Wineburg, S. S., & Grossman, P. L. (1998). Creating a community of learners among high school teachers. Phi Delta Kappan, 79(5), 350-353.


Preparing language arts teachers in a time of reform. Grossman, P. L., Valencia, S. W., & Hamel, F. (1997). In J. Flood, S. B. Heath, and D. Lapp (Eds.). A handbook for literacy educators: Research on teaching the communicative and visual arts (pp. 407-416). New York: MacMillan.
Yerian, S. Y. & Grossman, P. L. (1997). Preservice teachers' perceptions of their middle level teacher education experience: A comparison of a traditional and a PDS model. Teacher Education Quarterly, 24(4), 85-102.


Of regularities and reform: Navigating the subject-specific territory of high schools. Grossman, P. L. (1996). In M. W. McLaughlin and I. Oberman, (Eds.). Teacher learning: New policies, new practices (pp. 39-47). New York: Teachers College Press.
Grossman, P. L. & Richert, A. E. (1996). Building capacity and commitment for leadership in preservice teacher education. Journal of School Leadership, 6, 202-210.


Grossman, P. L. (1995). Review of who will teach the children?. American Journal of Education, 103, 335-337.
Grossman, P. L., & Stodolsky, S. S. (1995). Content as context: The role of school subjects in secondary school teaching. Educational Researcher, 24(7), 5-11.
Stodolsky, S. S., & Grossman, P. L. (1995). The impact of subject matter on curricular activity: An analysis of five academic subjects. American Educational Research Journal, 32, 227-249.
Disciplinary differences in teaching and learning: Implications for practice. Stodolsky, S. S. & Grossman, P. L. (1995). In N. Hativa & M. Marincovich (Eds.), New directions in teaching and learning,(pp. 71-78). San Francisco, CA: Jossey Bass.


In pursuit of a dual agenda: Creating a middle level professional development school.Grossman, P. L. (1994). In L. Darling-Hammond (Ed.), Professional development schools: Schools for developing a profession (pp. 50-73). New York: Teachers College Press.
Teacher knowledge. Grossman, P. L. (1994). In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed; pp. 6117-6122). London: Pergamon Press.
Knowing, believing, and the teaching of English. Grossman, P. L. & Shulman, L. S. (1994). In T. Shanahan (Ed.), Teachers thinking, teachers knowing: Reflections on literacy and language education (pp. 3-22). National Conference of Research on English.

Grossman, P. L., & Stodolsky, S. S. (1994). Considerations of content and the circumstances of secondary school teaching. In L. Darling-Hammond (Ed.), Review of research in education (pp. 179-221). Washington DC: American Educational Research Association.


Grossman, P. L. (1993). Review of exploring teaching: Reinventing the introductory course. Journal of Curriculum Studies, 25, 377-380.


Teaching and learning with cases: Unanswered questions. Grossman, P. L. (1992). In J. Shulman (Ed.), Case methods for teacher education (pp. 227-239). New York: Teachers College Press.
Teaching to learn. Grossman, P. L. (1992). In A. Lieberman (Ed.), The changing contexts of teaching, 91st NSSE yearbook (pp. 179-196). Chicago: National Society for the Study of Education.

Grossman, P. L. (1992). Why models matter: An alternate view on professional growth in teaching. Review of Educational Research, 62, 171-179.

Grossman, P. L., & Brantigan, N. S. (1992). The teacher as teacher educator: New roles in professional development schools. Kappa Delta Pi Record, 28(4), 116-121.


Grossman, P. L. (1991). Mapping the terrain: Knowledge growth in teaching. In H. Waxman & H. Walberg (Eds.), Contemporary research on teaching (pp. 203-215). Chicago: National Society for the Study of Education.

Grossman, P. L. (1991). What are we talking about anyhow: Subject matter knowledge for secondary English teachers. In J. Brophy (Ed.), Advances in research on teaching, Vol. 2: Subject matter knowledge (pp. 245-264). Greenwich, CT: JAI Press.