiser

Professor

Northwestern University

UNITED STATES

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William R. Penuel

Research Interests

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About

Recent Grants

Articles (21)

Studying the Implementation of Equity Projects in Science Education in Divisive Political Contexts

Characterizing variations in the figured worlds of teachers and students in science class

Examining Science Teachers’ Conceptions of Student Interest as a Consideration in Designing Assessments

Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together

Dignity-Affirming Care in Research-Practice Partnerships

The role of equitable classroom cultures for supporting interest in science

The Science Student Electronic Exit Ticket (SEET) System

The Science Student Electronic Exit Ticket (SEET) System

Making Formative Use of Student Experience Data to Promote Equity

Humanizing Co-design through attention to educators’ affective and relational experiences

Designing Standards-Aligned Instructional Materials That Connect to Students’ Interests and Community Priorities

Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study

Belonging in science classrooms: Investigating its relation to students' contributions and influence in knowledge building

Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings

The adventures of John Bransford: In memoriam

How Teachers’ Knowledge of Curriculum Supports Partnering with Students in Their Science Learning

Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units

Learning at the Boundaries of Research and Practice: A Framework for Understanding Research–Practice Partnerships

Algunos principios de aprendizaje equitativo post-pandemia

“What Counts” as Research? Comparing Policy Guidelines to the Evidence Education Leaders Report as Useful

Storyline Units: An Instructional Model to Support Coherence from the Students’ Perspective

Collaborators (6)

Trang Tran

Eleanor Anderson

Michael Novak

Clarissa Deverel‐Rico

Moisès Esteban-Guitart

Brian Reiser

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