Haduong, P., Yu, B., Shen, M., Gerami, B., & Brennan, K. (2025). BlockTalk: GenAI simulations for conversational debugging practice. In A. Rajala, A. Cortez, R. Hofmann, A. Jornet, H. Lotz-Sisitka, L. & Markauskaite (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2025 (pp. 2852–2854). https://doi.org/10.22318/icls2025.459142

Ding, K., Haduong, P., & Brennan, K. (2025). Learning collaboratively with Scratch. Proceedings of the 56th ACM Technical Symposium on Computer Science Education V. 2, 1753. https://dl.acm.org/doi/10.1145/3641555.3705039

Brennan, K., Haduong, P., Kolluru, A., Yao, S., & Wolf, J. (2024). Generative AI in student-directed projects: Advice and inspiration. Creative Computing Lab. https://creativecomputing.gse.harvard.edu/genai

Haduong, P., & Brennan, K. (2024). "Creative, helpful, and collaborative": Exploring computing teachers' participation patterns in an online professional learning experience. Journal of Technology and Teacher Education, 32(4), 547–582. https://doi.org/10.70725/965173ydqupz

Haduong, P., & Brennan, K. (2024). Getting unstuck together: Creating personally authentic programming projects in a 4th grade classroom. Computer Science Education, 35(2), 342–377. https://doi.org/10.1080/08993408.2024.2394284

Yang, S., Baird, M., O'Rourke, E., Brennan, K., & Schneider, B. (2024). Decoding debugging instruction: A systematic literature review of debugging interventions. ACM Transactions on Computing Education, 24(4), 1–44. https://doi.org/10.1145/3690652

Metcalf, S. J., Reilly, J. M., Jeon, S., Wang, A., Pyers, A., Brennan, K., & Dede, C. (2024). Assessing computational thinking through the lenses of functionality and computational fluency. In D. Weintrop, D. W. Rutstein, M. Bienkowski, & S. McGee (Eds.), Assessing computational thinking: An overview of the field (pp. 87–111). Routledge. https://doi.org/10.4324/9781003431152

Yang, S., Zhao, H., Xu, Y., Brennan, K., & Schneider, B. (2024). Debugging with an AI tutor: Investigating novice help-seeking behaviors and perceived learning. Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1, 16, 84–94. https://doi.org/10.1145/3632620.3671092

Brennan, K. (2022). A case for why: School, society, self. In S.-C. Kong & H. Abelson (Eds.), Computational thinking education in K-12: Artificial intelligence literacy and physical computing (pp. 15–28). MIT Press. https://doi.org/10.7551/mitpress/13375.003.0004

Brennan, K., Blum-Smith, S., Peters, L., & Kang, J. M. (2022). Designing for student-directedness: How K–12 teachers utilize peers to support projects. ACM Transactions on Computing Education, 22(2), 1–18. https://dx.doi.org/10.1145/3476515

Haduong, P., & Brennan, K. (2022). Possibility, perspectives, personal investment, and process: How K– 12 teachers support programming projects through assessment. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ISLS 2022 (pp. 583–590). https://repository.isls.org//handle/1/9061

Haduong, P., & Brennan, K. (2022). Supporting computational fluency: Clowder, a new Scratch project analyzer. In A. Weinberger, W. Chen, D. Hernández-Leo, D., & B. Chen (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 583–584). https://repository.isls.org//handle/1/8370

Brennan, K., Blum-Smith, S., & Haduong, P. (2021). Four principles for assessing student-directed projects. Phi Delta Kappan, 103(4), 44–48. https://doi.org/10.1177/00317217211065826

Brennan, K. (2021). How kids manage self-directed programming projects: Strategies and structures. Journal of the Learning Sciences, 30(4–5), 576–610. https://doi.org/10.1080/10508406.2021.1936531

Blum-Smith, S., Yurkofsky, M., & Brennan, K. (2021). Stepping back and stepping in: Facilitating learner-centered experiences in MOOCs. Computers & Education, 160, 104042. https://doi.org/10.1016/j.compedu.2020.104042

