 |
 |
|
|
 |
|
|
|
|
||||||||||||||||||||||||||||||||||||||||||||||||
 |
|
Hilda Borko, PhD Curriculum Vitae Academic Background Honors and Citations 1993 Outstanding Article in Journal for Research in Mathematics Teaching for Borko, H. et al., (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? 1992 Fellow, American Psychological Association, Division 15: Educational Psychology 1985 Annual Dean's Award for Research Excellence, College of Education, Virginia Tech 1973-1978 Chancellor's Fellowship - UCLA 1977 Phi Delta Kappa - National Education Honor Society 1971 Phi Beta Kappa - National Honor Society 1971 Pi Gamma Mu - National Social Science Honor Society Professional Work Experience 1991-1994 Associate Professor, School of Education, University of Colorado, Boulder, CO 1985-1991 Associate Professor, Department of Curriculum and Instruction, College of Education, University of Maryland, College Park, MD 1984-1985 Associate Professor, Division of Curriculum and Instruction, College of Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 1980-1984 Assistant Professor, Division of Curriculum and Instruction, College of Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 1982 Visiting Professor, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada 1978-1980 Educational Evaluator, System Development Corporation, Santa Monica, CA 1978-1980 Lecturer, Graduate School of Education, UCLA, Los Angeles, CA 1977-1978 Test Development Project Director, Instructional Objectives Exchange, Los Angeles, CA 1977 Instructor, Department of Psychology, Mount St. Mary's College, Los Angeles, CA 1976-1978 Teaching Associate/Teaching Fellow, Graduate School of Education, UCLA, Los Angeles, CA 1972-1976 Administrator, Teacher, and Guidance Counselor, University Middle School, Los Angeles, CA 1973-1975 Teaching Associate, Teacher Education Laboratory, Graduate School of Education, UCLA, Los Angeles, CA Publications Chapters in edited books: Borko, H., Davinroy, K., Bliem, C., & Cumbo, K (2004). Changing instructional and assessment practices through professional development. In L. Poulson & M. Wallace (Eds.) Learning to read critically in teaching and learning (pp. 63-84). London: Sage Publications, Inc. Putnam, R.T. & Borko, H. (2000). El aprendizaje del profesor: implicaciones de las nuevas perspectivas de la cognicion. In B. J. Biddle, T.L. Good, & I.F. Goodson (Eds.) La ensenanza y los profesores, I: La profesion de ensenar (pp. 219-309). Barcelona: Paidos. [NOTE: this is a translation of Putnam & Borko, 1997.] Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. Lederman (Eds.) Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Dordrecht: Kluwer Academic Publishers. Putnam, R.T., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In B.J. Biddle, T.L. Good, & I.F. Goodson (Eds.) The international handbook of teachers and teaching (Vol.II, pp. 1223-1296). Dordrecht, The Netherlands: Kluwer. Borko, H. & Putnam, R. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.) Handbook of educational psychology (673-708). New York: MacMillan. Borko, H. & Putnam, R. (1995). Expanding a teacher's knowledge base: A cognitive psychological perspective on professional development. In T. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 35-65). New York: Teachers College Press. Borko, H., Davinroy, K.H., Flory, M.D., & Hiebert, E.H. (1994). Teachers' knowledge and beliefs about summary as a component of reading. In R. Garner & P. Alexander (Eds.), Beliefs about texts and instruction with text (pp. 155-182). New Jersey: Lawrence Erlbaum Associates, Inc. Borko, H. (1993). Ms. Daniels: Strengths and limitations in a novice's teaching. In A. Woolfolk (Ed.), Readings and cases in educational psychology (pp. 265-271). Needham Heights, MA: Allyn & Bacon. Borko, H., Bellamy, M.L., & Sanders, L. (1992). A cognitive analysis of patterns in science instruction by expert and novice teachers. In T.Russell & H. Munby (Eds.) Teachers and teaching: From classroom to reflection (pp. 49-70). London: The Falmer Press. Brown, C.A. & Borko, H. (1992). Becoming a mathematics teacher. In D.A. Grouws (Ed.) Handbook of research on mathematics teaching and learning (pp. 209-239). New York: MacMillan Publishing Company. Translated into Chinese (1999). McCaleb, J.L., Borko, H., & Arends, R. (1992). Reflection, research, and repertoire in the Masters Certification Program at The University of Maryland. In L. Valli (Ed.) Reflective teacher education: cases and critiques (pp. 40-64). New York: SUNY Press. Borko, H. & Shavelson, R. J. (1990). Teachers' decision making. In B. Jones & L. Idol (Eds.) Dimensions of thinking and cognitive instruction (pp. 311-346). New Jersey: Erlbaum. Borko, H. & Eisenhart, M. (1989). Reading groups as literacy communities. In D. Bloome (Ed.) Classrooms and literacy (pp.107-132). New Jersey: Ablex. Borko, H., Livingston, C., McCaleb, J. & Mauro, L. (1988). Student teachers' planning and post lesson reflections: Patterns and implications for teacher preparation. In J. Calderhead (Ed.) Teachers' professional learning (pp. 65-83). London: Falmer Press. Borko, H. (1988). Research on learning to teach: Implications for graduate teacher preparation. In A. Woolfolk (Ed.) Research perspectives on the graduate preparation of teacher (pp. 69-87). Englewood Cliffs, N.J.: Prentice Hall. Borko, H. & Niles, J.A. (1987). Descriptions of teacher planning: Ideas for teachers and researchers. In V. Richardson-Koehler (Ed.) Educators' handbook: A research perspective (pp. 167-187). New York: Longman, Inc. Borko, H. (1986). Clinical teacher education: The induction years. In J. V. Hoffman & S. A. Edwards (Eds.) Reality and reform in clinical teacher education (pp. 45-63). New York: Random House. Borko, H. (1985). Virginia's Beginning Teacher Assistance Program: Applying research to teacher assistance and assessment. In S. Hord, S. O'Neal, & M. Smith (Eds.) Beyond the looking glass: Papers from a national symposium on teacher education policies, practices, and research (pp. 213-215). Austin: Research and Development Center for Teacher Education, The University of Texas at Austin. Borko, H. & Niles, J.A. (1984). Instructional planning. In J. Keefe & J. Jenkins (Eds.) Instructional leadership handbook. Virginia: National Association of Secondary School Principals. Borko, H., Cone, R., Russo, N. A. & Shavelson, R. J. (1979). Teachers' decision making. In P. L. Peterson & H. Walberg (Eds.) Research on teaching: Concepts, findings, and implications. Berkeley: McCutchan Publishing Corp. Other books: Journal articles: + Liston, D., Whitcomb, J.A., & Borko, H. (2007). NCLB and scientifically-based research: opportunities lost and found. Journal of Teacher Education, 57, 99-107. + Borko, H., Liston, D., & Whitcomb, J.A. (2007). Genres of empirical research in teacher education. Journal of Teacher Education, 58, 3-11. + Borko, H., Liston, D., & Whitcomb, J.A. (2006). A conversation of many voices: Critiques and visions of teacher education. Journal of Teacher Education, 57, 199-204. + Liston, D., Whitcomb, J.A., & Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57, 351-358. + Whitcomb, J.A., Borko, H., & Liston, D. (2006). Living in the tension – living with the heat. Journal of Teacher Education, 57, 447-453. + Borko, H., Frykholm, J., Pittman, M., Eiteljorg, E., Nelson, M., Jacobs, J., Clark, K., & Schneider, C. (2005). Preparing teachers to foster algebraic thinking. Zentralblatt fuer Didaktik der Mathematik (International Review on Mathematics Education), 37 (1), 43-52. * 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. * 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. + Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33, 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, 56,67-96. * Borko, H., Wolf, S. A., 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. *Borko, H., Davinroy, K.H., Bliem, C.L., & Cumbo, K.B. (2000). Exploring and supporting teacher change: Two teachers’ experiences in an intensive mathematics and literacy staff development project. Elementary School Journal, 100, 273-306. *Borko, H., Peressini, D., Romagnano, L., Knuth, E., Yorker, C., Wooley, C., Hovermill, J., & Masarik, K. (2000). Teacher education does matter: a situative view of learning to teach secondary mathematics. Educational Psychologist, 35, 193-206. *Davis, A., Wolf, K., & Borko, H. (2000). Examinees’ perceptions of feedback in applied performance testing: The case of the National Board for Professional Teaching Standards. Educational Assessment, 6(2), 97-128. *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, 