Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3-15.
Erduran, S., Osborne, J. F., & Simon, S. (2004). Tapping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse. Science Education, 8(6), 915-933.
Grossman, P., & Thompson, C. (2004). District policy and beginning teachers: A lens on teacher learning. EducationalEvaluation and Policy Analysis, 26(4), 281-301.
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.
The changing shape of aspirations: Peer influence on achievement behavior. Gandara, P., O'Hara, S., & Guiterriez, D. (2004). In M. Gibson, P. Gandara, & J. Koyama (Eds.), School connections: U.S. mexican youth, peers and school achievement. Teachers College Press.
Peressini, D., Borko, H., Romagnano, L., Knuth, E., & Willis, C. (2004). A conceptual framework for learning to teach secondary mathematics: A situative perspective. Educational Studies in Mathematics, 56, 67-96.
Building reading comprehension habits in grades 6-12: A toolkit of classroom activities. Zwiers, J. (2004). International Reading Association.
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. TeachersCollege Record, 106(4), 716-746.
Hammond, D., Lambati, D, & O’Hara, S. (2003). Designing an exemplary model for technology infusion within a teacher preparation program. In C. Crawford et al. (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 3744-3747). Chesapeake, VA: Association for the Advancement of Computing in Education.
Athanases, S., & Achinstein, B. (2003). Focusing new teachers on individual and low performing students: The centrality of assessment in the mentor’s repertoire of practice. TeachersCollege Record, 105(8), 1486-1520.
NETS grades 6-8 multidisciplinary resource units. O'Hara, S., & McMahon, M. (2003). International Society for Technology in Education.
Simon, S., Osborne, J., & Erduran, S. (2003). Systemic teacher development to enhance the use of argumentation in school science activities. In J. Wallace & J. Loughran (Eds.), Leadership and professional development in science education: New possibilities for enhancing teacher learning (pp.198-217). London & New York: RoutledgeFalmer.
Huang, C. (2003). Changing learning with new interactive and media-rich learning environments: Virtual labs case study report. Computerized Medical Imaging and Graphics, 27, 157-164.
Osborne, J. F., Ratcliffe, M., Collins, S., Millar, R., & Duschl, R. (2003). What ‘ideas-about-science’ should be taught in school science? A Delphi study of the ‘expert’ community. Journal of Research in Science Teaching, 40(7), 692-720.
Osborne, J. F., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
Grossman, P. L. (2003). Teaching: From “A Nation at Risk” to a profession at risk? In D. T. Gordon (Ed.), A nation reformed? American education 20 years after “A Nation at Risk.” Cambridge, MA: Harvard Education Press.