Brennan, K., Haduong, P., Williamson, M. A., Peters, L., Smolevitz, S., & Yu, B. (2021). Getting unstuck: An intermediate Scratch curriculum to support design studio culture in the classroom. Creative Computing Lab. https://gettingunstuck.gse.harvard.edu

Haduong, P., Zenke, C., Eng, J., & Brennan, K. (2021). PK–12 computing teacher interactions in an online professional learning experience. In C. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 289–290). https://repository.isls.org//handle/1/7348

Brennan, K., & Jimenez, R. (2020). The Scratch Educator Meetup: Useful learning in a playful space. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. MIT Press.

Haduong, P., & Brennan, K. (2020). Talking in pairs: Learning from and with teachers through artifact-based dyadic interviews. In M. Gresalfi & I. S. Horn (Eds), Proceedings of The International Conference of the Learning Sciences (ICLS) 2020: Vol. 4 (pp. 2369–2370). https://repository.isls.org//handle/1/6564

Jimenez, R., & Brennan, K. (2020). Facilitating change: A study of supporting teacher learning. In M. Gresalfi & I.S. Horn (Eds), Proceedings of The International Conference of the Learning Sciences (ICLS) 2020: Vol. 4 (pp. 1926–1933). https://repository.isls.org//handle/1/6475

Kafai, Y. B., Biswas, G., Hutchins, N., Snyder, C., Brennan, K., Haduong, P., DesPortes, K., Fong, M., Flood, V. J., Walker-van Aalst, O., DeLiema, D., Fields, D. A., Gresalfi, M., Brady, C., Steinberg, S., Knowe, M., Franklin, D., Coenraad, M., Weintrop, D., Eatinger, D., Palmer, J., Wilkerson, M., Roberto, C., Bulalacao, & N. M., Danish, J. (2020). Turning bugs into learning opportunities: Understanding debugging approaches and pedagogies. In M. Gresalfi & I. S. Horn (Eds), Proceedings of The International Conference of the Learning Sciences (ICLS) 2020: Vol. 1 (pp. 374–381). https://repository.isls.org//handle/1/6661

Peters, L., Sadeh, S., & Brennan, K. (2020). Surfacing teachers’ aspirations and decisions through digital design journals. In M. Gresalfi & I. S. Horn (Eds), Proceedings of The International Conference of the Learning Sciences (ICLS) 2020: Vol. 4 (pp. 2363–2364). https://repository.isls.org//handle/1/6561

Brennan, K., Haduong, P., & Veno, E. (2020). Assessing creativity in computing classrooms. https://creativecomputing.gse.harvard.edu/assessment/

Chen, C., Haduong, P., Brennan, K., Sonnert, G., & Sadler, P. (2019). The effects of first programming language on college students’ computing attitude and achievement: A comparison of graphical and textual languages. Computer Science Education, 29(1), 23–48. https://doi.org/10.1080/08993408.2018.1547564

Yurkofsky, M., Blum-Smith, S., & Brennan, K. (2019). Expanding outcomes: Exploring varied conceptions of teacher learning in an online professional development experience. Teaching and Teacher Education, 82(June 2019), 1–13. https://doi.org/10.1016/j.tate.2019.03.002

Haduong, P., & Brennan, K. (2019). Helping K–12 teachers get unstuck with Scratch: The design of an online professional learning experience. In E. K. Hawthorne, M. A. Pérez-Quiñones, S. Heckman & J. Zhang (Eds.), Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE’19) (pp. 1095–1101). https://doi.org/10.1145/3287324.3287479

Brennan, K., Blum-Smith, S., & Yurkofsky, M. (2018). From checklists to heuristics: Designing MOOCs to support teacher learning. Teachers College Record, 120(9). https://journals.sagepub.com/doi/10.1177/016146811812000904

Brennan, K. (2017). Designing for learning by creating. International Journal of Child-Computer Interaction. https://doi.org/10.1016/j.ijcci.2017.06.003