349-393. *Borko, H., & Elliott, R. (1999). Hands-on pedagogy versus hands-off accountability: tensions between competing commitments for exemplary math teachers in Kentucky. Phi Delta Kappan, 80, 394-400. +Borko, H., & Peressini, D. (1998). Commentary on “Toward a theory of teaching-in-context.” Issues in Education: Contributions from Educational Psychology, 4, 95-104. +Borko, H. & Putnam, R. (1998). Professional development and reform-based teaching: Introduction to theme issue. Teaching and Teacher Education, 14, 1-3. *Borko, H., Michalec, P., Timmons, M., & Siddle, J. (1997). Student teaching portfolios: A tool for promoting reflective practice. Journal of Teacher Education, 48, 345-357. *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. Teaching and Teacher Education, 13, 259-278. +Borko, H. (1997). New forms of classroom assessment: Implications for staff development. Theory into Practice, 4, 231-238. *Borko, H. & Mayfield, V. (1995). The role of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11, 501-518. +Borko, H. (1995). Teachers’ ideas and practices about assessment and instruction: A case study of the effects of alternative assessment in instruction, student learning, and accountability practices. Journal of Learning and Evaluation, 23, 12-29. *Clermont, C.P., Borko, H., & Krajcik, J.S. (1994). A comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of Research in Science Teaching, 31, 419-441. *Clermont, C.P., Krajcik, J.S., & Borko, H. (1993). The influence of an intensive in-service workshop on pedagogical content knowledge growth among novice chemical demonstrators. Journal of Research in Science Teaching, 30, 21-43. *Eisenhart, M., Borko, H., Underhill, R.G., Brown, C.A., Jones, D., & Agard, P.C. (1993). Conceptual knowledge falls through the cracks: Complexities of learning to teach mathematics for understanding. Journal for Research in Mathematics Education, 24, 8-40. *Sanders, L., Borko, H., & Lockard, D.J. (1993). Secondary science teachers' knowledge base when teaching science courses in and out of their areas of certification. Journal of Research in Science Teaching, 30, 723-736. *Borko, H., Eisenhart, M., Brown, C.A., Underhill, R.G., Jones, D., & Agard, P.C. (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. *Eisenhart, M. & Borko, H. (1991). In search of an interdisciplinary collaborative design for studying teacher education. Teaching and Teacher Education, 7, 137-157. +Borko, H., Livingston, C. & Shavelson, R. J. (1990). Teachers' thinking about instruction. Remedial and Special Education, 11 (6), 40-49. *Livingston, C. & Borko, H. (1990). High school mathematics review lessons: Expert/novice distinctions. Journal for Research in Mathematics Education, 21, 372-387. *Livingston, C. & Borko, H. (1989). Expert/novice differences in teaching: A cognitive analysis and implications for teacher education. Journal of Teacher Education, 40, (4), 36-42. *Borko, H. & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473-498. *McCaleb, J. L., Borko, H., Arends, R. A., Garner R. & Mauro, L. (1987). Innovation in teacher education: The evolution of a program. Journal of Teacher Education, 38(4), 57-64. *Borko, H., Lalik, R., & Tomchin, E. (1987). Student teachers' understandings of successful and unsuccessful teaching. Teaching and Teacher Education, 3, 77-90. *Magliaro, S. & Borko, H. (1986). A naturalistic investigation of experienced teachers' and student teachers' instructional practices. Teaching and Teacher Education, 2, 127-137. *Borko, H. & Eisenhart, M. (1986). Students' conceptions of reading and their reading experiences in school. The Elementary School Journal, 86, 589-611. *Borko, H. (1985). Student teachers' planning and evaluation of reading lessons. In J. A. Niles & R. Lalik (Eds.) Thirty-fourth yearbook of the National Reading Conference. New York: The National Reading Conference, Inc. *Magliaro, S. & Borko, H. (1985). The reading instruction of student teachers and experienced teachers: A social organizational perspective. In J. A. Niles & R. Lalik (Eds.) Thirty-fourth yearbook of the National Reading Conference. New York: The National Reading Conference, Inc. *Borko, H., Eisenhart, M., Kello, M. & Vandett, N. (1984). Teachers as decision makers versus