William R. Penuel on Muck Rack

William R. Penuel

As seen in: The Washington Post, Wiley Online Library, American Educational Research Journal, SAGE Publishing, Taylor & Francis Online, The Conversation, Education Review / Reseñas Educativas, Education Week, Emerald Publishing, Bryan-College Station Eagle and
husband, dad/baba, educator, researcher, mindfulness practitioner, runner, designing and organizing educational systems for more just social futures. He/him/his
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NEPC Review: A New Direction for Students in an AI World: Prosper, Prepare, Protect (Brookings Institution, January 2026). [Reprint].

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By William R. Penuel
| Education Review / Reseñas Educativas Verified
License Copyright (c) 2026 William R. Penuel This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright is retained by the first or sole author, who grants right of first publication to the Education Review. Readers are free to copy, display, distribute, and adapt this article, as long as the work is attributed to the author(s) and Education Review, the changes are identified, and the same license applies to the derivative work.
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How Educational Leaders Think About Intersections of Identities and Disciplinary Learning in Science

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By William R. Penuel, Annie Allen, Trang M. Tran, Riley Ceperich
| Wiley Online Library Verified
1 Introduction Recent scholarship has highlighted the importance of attending to intersectionality in learning (Annamma and Booker 2020; Cochran et al. 2020). Broadly, intersectional analyses of learning consider how the experiences of learners at the axes of multiple identities are shaped by power to influence both access to and participation in learning environments.
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The role of equitable classroom cultures for supporting interest in science

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By Corinne Singleton, Clarissa Deverel-Rico, William R. Penuel, Andrew E. Krumm
| Wiley Online Library Verified
REFERENCES , & (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36(3), 269–287. , & (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students' continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4–12. , , , , , , & (2020).
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