About CSET

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photo of Hilda Borko

Hilda Borko





Hilda Borko is the Charles E.  Ducommun Professor of Education in the Stanford Graduate School of Education. Dr. Borko’s research explores teacher cognition and instructional practices, the process of learning to teach, the impact of teacher professional development programs on teachers and students, and educational Research-Practice Partnerships.  Her current projects include partnerships with local school districts to improve teaching and professional development in mathematics and science, with a focus on ensuring robust learning opportunities for all students. She is also leading an international study of mathematics teacher collaboration for the International Commission on Mathematics Instruction. Her publications include articles in Journal of Mathematical Behavior, ZDM Mathematics Education, Journal of Research in Science Teaching, Educational Researcher, American Educational Research Journal and other journals and edited volumes. 

CSET Publications

Fishman, Evan J., Borko, H., Osborne J., Gomez Zaccarelli, F., Rafanelli, S., Reigh, E., Tseng A., Million, S., Berson, E. (2017).  A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom.  Journal of Science Teacher Education. doi: 10.1080/1046560X.2017.1302727

Horn, I., Lewis, C., Friedkin, S., Garner, B., Ehrenfeld, N., Carlson, J., Borko, H., Fong, A., Shaughnessy, M., & Garcia, N. (2020). Building a Theory of Teacher Learning, Together.

Boles, K., Jarry-Shore, M., Villa, A., Malamut, J., & Borko, H. (2020). Building Capacity Via Facilitator Agency: Tensions in Implementing an Adaptive Model of Professional Development.

Koellner, K., Jacobs, J., Borko, H., & Seago, N. (2022). Current trends, tensions and unresolved issues in research on teacher professional learning. International Encyclopedia of Education: Fourth Edition, 550-561.

Borko, H. (2012). Designing scalable and sustainable professional development: The Problem-Solving Cycle and teacher leader preparation. In M. Glaser-Zikuda, T. Seidel, C. Rohlfs, A. Groschner, & S. Ziegelbauer (Eds.) Mixed methods in empirical educational research (pp. 259-271). Munster: Waxmann.

Rafanelli, S., Borko, H., Kloser, M., & Wilsey, M. (2018). From focusing on grades to exploring student thinking: A case study of change in assessment practice. In Cases of Teachers' Data Use (pp. 63-79). Routledge.

Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., ... & Tseng, A. (2019). Impacts of a practice-based professional development program on elementary teachers’ facilitation of and student engagement with scientific argumentation. American educational research journal56(4), 1067-1112.

Gómez Zaccarelli, F., Schindler, A. K., Borko, H., & Osborne, J. (2018). Learning from professional development: A case study of the challenges of enacting productive science discourse in the classroom. Professional Development in Education44(5), 721-737.

Borko, H., Carlson, J., Deutscher, R., Boles, K. L., Delaney, V., Fong, A., Jarry-Shore, M., Malamut, J., Million, S., Mozenter, S., & Villa, A. M. (2021). Learning to lead: An approach to mathematics teacher leader development. International Journal of Science and Mathematics Education19, 121-143.

Borko, H. (2019). Learning trajectories in mathematics professional development. Learning trajectories for teachers: Designing effective professional development for math instruction141.

Wilsey, M., Kloser, M., Borko, H., & Rafanelli, S. (2020). Middle school science teachers’ conceptions of assessment practice throughout a year-long professional development Experience. Educational Assessment25(2), 136-158.

Berson, E., Borko, H., Million, S., Khachatryan, E., & Glennon, K. (2018). Practice what you teach: A video-based practicum model of professional development for elementary science teachers. Orbis scholae9(2), 35-53.

Borko, H., Zaccarelli, F. G., Reigh, E., & Osborne, J. (2021). Teacher facilitation of elementary science discourse after a professional development initiative. The Elementary School Journal121(4), 561-585.

Dyer, E. B., Jarry-Shore, M., Fong, A., Deutscher, R., Carlson, J., & Borko, H. (2023). Teachers’ engagement with student mathematical agency and authority in school-based professional learning. Teaching and teacher education121, 103881.

Borko, H., Davinroy, K. H., Flory, M. D., & Hiebert, E. H. (2019). Teachers’ knowledge and beliefs about summary as a component of reading. In Beliefs about text and instruction with text (pp. 155-182). Routledge.

Borko, H., Carlson, J., Mangram, C., Anderson, R., Fong, A., Million, S., Mozenter, S., Villa, A.M. (2017). The role of video-based discussion in a model for preparing professional development leaders. International Journal of STEM Education, 4:29. doi: 10.1186/s40594-017-0090-3

Adler, J., Yang, Y., Borko, H., Krainer, K., Patahuddin, S. (2017).  Topic Study Group No. 50: In-Service Education, and Professional Development of Secondary Mathematics Teachers. 609-612. Doi: 10.1007/978-3-319-62597-3_77.

Nieman, H., Jackson, K., Jarry-Shore, M., Borko, H., Kazemi, E., Chinen, S., ... & Haines, C. (2022). Using a tool that assesses teachers' experiences of collaborative professional development to inform and improve facilitation. In Twelfth Congress of the European Society for Research in Mathematics Education (CERME12).

CSET Projects

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