Research

Publications

2011

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

Achinstein, B., & Ogawa, R. T. (2011). Change(d) agents: New teachers of color in urban schools (2nd ed.). New York: Teachers College Press.

Kloser, M., Brownell, S., Chiariello, N., Fukami, T. (2011). Integrating teaching and research in undergraduate biology laboratory education. PLoS Biol 9(11): e1001174. doi:10.1371/journal.pbio.1001174.
Presence and the art of improvisational teaching. Barker, L. & Borko, H. (2011). In Sawyer, K. (Ed.), Structure and improvisation in creative teaching. New York: Cambridge University Press.
Achinstein, B. & Ogawa, R. T. (2011). Change(d) agents: School contexts and the cultural/professional roles of new teachers of Mexican descent. Teachers College Record, 113(11).

2010

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.

Wineburg, S., & Fogo, B. (2010). Testing in history. In E. Baker, P. Peterson, & B. McGaw (Eds.), International encyclopedia of education (3rd ed.). London: Elsevier.

Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 548-556). Oxford, England: Elsevier.

O’Hara, S., & Achinstein, B. (2010). Report on Stanford University’s partner school induction program. Stanford, CA: Stanford University, Center for Support of Excellence in Teaching.

Achinstein, B., Ogawa, R. T., Sexton, D., Freitas, C. (2010). Retaining teachers of color: A pressing problem and a potential strategy for “hard-to-staff” schools. Review of Educational Research 80(1), 71-107.

Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328, 463-466.