2017
Levine, S. (2017). Ask a reductive question, get a reductive answer: Reframing thematic interpretation to support students’ literary reading. Journal of the Learning Sciences.
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.
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
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.
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]
2012
Jaquith, A. (2012). Building instructional capacity: A research brief. [Webinar] National Comprehensive Center for Teacher Quality. Retrieved from: http://www.tqsource.org/webcasts/2012ELL/
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: http://www.tqsource.org/webcasts/2012ELL/
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.
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).
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.
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., 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. (2012). Professional degree programs for the development of accomplished teachers: A case for the National Board certification process. Journal of Educational Research and Practice, 2(1).
Borko, H., Davinroy, K., Bliem, C., & Cumbo, K. (2004). Changing instructional and assessment practices through professional development. In L. Poulson & M. Wallace (Eds.), Learning to read critically in teaching and learning (pp. 63-84). London: Sage Publications, Inc.
Davis, E. & Grossman, P. (2012). Mentoring that fits. Educational Leadership, 10-78.
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.
