2007
Wineburg, S., Reisman, A., & Fogo, B. (2007). Historical evidence and evidence of learning. The International Journal of Social Education, 22(1), 146-154.
Zwiers, J. (2007). Professional development for active learning in sub-saharan africa: Reflectively practicing a community-centered approach. Journal of Education for International Development, 3(1).
Stecher, B., Borko, H., Kuffner, K., Martinez, F., Arnold, S., Barnes, D., Creighton, L., & Gilbert, M. L. (2007). Using artifacts to describe instruction: Lessons learned from studying reform-oriented instruction in middle school mathematics and science (CSE Technical Report 705). Los Angeles: UCLA National Center for Research on Evaluation, Standards and Student Testing.
Zwiers, J. (2007). Teacher practices and perspectives for developing academic language. International Journal of Applied Linguistics, 17(1), 93-116.
Borko, H., Stecher, B., & Kuffner, K. (2007). Using artifacts to characterize reform-oriented instruction: The Scoop Notebook and rating guide (CSE Technical Report 707). Los Angeles: UCLA National Center for Research on Evaluation, Standards and Student Testing.
Grossman, P. (2007). Unpacking practice: Developing a language for teacher educators. In J. Butcher & L. McDonald (Eds.), Making a difference: Challenges for teachers, teaching and teacher education (pp. 55-68). Rotterdam: Sense Publishers.
Kloser, M. (2007). From Warsaw to Birmingham: The making of a teacher. In J. Watzke (Ed.), Beyond alternative education. Notre Dame, Indiana: ACE Press.
Engaging young people with science: Thoughts about the future direction of science education. Osborne, J. (2007). In C. Linder, L. Östman, & P. Wickman (Eds.), Promoting scientific literacy: Science education research in transaction: Proceedings of the Linnaeus Tercentenary Symposium. Uppsala, Sweden.
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
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.
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.
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.
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.
Achinstein, B., & Athanases, S. Z. (Eds.). (2006). Mentors in the making: Developing new leaders for new teachers. New York: Teachers College Press.
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.
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.