technicians. In J. A. Niles & L. A. Harris (Eds.) Thirty-third yearbook of the National Reading Conference. New York: The National Reading Conference, Inc. *Borko, H. & Shavelson, R. J. (1983). Speculations on teacher education: Recommendations from research on teachers' cognition. Journal of Education for Teaching, 9, 210-224. *Borko, H. & Niles, J. A. (1983). Teachers' cognitive processes in the formation of reading groups. In J. A. Niles & L. A. Harris (Eds.) Thirty-second yearbook of the National Reading Conference. New York: The National Reading Conference, Inc. +Borko, H. (1983). Planning: Understanding and improving what you can't see. The School Administrator, 40(9), 43-46. *Borko, H. & Niles, J. A. (1982). Factors contributing to teachers' judgments about students and decisions about grouping students for reading instruction. Journal of Reading Behavior, 14, 127-140. *Borko, H. & Cadwell, J. (1982). Individual differences in teachers' decision strategies: An investigation of classroom organization and management decisions. Journal of Educational Psychology, 74, 598-610. *Borko, H. (1982). Teachers' decision policies about grouping students for reading instruction. In J. A. Niles & L. A. Harris (Eds.) Thirty-first yearbook of the National Reading Conference. New York: The National Reading Conference, Inc. *Borko, H., Shavelson, R. J. & Stern, P. (1981). Teachers' decisions in the planning of reading instruction. Reading Research Quarterly, 16, 449-466. +Shavelson, R. J. & Borko, H. (1979). Research on teachers' decisions in planning instruction. Educational Horizons, 57,183-189. *Borko, H. & Shavelson, R. J. (1978). Teachers' sensitivity to the reliability of information in making causal attributions in an achievement situation. Journal of Educational Psychology, 70, 271-279. *Shavelson, R.J., Russo, N. A. & Borko, H. (1977). Experiments on some factors contributing to teachers' pedagogical decisions. Cambridge Journal of Education, 7, 51-70. Publications (accepted for publication): *Borko, H., Jacobs, J. K., Eiteljorg, E., & Pittman, M. E. (in press). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education. +Borko, H., Whitcomb, J., & Byrnes, K. (in press). Genres of research in teacher education. In M. Cochran-Smith, S.F. Nemser, & J. McIntyre (Eds.), Handbook of Research on Teacher Education: Enduring Issues in Changing Contexts (3rd Ed.). Mahwah, NJ: Lawrence Erlbaum. +Koellner, K., Jacobs, J., Borko, H., Schneider, C., Pittman, M., Eiteljorg, E., Bunning, K., & Frykholm, J. (in press). The Problem-Solving Cycle: A model to support the development of teachers’ professional knowledge. Mathematical Thinking and Learning. Conference proceedings: Borko, H., Kieran, C., & Lester, F. (2004). Teaching and Learning. Report of Working Group 6. In J. Ferrini-Mundy & F. Lester (Eds.) Proceedings of the NCTM Research Catalyst Conference, September 13-15, 2003. Reston, VA: .National Council of Teachers of Mathematics. Borko, H. (1993). The integration of content and pedagogy in teaching. In A. Gardner & K. Cochran (Eds.) Critical issues in reforming elementary teacher preparation in mathematics and science. Greeley, Colorado: University of Northern Colorado. Bulletins and reports: 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 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 Tech Rep. 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 Tech. Rep. 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 Tech. Rep. 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. Borko, H., & Putnam, R. (1998). The role of context in teacher learning and teacher education. In K. Howey (Ed.). Contextual teaching and learning: Preparing teachers to enhance student success in the workplace and beyond (pp. 33-66). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. 