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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.

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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.


Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using video representations of teaching in practice-based professional development programs. Zentralblatt für Didaktik der Mathematik, 43, 175-187.

Koellner, K., Borko, H., & Jacobs, J. (2011). Scaling up mathematics professional development: Critical features for developing instructional leadership skills and building teacher capacity. 13.1, 115-136.

O’Hara, S., & Achinstein, B. (2011). Report on Stanford University’s partner school induction program. Stanford, CA: Stanford University, Center for Support of Excellence in Teaching.

Pritchard, R., & O’Hara, S. (2011). Using technology to improve academic vocabulary development in STEM classrooms. AccELLerate! The Quarterly Review of the National Clearinghouse for English Language Acquisition, 3(4), 19.

Martinez, J.P., Borko, H., & Stecher, B.M. (2011). Measuring instructional practice in science using classroom artifacts: Lessons learned from two validation studies. Journal of Research in Science Teaching, 49, 38-67.

Professional expertise: Rethinking the MA degree for teachers. Grossman, P,. & Brown, M. (2011). In D. Drury & J. Baer (Eds.), The American public school teacher: Past, present future. Cambridge, MA: Harvard Education Press.

Koellner, K., Jacobs, J., Borko, H., Roberts, S., & Schneider, C. (2011). Professional development to support students’ algebraic reasoning: An example from the Problem-Solving Cycle model. In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 429-452). New York: Springer.

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