Kim Frumin is a Post-Doctoral Fellow at the Harvard Graduate School of Education, where she earned her doctorate in Education Policy, Leadership, and Instructional Practice. Her research interests include teacher professional learning, design-based research-practice partnerships, and collaborative curriculum development. Her research has been published in the International Journal of Science Education, Teaching and Teacher Education, Urban Education, and Review of Research in Education. She is co-editor of Teacher Learning in the Digital Age: Online Professional Development in STEM Education (Harvard Education Press, 2016), and was named a National Science Foundation CADRE Fellow in 2018.