Brennan, K. (2017). Computer programming. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (Vol. 2, pp. 123-126). Thousand Oaks, CA: SAGE. https://doi.org/10.4135/9781483385198.n55

Brennan, K. (2017). Scratch. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (Vol. 2, pp. 684-685). Thousand Oaks, CA: SAGE. https://doi.org/10.4135/9781483385198.n263

Brennan, K. (2016). Audience in the service of learning: How kids negotiate attention in an online community of interactive media designers. Learning, Media, and Technology, 41(2), 193–212. https://doi.org/10.1080/17439884.2014.939194

Yurkofsky, M., Blum-Smith, S., & Brennan, K. (2016). Expanding outcomes: Exploring varied forms of teacher learning in an online professional development experience. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Proceedings of The International Conference of the Learning Sciences (ICLS) 2016: Vol. 1 (pp. 330–337). https://repository.isls.org/handle/1/133

Brennan, K. (2015). Beyond right or wrong: Challenges of including creative design activities in the classroom. Journal of Technology and Teacher Education, 23(3), 279–299. https://www.learntechlib.org/primary/p/151249/

Brennan, K. (2015). Beyond technocentrism: Supporting constructionism in the classroom. Constructivist Foundations, 10(3), 289–296. https://constructivist.info/10/3/289.brennan

Martin, W., Brennan, K., Tally, W., & Cervantes, F. (2014). Identifying and assessing computational thinking practices. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Proceedings of The International Conference of the Learning Sciences (ICLS) 2014 (pp. 1559–1560). https://repository.isls.org//handle/1/1035

Brennan, K., Balch, C., & Chung, M. (2014). Creative computing: A design-based introduction to computational thinking. https://creativecomputing.gse.harvard.edu/guide/

Brennan, K. (2013). Learning computing through creating and connecting. Computer, 46(9), 52–59. doi:10.1109/MC.2013.229

Brennan, K., & Resnick, M. (2013). Imagining, creating, playing, sharing, reflecting: How online community supports young people as designers of interactive media. In N. Lavigne & C. Mouza (Eds.), Emerging Technologies for the Classroom: A Learning Sciences Perspective (pp. 253–268). New York, NY: Springer. https://doi.org/10.1007/978-1-4614-4696-5_17

Brennan, K. (2013). Best of both worlds: Issues of structure and agency in computational creation, in and out of school [Doctoral dissertation, Massachusetts Institute of Technology]. DSpace@MIT. https://dspace.mit.edu/handle/1721.1/79157

Brennan, K., & Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada. PDF

Brennan, K. (2011). Mind the gap: Differences between the aspirational and the actual in an online community of learners. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Proceedings of Computer Supported Collaborative Learning (CSCL) 2011: Vol. 1 (pp. 342–349). https://repository.isls.org//handle/1/2468

Brennan, K., Valverde, A., Prempeh, J., Roque, R., & Chung, M. (2011). More than code: The significance of social interactions in young people's development as interactive media creators. In T. Bastiaens & M. Ebner (Eds.), Proceedings of EdMedia 2011: World Conference on Educational Media and Technology (pp. 2147–2156). https://www.learntechlib.org/p/38158/

Brennan, K., Monroy-Hernández, A., & Resnick, M. (2010). Making projects, making friends: Online community as catalyst for interactive media creation. New Directions for Youth Development, 2010(128), 75–83. https://doi.org/10.1002/yd.377

Brennan, K. (2009). Scratch-Ed: An online community for Scratch educators. In A. Dimitracopoulou, C. O'Malley, D. Suthers, & P. Reimann (Eds.), Proceedings of Computer Supported Collaborative Learning (CSCL) 2009: Vol. 2 (pp. 76–78). https://repository.isls.org//handle/1/3075

Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60–67. https://doi.org/10.1145/1592761.1592779

Brennan, K. (2006). The managed teacher: Emotional labour, education, and technology. Educational Insights, 10(2), 55–65.