Research

Publications

2006

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

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.

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.

2005

Strong, M., Achinstein, B., & Fletcher, S. (2005). Report on formative assessment systems and the beginning teacher research study. Menlo Park, CA: Walter and Flora Hewlett Foundation.

Huang, C. (2005). Designing high-quality interactive multimedia learning modules. Computerized Medical Imaging and Graphics, 29, 223-233.

Zwiers, J. (2005). The third language of academic english: Five key mental habits help english language learners acquire the language of school. Educational Leadership.
Strong, M., Achinstein, B., Fletcher, S., & Millhollen, C. (2005). Beginning teacher development at evergreen valley high school. San Jose Unified School District, Applied Materials.

Grossman, P. L. (2005). Research on pedagogical approaches in teacher education. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education (pp. 425-476). Washington DC: American Educational Research Association.

Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 201-231). Grossman, P. L., Schoenfeld, A., with Lee, C. D. (2005). Teaching subject matter: In L. Darling-Hammond, J. Bransford, P. LePage, K. Hammerness, & H. Duffy (Eds.), San Francisco: Jossey Bass.

Wolf, S. A., Borko, H., Elliot, R., & McIver, M. C. (2005). “That dog won’t hunt!”: Exemplary school change efforts within the Kentucky reform. In G. Ponder & D. Strahan (Eds.), Deep change: Cases and commentary on reform in high stakes states (pp. 153-200). Greenwich, CT: Information Age Publications.

Strong, M., Achinstein, B., & Fletcher, S. (2005). Beginning teacher research study: A report to the Payne Family Foundation. Unpublished manuscript.

Achinstein, B., & Athanases, S. (2005). Focusing new teachers on diversity and equity: Toward a knowledge base for mentors. Teaching and Teacher Education, 21(7) 843-862.

Borko, H., Frykholm, J., Pittman, M., Eiteljorg, E., Nelson, M., Jacobs, J., Clark, K., & Schneider, C. (2005). Preparing teachers to foster algebraic thinking. Zentralblatt für Didaktik der Mathematik, 37(1), 43-52.

Borko, H., Stecher, B., Alonzo, A. A., Moncure, S., & McClam, S. (2005). Artifact packages for characterizing classroom practice: A pilot study. Educational Assessment, 10, 73-104.

Clark, K. K., Jacobs, J., Pittman, M .E., & Borko, H. (2005). Strategies for building mathematical communication in the middle school classroom: Modeled in professional development, implemented in the classroom. Current Issues in Middle Level Education, 11(2), 1-12.

2004

Huang, C. (2004). Virtual labs: E-learning for tomorrow. PLoS Biology, 2(6).

Erduran, S., & Osborne, J. (2004). Developing arguments. In Alsop, S., Bencze, L., & Pedretti, E. (Eds.), Analysing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice (pp. 106-115). Maidenhead, England: Open University Press.

Osborne, J. F., Erduran, S., & Simon, S. (2004). Enhancing the quality of argument in school science. Journal of Research in Science Teaching, 41(10), 994-1020.