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

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., & 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). PDF

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). PDF

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). PDF

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). PDF

Brennan, K., Haduong, P., & Veno, E. (2020). Assessing creativity in computing classrooms. Retrieved from 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. doi: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://www.tcrecord.org/Content.asp?ContentId=22103

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. doi: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. doi: 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). PDF

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). PDF

Brennan, K., Balch, C., & Chung, M. (2014). Creative computing: A design-based introduction to computational thinking. Retrieved from 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. doi: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., 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. doi:10.1002/yd.377

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. doi:10.1145/1592761.1592779