2005
Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 201-231). Grossman, P. L., Schoenfeld, A., with Lee, C. D. (2005). Teaching subject matter: In L. Darling-Hammond, J. Bransford, P. LePage, K. Hammerness, & H. Duffy (Eds.), San Francisco: Jossey Bass.
Wolf, S. A., Borko, H., Elliot, R., & McIver, M. C. (2005). “That dog won’t hunt!”: Exemplary school change efforts within the Kentucky reform. In G. Ponder & D. Strahan (Eds.), Deep change: Cases and commentary on reform in high stakes states (pp. 153-200). Greenwich, CT: Information Age Publications.
Strong, M., Achinstein, B., & Fletcher, S. (2005). Beginning teacher research study: A report to the Payne Family Foundation. Unpublished manuscript.
Achinstein, B., & Athanases, S. (2005). Focusing new teachers on diversity and equity: Toward a knowledge base for mentors. Teaching and Teacher Education, 21(7) 843-862.
2004
Achinstein, B., & Barrett, A. (2004). (Re)Framing classroom contexts: How new teachers and mentors view diverse learners and challenges of practice. Teachers College Record, 106(4), 716-746.
Achinstein, B., & Villar, A. (2004). Mentoring relationships and new teacher learning: Collaboration and complexity. Journal of Educational Change, 5(4), 311-344.
Achinstein, B., Ogawa, R., & Speigelman, A. (2004). Are we creating separate and unequal tracks of teachers? The impact of state policy, local conditions, and teacher background on new teacher socialization. American Educational Research Journal, 41(3), 557-603.
Bartholomew, H., Osborne, J. F., & Ratcliffe, M. (2004). Teaching students ‘ideas-about-science’: Five dimensions of effective practice. Science Education, 88(6), 655-682.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3-15.
Erduran, S., Osborne, J. F., & Simon, S. (2004). Tapping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse. Science Education, 8(6), 915-933.
Grossman, P., & Thompson, C. (2004). District policy and beginning teachers: A lens on teacher learning. Educational Evaluation and Policy Analysis, 26(4), 281-301.
Huang, C. (2004). Virtual labs: E-learning for tomorrow. PLoS Biology, 2(6).
Erduran, S., & Osborne, J. (2004). Developing arguments. In Alsop, S., Bencze, L., & Pedretti, E. (Eds.), Analysing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice (pp. 106-115). Maidenhead, England: Open University Press.
Osborne, J. F., Erduran, S., & Simon, S. (2004). Enhancing the quality of argument in school science. Journal of Research in Science Teaching, 41(10), 994-1020.
The changing shape of aspirations: Peer influence on achievement behavior. Gandara, P., O'Hara, S., & Guiterriez, D. (2004). In M. Gibson, P. Gandara, & J. Koyama (Eds.), School connections: U.S. mexican youth, peers and school achievement. Teachers College Press.
Peressini, D., Borko, H., Romagnano, L., Knuth, E., & Willis, C. (2004). A conceptual framework for learning to teach secondary mathematics: A situative perspective. Educational Studies in Mathematics, 56, 67-96.
Building reading comprehension habits in grades 6-12: A toolkit of classroom activities. Zwiers, J. (2004). International Reading Association.
Developing academic thinking skills in grades 6-12: A handbook of multiple intelligence activities. Zwiers, J. (2004). International Reading Association.
Yore, L., Hand, B. M., Goldman, S. R., Hildebrand, G., Osborne, J. F., Treagust, D. F., et al. (2004). New directions in language and science education research. Reading Research Quarterly, 39(3), 347-352.
2003
Grossman, P. L. (2003). Teaching: From “A Nation at Risk” to a profession at risk? In D. T. Gordon (Ed.), A nation reformed? American education 20 years after “A Nation at Risk.” Cambridge, MA: Harvard Education Press.
