Research

Publications

2011

Martinez, J.P., Borko, H., & Stecher, B.M. (2011). Measuring instructional practice in science using classroom artifacts: Lessons learned from two validation studies. Journal of Research in Science Teaching, 49, 38-67.

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.

2010

Jaquith, A., & McLaughlin, M. (2010). A temporary, intermediary organization at the helm of regional education reform: Lessons from the Bay Area School Reform Collaborative. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 85-103). London: Springer International Handbook of Education.

Talbert, J. E., David, J. L., Chen, P., Jaquith, A., & Cor, M. K. (2010). Evaluation of the New Teacher Center-Ravenswood City School District instructional improvement initiative: Final report. CA: Center for Research on the Context of Teaching.
Annerstedt, C., Garza, D., Huang-DeVoss, C., Lindh, J., & Rydmark, M. (2010). Research-able through problem-based learning. of the Scholarship of Teaching and Learning, 10(2), 107-127.

Grossman, P., Loeb, S., Cohen, J., Hammerness, K., Wyckoff, J., Boyd, D., & Lankford, H. (2010, May). Measure for Measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers’ value-added scores. NBER Working Paper No. 16015. Retrieved from http://www.nber.org/papers/w16015.

Jaquith, A., Mindich, D., Wei, R. C., & Darling-Hammond, L. (2010). Teacher professional learning in the United States: Case studies of state policies and strategies. Oxford, OH: Learning Forward.

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617-639.

O’Hara, S., & Pritchard, R. (2010). Preparing novice technology faculty for delivering an online graduate program. In D. Gibson & B. Dodge (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 1794-1801). Chesapeake, VA: Association for the Advancement of Computing in Education.

Science for citizenship. Osborne, J .F., & Dillon, J. (2010). In J. Osborne & J. Dillon (Eds.), Good practice in science teaching: What research has to say (2nd ed; pp 46-67).
Good practice in science teaching: What research has to say (2nd ed). Osborne, J. F. & Dillon, J. (2010).

Chin, C., & Osborne, J. (2010). Supporting argumentation through students’ questions: Case studies in science classrooms. Journal of the Life Sciences, 19(2), 230-284.

Osborne, J. F., & Chin, C. (2010). The role of discourse in learning science. In K. Littleton & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 88-102). London: Routledge.

Chin, C., & Osborne, J. F. (2010). Students’ questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science. Journal of Research in Science Teaching, 47(7), 883-908.

Students’ attitudes to science. Osborne, J. F., & Simon, S. (2010). In J. Osborne & J. Dillon (Eds.), Good practice in science teaching: What research has to say (2nd ed; pp 238-258).

Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2010). The influence of school administrators on teacher retention decisions. Educational Research Journal, 48(2), 303-333.