Research

Publications

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.

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

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

The power of setting: The role of field experience in learning to teach. Grossman, P., Ronfeldt, M., & Cohen, J. (2012). In S. Graham, K. Harris, & T. Urdan (Eds.), APA Educational Psychology Handbook. American Psychological Association.

Scientific reasoning and argumentation from a bayesian perspective. Szu, E. & Osborne, J. F. (2012). In M. Khine (Ed.), Perspectives on Scientific Argumentation: Theory, Practice and Research, (pp. 55-71). Heidelberg:Springer Netherlands.

Brownell, S., Kloser, M., R., Fukami, & Shavelson, T. (2012). Undergraduate biology lab courses: Comparing the impact of traditionally-based ‘cookbook’ and authentic research-based courses on student lab experiences. Journal of College Science Teaching, 41(4), 36-45.

Davis, E. & Grossman, P. (2012). Mentoring that fits. Educational Leadership, 10-78.

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.

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).

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.

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).