Bio

Dr. Barron is a developmental psychologist who studies processes of collaborative learning in and out of school. Her research investigates interest-driven learning with a focus on how digital technologies can serve as catalysts for collaborative learning across home, school, and community settings with the goal of creating more equitable opportunities for the development of expertise. The theoretical goal of this work is to articulate conditions that lead to the diversification of a child's learning ecology through increasing activity in learning activities across settings. Current projects include the longitudinal documentation of learner pathways to engagement, studies of families as technology-supported learning teams, and the roles that personal learning networks play in catalyzing and sustaining interest-driven learning She is founder of the YouthLAB at Stanford, and a co-lead of TELOS, a Stanford Graduate School of Education Initiative to investigate how technologies can provide more equitable access to learning opportunities. She was a lead researcher in the NSF-funded LIFE Center (Learning in Informal and Formal Environments), investigating the social foundations of learning across diverse communities, contexts, and domains.

Academic Appointments

Administrative Appointments

  • Professor, Graduate School of Education, Stanford University (1996 - Present)

Boards, Advisory Committees, Professional Organizations

  • Editorial Board Member, Journal of the Learning Sciences (2011 - Present)
  • Editorial Board Member, Cognition and Instruction (2014 - Present)

Professional Education

  • BS, University of California at Santa Cruz, Psychology (1984)
  • MA, Vanderbilt University, Psychology (1989)
  • PhD, Vanderbilt University, Clinical and Developmental Psychology (1992)

Contact

Additional Info

Links

Research Interests

  • Child Development
  • Collaborative Learning
  • Diversity and Identity
  • Equity in Education
  • Gender Issues
  • Lifelong Learning
  • Parents and Family Issues
  • Poverty and Inequality
  • Technology and Education

Current Research and Scholarly Interests

Current projects include the longitudinal documentation of learner pathways to engagement, studies of families as technology-supported learning teams, and the roles that personal learning networks play in catalyzing and sustaining interest-driven learning She is founder of the YouthLAB at Stanford, and a co-lead of TELOS, a Stanford Graduate School of Education Initiative to investigate how technologies can provide more equitable access to learning opportunities.

2024-25 Courses

Stanford Advisees

All Publications

  • Implications for educational practice of the science of learning and development APPLIED DEVELOPMENTAL SCIENCE Darling-Hammond, L., Flook, L. F., Cook-Harvey, C., Barron, B., Osher, D. 2019

    View details for DOI 10.1080/10888691.2018.1537791

    View details for Web of Science ID 000486954100001

  • Latino immigrant families learning with digital media across settings and generations DIGITAL EDUCATION REVIEW Levinson, A., Barron, B. 2018: 150–69

    View details for Web of Science ID 000437493300011

  • Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics JOURNAL OF THE LEARNING SCIENCES Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., Hall, R., Koschmann, T., Lemke, J. L., Sherin, M. G., Sherin, B. L. 2010; 19 (1): 3-53

    View details for DOI 10.1080/10508400903452884

    View details for Web of Science ID 000274736100002

  • Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools COMPUTERS & EDUCATION Barron, B., Walter, S. E., Martin, C. K., Schatz, C. 2010; 54 (1): 178-189

    View details for DOI 10.1016/j.compedu.2009.07.017

    View details for Web of Science ID 000272310100017

  • A CULTURE OF SHARING A Look at Identity Development Through the Creation and Presentation of Digital Media Projects 1st International Conference on Computer Supported Education Martin, C. K., Barron, B., Austin, K., Pinkard, N. INSTICC-INST SYST TECHNOLOGIES INFORMATION CONTROL & COMMUNICATION. 2009: 167–174

    View details for Web of Science ID 000267757200032

  • Parents as learning partners in the development of technological fluency International Journal of Learning Media Barron, B., Martin, C. K., Takeuchi, L., Fithian, R. 2009
  • Staying the course with video analysis Video research in the learning sciences Goldman, S., McDermott, R. 2007: 101-113
  • Sparking self-sustained learning: report on a design experiment to build technological fluency and bridge divides International Conference on Technology Education in the Asia Pacific Region (ICTE) Barron, B., Martin, C. K., Roberts, E. SPRINGER. 2007: 75–105

    View details for DOI 10.1007/s10798-006-9002-4

    View details for Web of Science ID 000244821800007

  • Images of self and others as computer users: the role of gender and experience JOURNAL OF COMPUTER ASSISTED LEARNING Mercier, E. M., Barron, B., O'Connor, K. M. 2006; 22 (5): 335-348

    View details for Web of Science ID 000240318800003

  • Interest and self-sustained learning as catalysts of development: A learning ecology perspective HUMAN DEVELOPMENT Barron, B. 2006; 49 (4): 193-224

    View details for DOI 10.1159/000094368

    View details for Web of Science ID 000241280600001

  • Design theories of interest, motivation, and engagement for the learning sciences 6th International Conference of the Learning Sciences Hickey, D. T., Barron, B., Azevedo, F. S., Joseph, D., Edelson, D. LAWRENCE ERLBAUM ASSOC PUBL. 2004: 8–11

    View details for Web of Science ID 000222781900003

  • Learning ecologies for technological fluency: Gender and experience differences Journal of Educational Computing Research Barron, B. 2004; 31 (1): 1-36
  • Equity and the development of technological fluency 6th International Conference of the Learning Sciences Barron, B., Tackman, J., Martin, C., Mercier, E., Johri, A., Johnson, Z., Wise, S., White, M., McPhee, S., Worth, P. LAWRENCE ERLBAUM ASSOC PUBL. 2004: 585–585

    View details for Web of Science ID 000222781900081

  • When smart groups fail JOURNAL OF THE LEARNING SCIENCES Barron, B. 2003; 12 (3): 307-359

    View details for Web of Science ID 000183896600001

  • Creative work in relational context and its developmental significance HUMAN DEVELOPMENT Barron, B. 2002; 45 (5): 367-371

    View details for Web of Science ID 000177906100005

  • Problem solving in video-based microworlds: Collaborative and individual outcomes of high-achieving sixth-grade students JOURNAL OF EDUCATIONAL PSYCHOLOGY Barron, B. 2000; 92 (2): 391-398

    View details for DOI 10.1037//0022-0663.92.2.391

    View details for Web of Science ID 000087775200015

  • Achieving coordination in collaborative problem-solving groups JOURNAL OF THE LEARNING SCIENCES Barron, B. 2000; 9 (4): 403-436

    View details for Web of Science ID 000089703800002

  • Doing with understanding: Lessons from research on problem- and project-based learning JOURNAL OF THE LEARNING SCIENCES Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., ZECH, L., Bransford, J. D. 1998; 7 (3-4): 271-311

    View details for Web of Science ID 000076187300002

  • A THROWER-BUTTON OR A BUTTON-THROWER - CHILDRENS JUDGMENTS OF GRAMMATICAL AND UNGRAMMATICAL COMPOUND NOUNS LINGUISTICS Clark, E. V., BARRON, B. J. 1988; 26 (1): 3-19

    View details for Web of Science ID A1988M401100001

https://orcid.org/0000-0003-4693-9374