Publications

Nieman, H., Jackson, K., Jarry-Shore, M., Borko, H., Kazemi, E., Chinen, S., ... & Haines, C. (2022). Using a tool that assesses teachers' experiences of collaborative professional development to inform and improve facilitation. In Twelfth Congress of the European Society for Research in Mathematics Education (CERME12).

Levine, S., Hsieh, H., Southerton, E., & Silverman, R. (2022). How high school students used speech-to-text as a composition tool. Computers and Composition, 68, 102775.

Koellner, K., Jacobs, J., Borko, H., & Seago, N. (2022). Current trends, tensions and unresolved issues in research on teacher professional learning. International Encyclopedia of Education: Fourth Edition, 550-561.

Levine, S., Trepper, K., Chung, R. H., & Coelho, R. (2021). How feeling supports students’ interpretive discussions about literature. Journal of Literacy Research, 53(4), 491-515.

McCarthy, K. S., Magliano, J. P., Levine, S. R., Elfenbein, A., & Horton, W. S. (2021). Constructing Mental Models in Literary Reading: The Role of Interpretive Inferences. Handbook of Empirical Literary Studies, 85.

Borko, H., Zaccarelli, F. G., Reigh, E., & Osborne, J. (2021). Teacher facilitation of elementary science discourse after a professional development initiative. The Elementary School Journal, 121(4), 561-585.

Borko, H., Carlson, J., Deutscher, R., Boles, K. L., Delaney, V., Fong, A., Jarry-Shore, M., Malamut, J., Million, S., Mozenter, S., & Villa, A. M. (2021). Learning to lead: An approach to mathematics teacher leader development. International Journal of Science and Mathematics Education, 19, 121-143.

Boles, K., Jarry-Shore, M., Villa, A., Malamut, J., & Borko, H. (2020). Building Capacity Via Facilitator Agency: Tensions in Implementing an Adaptive Model of Professional Development.

Wilsey, M., Kloser, M., Borko, H., & Rafanelli, S. (2020). Middle school science teachers’ conceptions of assessment practice throughout a year-long professional development Experience. Educational Assessment, 25(2), 136-158.

Levine, S., Keifert, D., Marin, A., & Enyedy, N. (2020). Hybrid argumentation in literature and science for K–12 classrooms. In Handbook of the cultural foundations of learning (pp. 141-159). Routledge.

Horn, I., Lewis, C., Friedkin, S., Garner, B., Ehrenfeld, N., Carlson, J., Borko, H., Fong, A., Shaughnessy, M., & Garcia, N. (2020). Building a Theory of Teacher Learning, Together.

Kavanagh, S. S., Metz, M., Hauser, M., Fogo, B., Taylor, M. W., & Carlson, J. (2020). Practicing responsiveness: Using approximations of teaching to develop teachers’ responsiveness to students’ ideas. Journal of Teacher Education, 71(1), 94-107.

Levine, S., & Trepper, K. (2019). Theory, design, and teacher experience in a literature-focused professional development. L1-Educational Studies in Language and Literature, 1-41.

Levine, S. (2019). A Century of Change in High School English Assessments. Research in the Teaching of English, 54(1), 31-57.

Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., ... & Tseng, A. (2019). Impacts of a practice-based professional development program on elementary teachers’ facilitation of and student engagement with scientific argumentation. American educational research journal, 56(4), 1067-1112.

Carlson, J., & Daehler, K. R. (2019). Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science, 1-329.

Borko, H., Davinroy, K. H., Flory, M. D., & Hiebert, E. H. (2019). Teachers’ knowledge and beliefs about summary as a component of reading. In Beliefs about text and instruction with text (pp. 155-182). Routledge.

Borko, H. (2019). Learning trajectories in mathematics professional development. Learning trajectories for teachers: Designing effective professional development for math instruction, 141.

Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. (2019). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 944-963.

Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., ... & Wilson, C. D. (2019). The refined consensus model of pedagogical content knowledge in science education. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, 77-94.