2012
O’Hara, S., & Pritchard, R. (2012). Preparing university faculty to meet the challenge of diversity. AccELLerate! The Quarterly Review of the National Clearinghouse for English Language Acquisition. 4(3).
O’Hara, S., Pritchard, R., & Zwiers, Z. (2012). Identifying academic language demands in support of the Common Core Standards. ASCD Express, 7(17). Retrieved from http://www.ascd.org/ascd-express/vol7/717-ohara.aspx.
O’Hara, S., & Pritchard, R. (in press). “I’m teaching what?!”: Preparing university faculty for online instruction. Journal of Educational Research and Practice.
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.
Davis, E. & Grossman, P. (2012). Mentoring that fits. Educational Leadership, 10-78.
Scientific reasoning and argumentation from a bayesian perspective. Szu, E. & Osborne, J. F. (2012). In M. Khine (Ed.), Perspectives on Scientific Argumentation: Theory, Practice and Research, (pp. 55-71). Heidelberg:Springer Netherlands.
Brown, B., Henderson, B., & Kloser, M. (2012). Bridging Cultures: The Role of Culturally-Relevant Pedagogy, Discursive Identity, and Conceptual Continuities in the Promotion of Scientific Literacy. In J. Moore & C. Lewis (Eds.), Urban school contexts for African American students: Crisis and prospects for improvement. New York: Peter Lang Publishers.
Dunbar, R. W., Schwartz, J. K., & Marincovich, M. (2012). Developing Graduate Student Teaching Consultants and Mentors at Stanford: The TA Consultant (TAC) and Mentors in Teaching (MinT) Programs. Practically speaking: A sourcebook for instructional consultants in higher education. Stillwater, OK: New Forums Press.
Grossman, P., Loeb, S., Myung, J., Boyd, D., Lankford, H., & Wyckoff, J., (2012). Learning to teach in New York City: How teachers and schools jointly determine the implementation of a district-wide mentoring program. In A.C. Porter, T. M. Smith, & L. M. Desmione (Eds.). National Society for the Study of Education Yearbook, 111(2).
Achinstein, B. (2012). Mentoring, teacher preparation pedagogy. In J. A. Banks (Ed.), Encyclopedia of diversity in education (Vol. 1, pp. 1465-1466). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781452218533.n466
Borko, H. (2012). Designing scalable and sustainable professional development: The Problem-Solving Cycle and teacher leader preparation. In M. Glaser-Zikuda, T. Seidel, C. Rohlfs, A. Groschner, & S. Ziegelbauer (Eds.) Mixed methods in empirical educational research (pp. 259-271). Munster: Waxmann.
Achinstein, B., & Ogawa R. T. (2012). New teachers of color and culturally responsive teaching in an era of educational accountability: Caught in a double bind. Journal of Educational Change, 13, 1-39.
Brownell, S., Kloser, M., R., Fukami, & Shavelson, T. (2012). Undergraduate biology lab courses: Comparing the impact of traditionally-based ‘cookbook’ and authentic research-based courses on student lab experiences. Journal of College Science Teaching, 41(4), 36-45.
The power of setting: The role of field experience in learning to teach. Grossman, P., Ronfeldt, M., & Cohen, J. (2012). In S. Graham, K. Harris, & T. Urdan (Eds.), APA Educational Psychology Handbook. American Psychological Association.
Boyd, D, Grossman, P., Hammerness, K., Lankford, H., Loeb, S., & Ronfeldt, M. (2012). Recruiting effective math teachers: Evidence from New York City. American Educational Research Journal.
2011
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.
Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using video representations of teaching in practice-based professional development programs. Zentralblatt für Didaktik der Mathematik, 43, 175-187.
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).
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.
