Bill Penuel is Professor of Educational Psychology & Learning Sciences at the ºù«ÍÞÊÓƵ. His research focuses on teacher learning and organizational processes that shape the implementation of educational policies, school curricula, and afterschool programs. He examines learning and development from sociocultural, social capital, and complex social systems perspectives. One strand of his research focuses on designs for teacher professional development in Earth science education. A second strand examines the role of research-practice partnerships in designing supports for teacher learning in school districts. A third strand examines how children's interest in science develops over time and across different kinds of settings. This third strand includes a focus on young children's learning through digital media, including public television programs. He is currently on the editorial board for Teachers College Record,ÌýAmerican Journal of Evaluation, and Cognition and Instruction.