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. Davis, A., Wolf, K., Borko, H., Arenson, J., Davinroy, K., & LaRussa, A. (1995). A study on feedback to candidates for certification with the National Board for Professional Teaching Standards. Prepared for the National Board for Professional Teaching Standards. Guthrie, J., Anderson, R. C., Au, K., Borko, H., Hiebert, E., & Mason, J. (1987). Teaching reading comprehension: Experience and text. Videotape and accompanying instructor's manual and student guide submitted to the Exxon Foundation. Wildman, T. W. & Borko, H. (1985). Beginning teacher's handbook. Submitted to the Virginia Department of Education. Virginia's Beginning Teacher Assistance Program Preliminary Operational Plan. (1984). Report submitted to the Virginia Department of Education by the Beginning Teacher Assistance Program, Program Development Team, Mike Caldwell, Project Director. Wildman, T. W. & Borko, H. (1983). A conceptual model and procedures for the Beginning Teacher Assistance Program. Final report submitted to the Virginia Department of Education. Robson, D., Borko, H., Protinsky, R. A., Sheehan, R. & Gallagher, K. (1982). Technical Assistance for Demonstration Programs: An Evaluation of the Program Development Assistance System, Volume II: Case Study Reports of Technical Assistance. Final Report for the Third Party Evaluation of PDAS. Submitted to Program Development Assistance System and U. S. Office of Special Education. Bamberg, B., Borko, H., Russo, N. A. & Stasz, C. (1976). Interpreting graphs. (An instructional product), United States Dependent Schools, European Area Predischarge Education Program. Presentations At Professional Association Meetings Borko, H. (2006, February). Important directions for research on teacher education. Keynote address at Opening the Gates in Teacher Education, International Virtual Conference for Teacher Educators. Sponsored by the Mofet Institute, Israel. Clark, K.K. & Borko, H. (2004, July). Establishing a professional learning community among middle school mathematics teachers. Paper presented at the 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen, Norway: Bergen University College. Borko, H. (1995, September). Implications of educational reform for teachers’ professional development. Paper presented at the Annual Meeting of the European Conference on Educational Research, Bath, United Kingdom. Borko, H. (1995, July), The challenge of change: Helping teachers learn to teach in new ways. Keynote address presented at the Annual Conference of the Australian Teacher Education Association, Sydney, Australia. Borko, H. (1994, September). Ensuring quality in education through teacher education. Keynote address presented at the Annual Meeting of the Australian College of Education, Launceston, Tasmania, Australia. Borko, H. & Livingston, C. (1988, August). Planning, teaching and reflections of expert and novice mathematics teachers. Paper presented at the Annual Meeting of the British Educational Research Association, Norwich, United Kingdom. Borko, H. (1987, July). Student teachers' planning and post-lesson reflections. Paper presented at the British Educational Research Association, Conference on Teachers' Professional Learning, Lancaster, United Kingdom. National (Papers presented within the last five years): Borko, H. (2007, April). Teacher learning and professional development: a situated perspective. Paper presented in a symposium entitled Stitching the Seams: Toward a Broad View of Teachers’ Learning, Development, and Expertise at the annual meeting of the American Educational Research Association, Chicago. Borko, H., Jacobs, J., & Koellner, K. (2007, April). Characterizing the facilitator’s role in the Problem-Solving Cycle model of professional development. Paper presented in a symposium entitled Conceptualizing and Investigating the Practice of Facilitation in Content-Oriented Professional Development at the annual meeting of the American Educational Research Association, Chicago. Jacobs, J., Borko, H., & Koellner, K. (2007, April). Using video to analyze learning from the Problem-Solving Cycle. Paper presented in a symposium entitled Video as a Research Tool for Studying Instructional Practice at the annual meeting of the American Educational Research Association, Chicago. Borko, H., Clark, K.K., Confrey, J., & McClain, K.J. (2006, April). Balancing Conflicting Agendas in Professional Development. Symposium conducted at the Research Presession of the annual meeting of the National Council of Teachers of Mathematics. St. Louis. Borko, H. (2006, April). Learning from the Problem-Solving Cycle. In Professional Learning Experiences and the Practice of Teaching: The Role of Artifacts of Practice. