Selected Publications
(For complete list of publications, please see the faculty member's curriculum vitae.)

Articles
Whitcomb, J., Borko, H., & Liston, D. (2007). Stranger than fiction: Arthur Levine's Education school teachers-The basis for a proposal. Journal of Teacher Education, 58(3), 195-201.

Liston, D. P., Whitcomb, J., & Borko, H. (2007). NCLB and scientifically-based research. Journal of Teacher Education, 58(2), 99-107.

Borko, H., Liston, D., Whitcomb, J. (2007). Genres of empirical research in teacher education. Journal of Teacher Education, 58(1), 3-11.

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

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

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

Borko, H., Stecher M. B., Alonzo, C. A., Moncure, S., McClam, S. (2005). Artifact packages for characterizing classroom practice: A pilot study. Educational Assessment, 10(2), 73-104.

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.

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(1), 67-96.

Borko, H., Wolf, S., Simone, G., & Uchiyama, K. (2003). Schools in transition: Reform efforts in exemplary schools of Washington. Educational Evaluation and Policy Analysis, 25(2), 171-202.

Borko, H., Elliott, R., Uchiyama, K. (2002). Professional development: A key to Kentucky's educational reform effort. Teaching and Teacher Education, 18, 969-987.

Stecher, B., & Borko, H. (2002). Integrating findings from surveys and case studies: Examples from a study of standards-based educational reform. Journal of Education Policy, 17, 547-569.

Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 21(1), 4-15.

Wolf, S. A., Borko, H., Elliott, R., & McIver, M. (2000). "That dog won't hunt!": Exemplary school change efforts within the Kentucky reform. American Educational Research Journal, 37(2), 349-393.

Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D., & Agard, P. (1993). Conceptual knowledge falls through the cracks: Complexities of learning to teach mathematics for understanding. Journal for Research in Mathematics Education, 24, 8–40.

Borko, H., Eisenhart, M., Brown, C., Underhill, R., Jones, D., & Agard, P. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in Mathematics Education, 23, 194–222.

Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473-498.

Book Chapters
Borko, H., & Putnam, R. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Macmillan.

Technical Reports
Borko, H., Stecher, B., & Kuffner, K.L. (2006). Using artifacts to characterize reform-oriented instruction: The scoop notebook and rating guide. (CSE Technical Report 707). UCLA National Center for Research on Evaluation, Standards and Student Testing.

Stecher, B., Borko, H., Kuffner, K.L., Martinez, F., Arnold, S.C., Barnes, D., Creighton, L., & Gilbert, M.L. (2006). Using artifacts to describe instruction: Lessons learned from studying reform-oriented instruction in middle school mathematics and science. (CSE Technical Report 705). UCLA National Center for Research on Evaluation, Standards and Student Testing.

Borko, H., Stecher, B. M., Martinez, F., Kuffner, K. L., Barnes, D., Arnold, S. C., Spencer, J., Creighton, L., and Gilbert, M. L. (2006). Using classroom artifacts to measure instructional practices in middle school science: A two-state field test. (CSE Technical Report 690). UCLA National Center for Research on Evaluation, Standards and Student Testing.

Stecher, B. M., Borko, H., Kuffner, K. L., Wood, A. C., Arnold, S. C., Gilbert, M. L., and Dorman E. H. (2005). Using classroom artifacts to measure instructional practices in middle school mathematics: A two-state field test. (CSE Technical Report 662.) UCLA National Center for Research on Evaluation, Standards and Student Testing.

Borko, H., Stecher, B., Alonzo, A., Moncure, S., & McClam, S. (2003). Artifact packages for measuring instructional practice: a pilot study. (CSE Technical Report No. 615). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.

Stecher, B., & Borko, H. (2002). Combining surveys and case studies to examine standards-based educational reform. (CSE Technical Report No. 565). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.

Borko, H., Elliott, R., & Uchiyama, K. (1999). Professional development: a key to Kentucky's reform effort. (CSE Technical Report No. 512). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.

Wolf, S., Borko, H., McIver, M., & Elliott, R. (1999). "No excuses": School reform efforts in exemplary schools of Kentucky. (CSE Technical Report No. 514). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.

Borko, H., & Elliott, R. (1998). Tensions between competing pedagogical and accountability commitments for exemplary teachers of mathematics in Kentucky. (CSE Technical Report 495). Los Angeles: University of California, Center for Research on Evaluation, Standards, and Student Testing.

Stecher, B.M., Borko, H., Barron, S., & Wolf, S.A. (1997). Important features of state assessment systems from the local perspective. (CSE Technical Report 472). Los Angeles: University of California, Center for Research on Evaluation, Standards, and Student Testing.

Borko, H., Mayfield, V., Marion, S., Flexer, R., & Cumbo, K. (1997). Teachers’ developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development. (CSE Technical Report 423). Los Angeles: University of California, Center for Research on Evaluation, Standards, and Student Testing.