2006
Achinstein, B., & Ogawa, R. T. (2006). (In)fidelity: What new teacher resistance reveals about professional principles and prescriptive educational policies. Harvard Educational Review, 76(1), 30-63.
Duran, R., O’Hara, S., & Pritchard, R. (2006). Using hypermedia authoring in a middle school science ESL classroom. Report prepared for the Linguistic Research Minority Institute. Santa Barbara, CA: LMRI.
Borko, H., Liston, D., & Whitcomb, J. A. (2006). a conversation of many voices: Critiques and visions of teacher education. Journal of Teacher Education, 57(3), 199-204.
Strong, M., & Achinstein, B. (2005; 2006). Evaluation of the jewish new teacher project. Avi Chai Foundation.
Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2006). How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance and Policy, 1(2), 176-216.
Boyd, D., Grossman, P., Lankford, H., Loeb, S., Michelli, N., & Wyckoff, J. (2006). Complex by design: Investigating pathways into teaching in New York City schools. Journal of Teacher Education, 57(2), 155-166.
Liston, D., Whitcomb, J. A., & Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57(4) 351-358.
O’Hara, S., & Pritchard, R. H. (2006). Hypermedia authoring as a vehicle for vocabulary development for English learners. The California Reader, 40, 11-16.
Osborne, J. F., Erduran, S., & Simon, S. (2006). Ideas, evidence and argument in science education. Education in Science, 216, 14-15.
Simon, S., Erduran, S., & Osborne J. F. (2006) Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260.
Whitcomb, J. A., Borko, H., & Liston, D. (2006). Living in the tension – Living with the heat. Journal of Teacher Education, 57(5), 447-453.
Zwiers, J. (2006). Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes, 5(4), 317-332.
2005
Borko, H., Frykholm, J., Pittman, M., Eiteljorg, E., Nelson, M., Jacobs, J., Clark, K., & Schneider, C. (2005). Preparing teachers to foster algebraic thinking. Zentralblatt für Didaktik der Mathematik, 37(1), 43-52.
Borko, H., Stecher, B., Alonzo, A. A., Moncure, S., & McClam, S. (2005). Artifact packages for characterizing classroom practice: A pilot study. Educational Assessment, 10, 73-104.
Clark, K. K., Jacobs, J., Pittman, M .E., & Borko, H. (2005). Strategies for building mathematical communication in the middle school classroom: Modeled in professional development, implemented in the classroom. Current Issues in Middle Level Education, 11(2), 1-12.
Strong, M., Achinstein, B., & Fletcher, S. (2005). Report on formative assessment systems and the beginning teacher research study. Menlo Park, CA: Walter and Flora Hewlett Foundation.
Huang, C. (2005). Designing high-quality interactive multimedia learning modules. Computerized Medical Imaging and Graphics, 29, 223-233.
Zwiers, J. (2005). The third language of academic english: Five key mental habits help english language learners acquire the language of school. Educational Leadership.
Strong, M., Achinstein, B., Fletcher, S., & Millhollen, C. (2005). Beginning teacher development at evergreen valley high school. San Jose Unified School District, Applied Materials.
Grossman, P. L. (2005). Research on pedagogical approaches in teacher education. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education (pp. 425-476). Washington DC: American Educational Research Association.
