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

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]

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

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.

Achinstein, B., & Ogawa R. T. (2012). New teachers of color and culturally responsive teaching in an era of educational accountability: Caught in a double bind. Journal of Educational Change, 13, 1-39.

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.