Publications

Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., ... & Wilson, C. D. (2019). The refined consensus model of pedagogical content knowledge in science education. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, 77-94.

Levine, S. (2019). Using everyday language to support students in constructing thematic interpretations. Journal of the Learning Sciences, 28(1), 1-31.

Levine, S., Hall, A. H., Goldman, S. R., & Lee, C. D. (2018). A design architecture for engaging middle and high school students in epistemic practices of literary interpretation (pp. 105-132). Lanham, MD: Lexington Book

Gómez Zaccarelli, F., Schindler, A. K., Borko, H., & Osborne, J. (2018). Learning from professional development: A case study of the challenges of enacting productive science discourse in the classroom. Professional Development in Education, 44(5), 721-737.

Rafanelli, S., Borko, H., Kloser, M., & Wilsey, M. (2018). From focusing on grades to exploring student thinking: A case study of change in assessment practice. In Cases of Teachers' Data Use (pp. 63-79). Routledge.

Bopardikar, A., Carlson, J., Kimber, E., Loper, S., Pareja Roblin, N., & Rostovtseva, T. (2018). Three design heuristics for enhancing the use of video to improve teaching practice. Educational Designer, 3(10), 1-26.

Berson, E., Borko, H., Million, S., Khachatryan, E., & Glennon, K. (2018). Practice what you teach: A video-based practicum model of professional development for elementary science teachers. Orbis scholae, 9(2), 35-53.

Levine, S. (2017). Ask a reductive question, get a reductive answer: Reframing thematic interpretation to support students’ literary reading. Journal of the Learning Sciences.

Adler, J., Yang, Y., Borko, H., Krainer, K., Patahuddin, S. (2017).  Topic Study Group No. 50: In-Service Education, and Professional Development of Secondary Mathematics Teachers. 609-612. Doi: 10.1007/978-3-319-62597-3_77.

Borko, H., Carlson, J., Mangram, C., Anderson, R., Fong, A., Million, S., Mozenter, S., Villa, A.M. (2017). The role of video-based discussion in a model for preparing professional development leaders. International Journal of STEM Education, 4:29. doi: 10.1186/s40594-017-0090-3

Ehsanipour, T., & Gomez Zaccarelli, F. (2017). Exploring Coaching for Powerful Technology Use in Education (pp. 1–18). California, USA: Digital Promise. Retrieved from Digital Promise

Osborne, J., Oskarsson, M., Serder, M., Sjøberg, S. (2017). The PISA Science Assessment for 2015 and the Implications for Science Education: Uses and Abuses. 191-203. doi: 10.1007/978-3-319-58685-4_15.

Langer-Osuna, J. (2017).  Authority, identity, and collaborative mathematics.  Journal for Research in Mathematics Education, 48(3), 237-247.

Davis, E.A., Kloser, M., Wells, A., Windschitl, M., Carlson, J., & Marino, J-C. (2017). Teaching the practice of leading sense-making discussions in science:  Science teacher educators using rehearsals, Journal of Science Teacher Education. [published online]

Fishman, Evan J., Borko, H., Osborne J., Gomez Zaccarelli, F., Rafanelli, S., Reigh, E., Tseng A., Million, S., Berson, E. (2017).  A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom.  Journal of Science Teacher Education. doi: 10.1080/1046560X.2017.1302727

Gess-Newsome, J, Taylor, J. A., Carlson, J., Gardner, A., Wilson, C., & Stuhlsatz, M.A.M. (2017). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education. [published online]

O’Hara, S., & Pritchard, R. (in press). “I’m teaching what?!”: Preparing university faculty for online instruction. Journal of Educational Research and Practice.

Davis, E. & Grossman, P. (2012). Mentoring that fits. Educational Leadership, 10-78.

O’Hara, S., Pritchard, R., Pella, S., & Huang-DeVoss, C. (2012). The Teaching Using Technology Studio (TUTS): Innovative professional development to meet the needs of English language learners. TESOL Journal.

Borko, H., Davinroy, K., Bliem, C., & Cumbo, K. (2004). Changing instructional and assessment practices through professional development. In L. Poulson & M. Wallace (Eds.), Learning to read critically in teaching and learning (pp. 63-84). London: Sage Publications, Inc.