Research

Publications

2006

Achinstein, B., & Ogawa, R. T. (2006). (In)fidelity: What new teacher resistance reveals about professional principles and prescriptive educational policies. Harvard Educational Review, 76(1), 30-63.

Duran, R., O’Hara, S., & Pritchard, R. (2006). Using hypermedia authoring in a middle school science ESL classroom. Report prepared for the Linguistic Research Minority Institute. Santa Barbara, CA: LMRI.

Borko, H., Liston, D., & Whitcomb, J. A. (2006). a conversation of many voices: Critiques and visions of teacher education. Journal of Teacher Education, 57(3), 199-204.

Strong, M., & Achinstein, B. (2005; 2006). Evaluation of the jewish new teacher project. Avi Chai Foundation.

Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2006). How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance and Policy, 1(2), 176-216.

2005

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 Unpublished manuscript.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.

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.

2004

Developing academic thinking skills in grades 6-12: A handbook of multiple intelligence activities. Zwiers, J. (2004). International Reading Association.

Yore, L., Hand, B. M., Goldman, S. R., Hildebrand, G., Osborne, J. F., Treagust, D. F., et al. (2004). New directions in language and science education research. Reading Research Quarterly, 39(3), 347-352.

Achinstein, B., & Barrett, A. (2004). (Re)Framing classroom contexts: How new teachers and mentors view diverse learners and challenges of practice. Teachers College Record, 106(4), 716-746.