Osborne, J. F., Erduran, S., Simon, S., & Monk, M. (2001). Enhancing the quality of argument in school science. School Science Review, 82(301), 63-70.

Wineburg, S., & Grossman, P. (2001). Affect and effect in cognitive approaches to education. In D. Klahr & S. Carver (Eds.),Cognition and instruction: The thirtieth Carnegie symposium on cognition (pp. 479-492). Mahwah, NJ: Lawrence Erlbaum.

Grossman, P. L., Thompson, C., & Valencia, S. W. (2001). Where the twain shall meet: District policy and beginning teachers. Seattle, WA: Center for the Study of Teaching and Policy.


Interdisciplinary curriculum: Challenges to implementation. Wineburg, S. S. & Grossman, P. L. (Eds.). (2000). New York: Teachers College Press.
Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning?. Educational Researcher, 21(1), 4-15.
Scenes from a courtship: Some theoretical and practical limitations of interdisciplinary humanities curricula in the comprehensive high school. Wineburg, S., & Grossman, P. (2000). In S. Wineburg & P. Grossman, (Eds.), Interdisciplinary curriculum: Challenges to implementation (pp. 57-73). New York: Teachers College Press.
Stodolsky, S. S., & Grossman, P. G. (2000). Changing students, Changing teaching. Teachers College Record, 102, 123-172.

Grossman, P., & Wineburg, S. (2000). What makes teacher community different from a gathering of teachers? (An occasional paper). Seattle, WA: Center for the Study of Teaching and Policy.

Grossman, P. L., Valencia, S. W., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32, 631-662.

Grossman, P., Wineburg, S., & Beers, S. (2000). When theory meets practice in the world of school. In S. Wineburg & P. Grossman (Eds.), Interdisciplinary curriculum: Challenges to implementation (pp. 1-16). New York: Teachers College Press.

Borko, H., Davinroy, K. H., Bliem, C. L., & Cumbo, K. B. (2000). Exploring and supporting teacher change: Two teachers’ experiences in an intensive mathematics and literacy staff development project. Elementary School Journal, 100, 273-306.

Science in our culture: The role of science education. Osborne, J .F. (2000). In L. Aho & J. Viiri, Jouni (Eds.), Undervisning i naturevetenskap ur kultur-, tecknolgi- och miljöperspektiv (pp. 11-27). Joensuu universitet.

Borko, H., Peressini, D., Romagnano, L., Knuth, E., Yorker, C., Wooley, C., Hovermill, J., & Masarik, K. (2000). Teacher education does matter: A situative view of learning to teach secondary mathematics. Educational Psychologist, 35, 193-206

Osborne, J. (2000). Earth in space. In D. Sang (Ed.), Teaching secondary physics (pp. 187-223). London: John Murray.

Driver, R. Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in the classroom. Science Education, 84(3), 287-312.

Science for citizenship. Osborne, J. F. (2000). In M. Monk & J. Osborne (Eds.), Good practice in science teaching: What research has to say (pp. 225-240). Buckingham: Open University Press.
Osborne, J. F., & Collins, S. (2000). Pupils’ and parents’ views about the school science curriculum. School Science Review, 82(298), 23-31.


Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education, 108, 1-29.

Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Conceptual and pedagogical tools for teaching English: A conceptual framework for studying professional development (Technical Report No. 12011). Albany, NY: State University of New York, University of Albany, National Research Center on English Learning and Achievement.


Thomas, G., Wineburg, S. S., Grossman, P. L., Myhre, O., & Woolworth, S. (1998). In the company of colleagues: An interim report on the development of a community of teacher learners. Teaching and Teacher Education, 14, 21-32.