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco. Borko, H., Bunning, K., Clark, K.K., Jacobs, J., Pittman, M., Eiteljorg, E., Frykholm, J.A., Nelson, M.A., & Schneider, C.A. (2006, April). The Problem-Solving Cycle: An approach to mathematics professional development. Symposium presented at the annual meeting of the American Educational Research Association, San Francisco. (5 papers; five primary authors are listed first, in alphabetical order) Borko, H. & Stecher, B. (2006, April). Using classroom artifacts to measure instructional practice in middle-school mathematics: The SCOOP Notebook. In Measuring the Quality of Mathematics Instruction: Approaches, Issues, and Findings. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco. Borko, H. (2005, April). Professional development for all teachers: Achieving educational excellence and equity in the era of accountability. Presidential Invited Session at the annual meeting of the American Educational Research Association, Montreal. Eiteljorg, E., Schneider, C., Pittman, M., Jacobs, J., Clark, K. K., Frykholm, J., & Borko, H. (2005, April). Community, content, and pedagogy: Professional development to support the transition from arithmetic to algebraic reasoning. In Professional development for algebra teaching: A comparison of multiple approaches. Symposium conducted at the annual meeting of the American Educational Research Association, Montreal. Borko, H. (2004, April). Professional development and teacher learning: mapping the terrain. Presidential Address, Annual Meeting of the American Educational Research Association, San Diego. Eiteljorg, E., Pittman, M., Nelson, M., Frykholm, J., & Borko, H. (2004, April). Connecting teachers’ views of their own learning of mathematics with that of their students: A program for teacher professional development. Paper presented in a symposium entitled Supporting Middle School Teachers to Assist Students Make the Transition from Arithmetic to Algebraic Reasoning at the Annual Meeting of the American Educational Research Association, San Diego. Borko, H., Stecher, B., Alonzo, A., & McClam, S. (2003, April), Instructional artifact packages and the impact of state accountability on classroom practices. Paper presented in a symposium entitled Alternative Ways of Measuring Classroom Practice: What Are We Learning? at the Annual Meeting of the American Educational Research Association, Chicago. Borko, H., Frykholm, J., Willis, C., Pittman, M., Nelson, M., & Eiteljorg, E. (2003, April), Teacher knowledge for teaching school algebra: challenges in using a situated perspective. Presentation in a symposium entitled Studying Teacher Knowledge for Secondary Algebra Instruction: Challenges in Design and Analysis at the Annual Meeting of the American Educational Research Association, Chicago. Borko, H. (2002, November), Helping teachers learn to teach in new ways: a situated perspective. Invited speaker, annual meeting of the National Association for Gifted Children, Denver. Borko, H., Peressini, D., & Romagnano, L. (2002, April), Transitions in teaching: an examination across cases. Paper presented in a symposium on Transitions in Teaching at the Annual Meeting of the American Educational Research Association, New Orleans. Borko, H., Wolf, S.A., Uchiyama, K., & Kozik-Rosabal, G. (2001, April). Schools in transition: reform efforts in exemplary schools of Washington. Paper presented in a symposium on A Reform in the Making: Early Effects of a High Stakes Standards-Based State Reform on Schools and Classrooms at the Annual Meeting of the American Educational Research Association, Seattle. Peressini, D., Borko, H., Romagnano, L., Hovermill, J., Masarik, K., Wooley, C., & Yorker, C. (2001, April). The transition from student-teacher to first-year teacher: a situative view of learning to teach secondary mathematics. Paper presented in a symposium on Situativity as a Lens for Considering Mathematics Classroom Practice at the Annual Meeting of the American Educational Research Association, Seattle. Stecher, B. & Borko, H. (2001, April). Presentation about Kentucky’s teaching practice and testing policy in a symposium on Testing Policy and Teaching Practice: A Multi-Method Examination of Two States, at the Annual Meeting of the American Educational Research Association, Seattle. Research