2000
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.
1999
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.
1998
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.
Wineburg, S. S., & Grossman, P. L. (1998). Creating a community of learners among high school teachers. Phi Delta Kappan, 79(5), 350-353.
1997
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.
1996
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.
1995
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.
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.
1994
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.
