Research

Publications

2011

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.

Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., O’Brien, R. H., & Wyckoff, J. (2011). The effectiveness and retention of teachers with prior career experience. Economics of Education Review, 30, 1229-1241.

Fogo, B. (2011). Making and measuring the California history standards. Phi Delta Kappan, 92(8), 62-67.

2010

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.

Jaquith, A., Minich, D., & Wei, R. C. (2010). Successfully supporting access to high quality professional development for teachers: A four-state study. Staff Development Council.
Achinstein, B., & Athanases, S. Z. (2010). Mentoring new teachers for equity and the needs of English language learners. In J. Wang, S. Odell, & R. Clift (Eds.), Past, present and future research on teacher induction: An anthology for researchers, policy makers, and practitioners (pp. 187-204). Commission on Teacher Induction and Mentoring, Association of Teacher Educators: Rowman & Littlefield Education.

Grossman, P., & Loeb, S. (2010). Learning multiple routes. Leadership, 67(8), 22-27.

Achinstein, B. (2012). Mentoring for diversity and equity: Focusing on students of color and new teachers of color. In T. Smith, L. Desimone, & A. Porter (Eds.), Organization and effectiveness of induction programs for new teachers. National Society for the Study of Education (NSSE) Yearbook. New York: Teachers College. Record.