Publications

Levine, S. (2017). Ask a reductive question, get a reductive answer: Reframing thematic interpretation to support students’ literary reading. Journal of the Learning Sciences.

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.

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

Osborne, J., Oskarsson, M., Serder, M., Sjøberg, S. (2017). The PISA Science Assessment for 2015 and the Implications for Science Education: Uses and Abuses. 191-203. doi: 10.1007/978-3-319-58685-4_15.

Ehsanipour, T., & Gomez Zaccarelli, F. (2017). Exploring Coaching for Powerful Technology Use in Education (pp. 1–18). California, USA: Digital Promise. Retrieved from Digital Promise

Langer-Osuna, J. (2017).  Authority, identity, and collaborative mathematics.  Journal for Research in Mathematics Education, 48(3), 237-247.

Davis, E.A., Kloser, M., Wells, A., Windschitl, M., Carlson, J., & Marino, J-C. (2017). Teaching the practice of leading sense-making discussions in science:  Science teacher educators using rehearsals, Journal of Science Teacher Education. [published online]

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

Gess-Newsome, J, Taylor, J. A., Carlson, J., Gardner, A., Wilson, C., & Stuhlsatz, M.A.M. (2017). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education. [published online]

O’Hara, S., Pritchard, R., Pella, S., & Huang-DeVoss, C. (2012). The Teaching Using Technology Studio (TUTS): Innovative professional development to meet the needs of English language learners. TESOL Journal.

O’Hara, S., & Pritchard, R. (in press). “I’m teaching what?!”: Preparing university faculty for online instruction. Journal of Educational Research and Practice.

O’Hara, S., Pritchard, R., & Zwiers, Z. (2012). Identifying academic language demands in support of the Common Core Standards. ASCD Express, 7(17). Retrieved from http://www.ascd.org/ascd-express/vol7/717-ohara.aspx.

Brown, B., Henderson, B., & Kloser, M. (2012). Bridging Cultures: The Role of Culturally-Relevant Pedagogy, Discursive Identity, and Conceptual Continuities in the Promotion of Scientific Literacy. In J. Moore & C. Lewis (Eds.), Urban school contexts for African American students: Crisis and prospects for improvement. New York: Peter Lang Publishers.

Dunbar, R. W., Schwartz, J. K., & Marincovich, M. (2012). Developing Graduate Student Teaching Consultants and Mentors at Stanford: The TA Consultant (TAC) and Mentors in Teaching (MinT) Programs. Practically speaking: A sourcebook for instructional consultants in higher education. Stillwater, OK: New Forums Press.

Achinstein, B., O'Hara, S., Pritchard, R., & Zwiers, J. (2012). Strategic mentoring for new teachers of english learners. Journal of Communication and Education. June 2012.

Grossman, P., Loeb, S., Myung, J., Boyd, D., Lankford, H., & Wyckoff, J.,  (2012).  Learning to teach in New York City:  How teachers and schools jointly determine the implementation of a district-wide mentoring program.  In A.C. Porter, T. M. Smith, & L. M. Desmione (Eds.). National Society for the Study of Education Yearbook, 111(2). 

Achinstein, B. (2012). Mentoring, teacher preparation pedagogy. In J. A. Banks (Ed.), Encyclopedia of diversity in education (Vol. 1, pp. 1465-1466). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781452218533.n466