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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).

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) ProgramsPractically 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). 

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:

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

Jaquith, A. (2012). Building instructional capacity: A research brief. [Webinar] National Comprehensive Center for Teacher Quality. Retrieved from:

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.


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.

Priorities in the Classroom: Pedagogies for High Performance Learning Spaces. Smith, B. E., Chen, H. L., Johnson, M. J., & Huang, C. (2011). In A. Olofsson & J. Lindberg (Eds.), Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching.
Academic Conversations: Classroom Talk That Fosters Critical Thinking And Content Understandings Zwiers, J. & Crawford, M. (2011). Academic conversations: Classroom talk that fosters critical thinking and content understandings. Stenhouse Publishers.

Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., O’Brien, R. H., & Wyckoff, J. (2011). The effectiveness and retention of teachers with prior career experience. Economics of Education Review, 30, 1229-1241.

Fogo, B. (2011). Making and measuring the California history standards. Phi Delta Kappan, 92(8), 62-67.

Achinstein, B., & Ogawa, R. T. (2011). Change(d) agents: New teachers of color in urban schools (2nd ed.). New York: Teachers College Press.

Kloser, M., Brownell, S., Chiariello, N., Fukami, T. (2011). Integrating teaching and research in undergraduate biology laboratory education. PLoS Biol 9(11): e1001174. doi:10.1371/journal.pbio.1001174.
Presence and the art of improvisational teaching. Barker, L. & Borko, H. (2011). In Sawyer, K. (Ed.), Structure and improvisation in creative teaching. New York: Cambridge University Press.
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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.