CSET Professional Learning

Hollyhock Research

The Hollyhock fellowship has been the source of years of research at the Stanford Graduate School of Education.

Faculty, researchers and PhDs have spent years working with Hollyhock data to understand more about how teachers learn and improve their practice in the service of student learning. Data collected each year included classroom videos, coaching videos, and fellowship survey. In 2017, CSET also began the Hollyhock Alumni Survey in order to better understand the trajectories our fellows took. (Spoiler Alert: The classroom retention numbers are impressive)

Metz, M. (2020). Amplifying academic talk: High-Quality discussions in the language of comfort. English Journal, 109(4), 55–61.

Metz, M., Kavanagh, S. S., & Hauser, M. (2020). Developing adaptive expertise in facilitating text-based discussions: Attending to generalities and novelty. English Education, 52(4), 310–334.

Kohen, Z., & Borko, H. (2019). Classroom discourse in mathematics lessons: the effect of a hybrid practice-based professional development program, Professional Development in Education, https://doi.org/10.1080/19415257.2019.1706186.

Hauser, M., Kavanagh, S.S., & Metz, M. (2018, November 28-December 1). Exploring professional development for developing adaptive expertise in the facilitation of text-based discussions [Conference Presentation]. Literacy Research Association (LRA), Indian Wells, CA, United States.

Kavanagh, S.S., & Metz, M. & Hauser, M. (2018, April 13-17). Practice-based approaches to developing adaptive expertise among English language arts teachers [Conference Presentation]. American Educational Research Association (AERA), New York, NY, United States.

Pimentel, D., & Stovall, J. L. (2021, April 8-12). Supporting math and science teachers’ noticing of inequitable participation with video-based instructional coaching groups. [Conference Presentation]. American Educational Research Association (AERA), Virtual.

Bien, A., Carlson, J., Kazemi, E., Reisman, A., Scheve, M., & Wells, A. (2018). Taking core practices to the field. In P. Grossman (Ed.) Teaching Core Practices in Teacher Education (pp. 135-152). Harvard Education Press.

Aiello, L., Zummo, L., Moriarty, T. W., & Carlson, J. (2021, April 8-12). Enacted professional learning in context: Case studies of professional learning experience participants' return to school sites. [Conference Presentation]. American Educational Research Association (AERA), Virtual.

Hauser, M. (2019). Examination of the relationship between the PD and how English teachers take up the practice of facilitating discussions of literary text. [Unpublished doctoral dissertation]. Stanford University. 

Munson, J., Baldinger, E.E., & Larison, S. (2021). What if . . . ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs. Teaching and Teacher Education, 97, https://doi.org/10.1016/j.tate.2020.103222

Kavanagh, S.S., Metz, M., Hauser, M., Fogo, B., Taylor, W. M., and Carlson, J. (2020). Practicing responsiveness: Using Approximations of teaching to develop teachers' responsiveness to student ideas, Journal of Teacher Education, 71(1), 94-107.

Baldinger, E. E., & Munson, J. (2020). Developing adaptive expertise in the wake of rehearsals: An emergent model of the debrief discussions of non-rehearsing teachers. Teaching and Teacher Education, 95 (10325), https://doi.org/10.1016/j.tate.2020.103125

Kavanagh, S.S., & Metz, M. & Hauser, M. (2017, April 27-May 1). Can responsiveness be specified and approximated? An investigation into approximations within professional development [Conference Presentation]. American Educational Research Association (AERA), San Antonio, TX, United States.

Deutscher, R., & Carlson, J. (2021, April 8-12). What is the impact of a practice-based professional development on the views of early career teachers? [Conference Presentation]. American Educational Research Association (AERA), Virtual.

Levine, S. & Trepper, K. (2019). Theory, design, and teacher experience in a literature-focused professional development. L1- Educational Studies in Language and Literature, 19, 1-41. https:/doi.org/10.17239/L1ESLL-2019.19.04.05

Zummo, L., Carlson, J., & Hauser, M. (2018, March 10-13). The potential of video annotation tools for promoting teacher growth and reflection [Conference Presentation]. National Association of Research in Science Teaching (NARST), Atlanta, GA, United States.

Carlson, J. & Skiles, S. (2017, April 22-25). The impact of video-based coaching: Sadie’s story [Conference Presentation]. National Association of Research in Science Teaching (NARST), San Antonio, TX, United States.

Khachatryan, E. (2016). Virtual feedback on teaching using videos of teaching: How teaching changes over time with consistent feedback. [Unpublished doctoral dissertation]. Stanford University.