Projects Borko, H. with D. Liston (PI) and colleagues. Conceptualizing, mapping, and empirically investigating transformative professional development. Sponsored by the Fetzer Institute. Total award: $77,072 (07/06 – 06/07). Borko, H. with L. Shepard (PI). Subcontract funded as part of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST), by the Office of Educational Research and Improvement, U.S. Department of Education. Project is funded for a 5-year period, 06/05-05/10. Total award to University of Colorado: $747,995. Borko, H. (PI) with J. Frykholm (University of Colorado - Boulder); S. Derry, M.W. Alibabi, E. Knuth, M. Nathan (University of Wisconsin - Madison); K.R. Koedinger (Carnegie Mellon University). Understanding and Cultivating the Transition from Arithmetic to Algebraic Reasoning. Sponsored by the Interagency Education Research Initiative (IERI; a collaboration of NSF, OERI, and NICHD). Total award $5,798,281 (10/01 – 9/06; extended through 9/07). $2.9M to University of Colorado. [Note: Grant was renegotiated as of 07/04 to reflect Dr. Nathan’s move to University of Wisconsin; $428,719 of the CU award is subcontracted to UW.] Borko, H. (PI) with J. Frykholm. Understanding and Cultivating the Transition from Arithmetic to Algebraic Reasoning. Sponsored by the Interagency Education Research Initiative (IERI; a collaboration of NSF, OERI, and NICHD). Supplemental award to CU – Boulder: $104,266 (07/04-09/06). Clark, K. (Postdoctoral Fellow) and Borko, H. (Mentor) Mentor for a Postdoctoral Fellowship awarded to Dr. Karen Clark, through a program sponsored by the American Educational Research Association and the Institute of Educational Sciences. Total award : $206,514 (9/03 - 8/06). Year 1: 72,878. Borko, H. with B. Stecher. The impact of state accountability on classroom practices. This research project is funded as part of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST), by the Office of Educational Research and Improvement, U.S. Department of Education. Project is funded for a 5-year period, 2001-2006. Total award to University of Colorado: $392,263. Borko, H. with D. Peressini & L. Romagnano. Learning to teach secondary mathematics project. National Science Foundation, ROLE Program Grant No. REC-0087653. This two-year project is a continuation of our original LTSM grant. Total funding for 10/00 - 9/02 (extended through 9/03): $389,855. Borko, H. External evaluator for The Mathematics Teacher Mentoring Project III. Project funded through the 1999 Dwight D. Eisenhower Mathematics and Science Grants Program, 1999-2000. $1,900 (Total grant: $53,978). Borko, H. External evaluator for The Mathematics Teacher Mentoring Project II. Project funded through the 1998 Dwight D. Eisenhower Mathematics and Science Grants Program, 1998-1999. $1,883 (Total grant: $60,000). Borko, H. External evaluator for The Mathematics Teacher Mentoring Project. Project funded through the 1997 Dwight D. Eisenhower Mathematics and Science Grants Program, 1997-1998. $1,522 (Total grant: $57,656). Borko, H. with D. Peressini & L. Romagnano. Learning to teach secondary mathematics in two reform-based teacher education programs. National Science Foundation, Program of Research on Education, Policy, and Practice (REPP) Grant No. REC-9605030. Total award: $821,052 (1997 - 2000). FY 1997: $275,299; FY 1998: $251,361; FY 1999: $205,655. FY 2000: $88,737. Borko, H. External evaluator for The Discrete Mathematics Project: A professional development project for Colorado high school mathematics teachers. Project funded through the 1996 Dwight D. Eisenhower Mathematics and Science Grants Program, 1996-1997. $3,576 (Total grant: $58,528). Borko, H. with S. Wolf, B. Stecher, & S. Barron. The effects of standards-based assessment on schools and classrooms. Project funded as part of the OERI Center on Improving Student Assessment and Educational Accountability. Office of Educational Research and Improvement, 1996-2000. Total funding to CU: $559,010. Borko, H. with L. Shepard, E.H. Hiebert, & R. Flexer. Studies in improving classroom and local assessments. Project funded through the National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Office of Educational Research and Improvement, 1992-1996. $594,500. Borko, H. with C. Brown & R. Underhill. Learning how to teach mathematics: The evolution of novice teachers' instructional decisions and actions. This two year research project consisted of case studies of novice middle school mathematics teachers during their final year of preservice preparation and first year of teaching. National Science Foundation, 1988-1991, $398,766. Borko, H. with J. Guthrie, R. Anderson, K. Au, E. Hiebert, & J. Mason. Quality of teaching reading: Concepts and exemplary practices. The major product of this project was a videotape of exemplary teaching, constructed to demonstrate the principles of effective reading instruction in the primary grades. Exxon Education Foundation, 1986-1987, $30,850. Borko, H. with T. Wildman. Beginning Teacher Assistance Program. This project was funded by the Virginia State Department of Education. During Phase I we developed a conceptual model and procedures for the Beginning Teacher Assistance Program. Our responsibility during Phases II was to develop the assistance component of the Program. Phase I: 1982-83, $10,000. Phase II: 1983-84, $25,000. Phase III: 1984-85, $32,721. Grant awards (Internal Funding): Borko, H. A comparison of the thinking and teaching of expert and novice science teachers. Center for Educational Research and Development, University of Maryland, 1987-1988, $5,760. Borko, H. A comparison of the thinking and teaching of expert and novice mathematics teachers. Center for Educational Research and Development, University of Maryland, 1986-1987, $4,850. Borko, H. Learning to teach: The thinking and teaching of student teachers. Departmental Research Award, Department of Curriculum and Instruction, University of Maryland, 1986-1987, $500. Borko, H. Learning to teach in the induction years: A case study. Departmental Research Award, Department of Curriculum and Instruction, University of Maryland, 1985-86, $610. Borko, H. with M. Eisenhart, R. Lalik, M. A. Lewis, J. Shrum, and several graduate students. Student Teaching Action Research Project (STAR). This research project received financial support from the following intramural and extramural sources:
Borko, H. with M. Eisenhart, M. Kello & N. Vandett. Teaching and learning of reading in the nexus of classroom life: Year two. Virginia Tech College of Education Minigrant, 1983, $340. Borko, H. with M. Eisenhart, J. Niles & N. Hoover. Teaching and learning of reading in the nexus of classroom life. Project received the following intramural funds: Virginia Tech Division of Curriculum and Instruction, 1982, $2,390. Virginia Tech University Supplemental Grants Programs, 1982, $1,000. Borko, H. The role of teacher and student cognition in the teaching and learning of reading. Virginia Tech College of Education Minigrant, 1982, $744.40. Borko, H. Factors contributing to teacher's decisions in the planning of reading instruction. Virginia Tech College of Education Minigrant, 1981, $748. Research in progress: Professional Public Service
Offices and committee memberships:
Member, 1977-present
Offices and committee memberships:
National Reading Conference (NRC) Offices and committee memberships:
Invisible College for Research on Teaching, Member, 1978-present National Council of Teachers of Mathematics, Member, 1993-present National Society for the Study of Education (NSSE) Offices and committee memberships
UCLA Doctoral Alumni Association, Member, 1978-present Editorships and Reviewing: Board of Advisory Editors/Editoral Board Ad Hoc Reviewer for Journals (Within the last 5 years) Additional Reviewer/Referee Responsibilities (Within the last 5 years) Additional participation at national conferences (Within the last 5 years): Selected consultancies (Within the last 5 years): Selected workshops, speeches, and invitational conferences (Within the last 5 years): University Service (University Of Colorado) University: Boulder Campus: Institute: School (Within the last 5 years): Instruction (University of Colorado) New programs developed: New courses developed: Perspectives on Classrooms, Teaching and Learning (Doctoral) Research on Teaching (Doctoral) Research on Teacher Education and Learning to Teach (Doctoral) School-Based Professional Seminar (Master's) Teaching for Understanding (Master's)
|
|
|
||||||||||||||||||
|
|
|
|
|
 |
|
|
|
|
|
|
|
|
|
|
 |
