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., & Zwiers, Z. (2012). Identifying academic language demands in support of the Common Core Standards. ASCD Express, 7(17). Retrieved from

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.

O’Hara, S., & Pritchard, R. (2012). Preparing university faculty to meet the challenge of diversity. AccELLerate! The Quarterly Review of the National Clearinghouse for English Language Acquisition. 4(3).

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) ProgramsPractically 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). 

O'Hara, S., Zwiers, J. & Pritchard, R. (2012). Framing the teaching of academic language: A research brief. [Webinar] National Comprehensive Center for Teacher Quality. Retrieved from:

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

Jaquith, A. (2012). Building instructional capacity: A research brief. [Webinar] National Comprehensive Center for Teacher Quality. Retrieved from:

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.

Boyd, D, Grossman, P., Hammerness, K., Lankford, H., Loeb, S., & Ronfeldt, M. (2012). Recruiting effective math teachers: Evidence from New York City. American Educational Research Journal.