Research

Publications

2010

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.

2009

Hatch, T., & Grossman, P. (2009). Learning to look beyond the boundaries of representation: Using technology to examine teaching (Overview for a digital exhibition: Learning from the practice of teaching). Journal of Teacher Education, 60(1), 70-85.

Hatch, T., Sun, C., Grossman, P., Neira, P., & Chang, T. (2009). Learning from the practice of veteran and novice teachers: A digital exhibition. Journal of Teacher Education, 60(1), 68-69.

Liston, D., Whitcomb, J., & Borko, H. (2009). The end of education in teacher education: Thoughts on reclaiming the role of social foundations in teacher education. Journal of Teacher Education, 60(2), 107-111.

Whitcomb, J., Liston, D., & Borko, H. (2009). Searching for vitality in teacher education. Journal of Teacher Education, 60(5), 439-442.

Martinez, J. F., Stecher, B., & Borko, H. (2009). Classroom assessment practices, teacher judgments, and student achievement in mathematics: Evidence from the ECLS. Educational Assessment, 14, 78-102.

Achinstein, B., & Athanases, S. Z. (2009). New teacher induction and mentoring for educational change. In A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds.), London: Springer, Second International Handbook of Educational Change 23(3), 573-594.
O’Hara, S. & Pritchard, R. (2009). Hypermedia authoring as a vehicle for vocabulary development in middle school english as a second language classrooms. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(2), 60-65.
The power of video as a tool for professional development and research: Examples from the Problem-Solving Cycle. Jacobs, J., Borko, H., & Koellner, K. (2009). In T. Janik & T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 259-273). Munster: Waxmann Publishing.

Osborne, J. F. (2009). An argument for arguments in science classes. Phi Delta Kappan, 91(4), 62-65.

Pritchard, R., & O’Hara S. (2009). Vocabulary development in the science classroom: Using hypermedia authoring to support English Learners. The Tapestry Journal, 1, 15-29.

Osborne, J. F. (2009). The potential of adapted primary literature (APL) for learning: A Response. Research in Science Education, 39, 397-403.