Research

Publications

2007

DeWitt, J., & Osborne, J. F. (2007) Supporting teachers on science-focused school trips: Towards an integrated framework of theory and practice. International Journal of Science Education, 29(6), 685-710.

Pritchard, R. H., & O’Hara, S. (2007). Reading assessment in the content areas. In J. Flood, D. Lapp and N. Farnan (Eds.), Content area reading and learning: Instructional strategies (3rd ed.). Englewood Cliffs, NJ: Prentice Hall, Inc.

2006

Boyd, D., Grossman, P., Lankford, H., Loeb, S., Michelli, N., & Wyckoff, J. (2006). Complex by design: Investigating pathways into teaching in New York City schools. Journal of Teacher Education, 57(2), 155-166.

Mentors’ organizational and political literacy in negotiating induction contexts. Achinstein, B. (2006). In B. Achinstein & S. Athanases (Eds.), Mentors in the making: Developing new leaders for new teachers. New York: Teachers College Press.

Liston, D., Whitcomb, J. A., & Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57(4) 351-358.

Mentors’ knowledge of equity and diversity: Maintaining a bi-focal perspective on new teachers and their students. Achinstein, B. & Athanases, S. Z. (2006). In B. Achinstein & S. Athanases (Eds.) Mentors in the making: Developing mew leaders for new teachers. New York: Teachers College Press.

O’Hara, S., & Pritchard, R. H. (2006). Hypermedia authoring as a vehicle for vocabulary development for English learners. The California Reader, 40, 11-16.

New visions for mentoring new teachers. Achinstein, B. & Athanases, S. Z. (2006). In B. Achinstein & S. Athanases (Eds.), Mentors in the making: Developing new leaders for new teachers. New York: Teachers College Press.

Osborne, J. F., Erduran, S., & Simon, S. (2006). Ideas, evidence and argument in science education. Education in Science, 216, 14-15.

Toward effective mentoring: Future directions for theory and practice. Achinstein, B. & Athanases, S. Z. (2006). In B. Achinstein & S. Athanases (Eds.), Mentors in the making: Developing new leaders for new teachers. New York: Teachers College Press.

Simon, S., Erduran, S., & Osborne J. F. (2006) Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260.

Achinstein, B., & Athanases, S. Z. (Eds.). (2006). Mentors in the making: Developing new leaders for new teachers. New York: Teachers College Press.

Whitcomb, J. A., Borko, H., & Liston, D. (2006). Living in the tension – Living with the heat. Journal of Teacher Education, 57(5), 447-453.

Mentors’ knowledge of formative assessment: Guiding new teachers to look closely at individual students. Athanases, S. Z. & Achinstein, B. (2006). In B. Achinstein & S. Athanases (Eds.), Mentors in the making: Developing new leaders for new teachers. New York: Teachers College Press.

Zwiers, J. (2006). Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes, 5(4), 317-332.

Millar, R., Leach, J., Osborne J. F., Ratcliffe M. (2006). Improving subject teaching: Lessons from research in science education. London: Routledge.

Teacher training to improve girls’ education in sub-saharan Africa. Zwiers, J. (2006). In N. Popov, C. Wolhuter, C. Heller, & M. Kysilka (Eds.), Comparative education and teacher training. Sofia, Bulgaria: Bureau for Educational Services.

Valencia, S. W., Place, N., Martin, S. D., & Grossman, P. L. (2006). Curriculum materials for elementary reading: Shackles and scaffolds for beginning teachers. Elementary School Journal, 107(1), 93-120.

Achinstein, B. (2006). New teacher and mentor political literacy: Reading, navigating and transforming induction contexts. Teachers and Teaching: Theory and Practice, 12(2), 123-138.

Achinstein, B., & Strong, M. (2006). Evaluation report on professional development, new teacher support, and community outreach at Gardner Professional Development School: A report to the San Jose Unified School District. Unpublished manuscript.