Harold Borko
Datos Biográficos
| ID | 270903 |
|---|---|
| NOMBRE | Harold Borko |
| NOMBRES | Harold |
| APELLIDO | Borko |
| FIRMA | BORKO H |
| AFILIACIONES | Stanford University |
| ORCID | 0000-0002-7565-9307 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 48 |
| TOTAL DE CITAS | 1019 |
| TOTAL COMO AUTOR | 48 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1963 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 9 |
From a niche to the norm
Educational leaders and researchers have stressed the value of centering communities in research. Yet, substantive research collaborations have remained the exception rather than the rule. Critical, organizational, and learning theories suggest the need to modify research systems, organizations, and infrastructure for the broad adoption of collaborative paradigms. We present a framework for normalizing collaborative research in the field of educa…
Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice
Using evidence of student thinking and performance is crucial to enacting ambitious science teaching because intimate, formative data can be responsive to student ideas about science. However, narratives and policies about assessment and data use do not always position teachers to draw on the breadth and variety of evidence from the classroom to make instructional decisions that foster sensemaking. Thus, understanding whether, when, and how teach…
Teachers’ engagement with student mathematical agency and authority in school-based professional learning
Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation
This article reports an investigation of a professional development program to enhance elementary teachers’ ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A—a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C—a revision of Version A in Yea…
Contemporary Approaches to Teacher Professional Development
Growing Talent
O ne hundred days pass swiftly.In the week this editorial goes to press, President Obama is 80 days into his presidency.President Obama and the First Lady traveled to europe for their first international trip, Congress passed Obama's budget, and Secretary of education Duncan announced federal stimulus money will begin flowing to states and schools.The hard work to launch Obama's administration and enact his call for change is underway.Central to …
Humility and Wisdom
In June 2009 the New Teacher Project released its latest report, The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness (Weisberg, Sexton, Mulhern, & Keeling, 2009). Published a few months earlier, Larry Cuban's Hugging the Middle: How Teachers Teach in an Era of Testing and Accountability (2009), updates his landmark historical study of teaching practice, How Teachers Taught (1993). These two piece…
Wicked Problems and Other Thoughts on Issues of Technology and Teacher Learning
This telephone has too many shortcomings to be seri-ously considered as a means of communication. The device is inherently of no value to us. An internal Western Union memo, 1876 I think there is a world market for maybe five computers. IBM chairman Thomas Watson, 1943. There is no reason anyone would want a computer in their home. Ken Olson, founder, chairman and president of Digital Equipment Corporation, 1977. Any sufficiently advanced technol…
The End of Education in Teacher Education
In past editorials (Vol. 59, Nos. 1 and 5), we've argued that teacher educators should embrace the liberal arts and humanities and that teacher education candidates would benefit from being liberally educated. We're aware that what we've proposed goes against the grain of an established professional orientation, what some might even call a growing professional orthodoxy. It is an orthodoxy that purportedly supports reform-based content, construct…
Searching for Vitality in Teacher Education
The hopes and dreams for our shared JTE editorship began 6 years ago over three bowls of tortilla soup. During that lunchtime meeting, through deliberation and debate, we formed our editorial vision statement. Scanning the professional horizon in fall 2003, we characterized the teacher education landscape for our American Association for Colleges of Teacher Education (AACTE) editorship proposal in the following terms: Those committed to education…
Teachers, Teaching, and Teacher Education
This article considers the analyses and recommendations presented in Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008) , especially the chapters addressing teachers and teacher education (chap. 6) and instructional practices (chap. 7). The authors highlight critical recommendations; identify potential gaps in the specification of topics and review of research; and suggest ways to develop a coherent, syste…
Why Teach
A few issues ago we wrote an editorial titled Why Teach? (Whitcomb, Borko, & Liston, 2008). There we suggested that teacher education could facilitate teacher candidates' transformation. We explained that a transformative approach entailed an education that challenges students to consider their central or ultimate values by posing critical questions about what they value and how they ought to live. It does so in a way that: 1) fuses thinking and …
Why Teach
The Teacher Educator's Role in Enhancing Teacher Quality
Common sense suggests a good teacher matters. Personal experiences with inspirational and challenging teachers reinforce this notion. Research has also shown some teachers have a more significant impact on student achievement than others (McAffrey, D.R., Lockwood, J.R., Koretz, D.L., & Hamilton, L.S., 2003; Rivkin, Haushek, & Kain, 2005; Rockoff, 2004). Teacher quality is seen as a key policy lever to narrow achievement gaps that exist along raci…
An Education President for the 21St Century
As this editorial goes to press, Super Tuesday is still spinning in the news cycle. The dramatic primary and caucus season is in full swing, as no candidate has yet clinched his or her party's nomination. Whether a political junkie or a more casual follower of national politics, a record number of individuals have been swept up in the drama of the presidential campaign. Who will be the next president rivets the nation. Whoever he or she is, the 4…
Conversations in Search of a Common Denominator
Earlier in 2008 two reports were released that address teacher quality and teacher education for mathematics: In March, the National Mathematics Advisory Panel (NMAP, 2008b) issued Foundations for Success, and in June, the National Council on Teacher Quality (NCTQ, 2008) published No Common Denominator. These reports call to mind the controversial National Reading Panel (NRP, 2000) report, Teaching Children to Read, and the NCTQ (2006) report, Wh…
Video as a tool for fostering productive discussions in mathematics professional development
Conversations that Renew
As this editorial goes to press, we are in the final push of the spring semester, heading into graduation season where we celebrate our students moving out into the profession as full-fledged members. Our stacks of summer reading and plans for summer writing and syllabi retooling lie before us. As this issue arrives in your mailbox, summer has just ended and our recent graduates are preparing for their first days of school. Now the burst of energ…
Apples and Fishes
In 2000, the adoption of new standards by the National Council for Accreditation of Teacher Education (NCATE) unleashed a feisty debate on the role of in teacher preparation. With the ratification of the 2000 Professional Standards for the Accreditation of Schools, Colleges, and Departments of Education (NCATE, 2002), NCATE identified the development of professional as an explicit obligation of teacher educators. (1) NCATE included expectations r…
Stranger Than Fiction
Levine, Arthur. 2006. Educating School Teachers. Washington, DC: Education Schools Project. 142 pages. While reading Educating School Teachers one of us had odd and distinct feeling that she or he was hearing Emma Thompson's voice--the novelist and narrator in recent comedic film Stranger Than Fiction (Forster & Helm, 2006). Well, almost. Admittedly, Arthur Levine doesn't really sound or look like Emma Thompson. However, there are parallels here.…
NCLB and Scientifically-Based Research
In fall 2006, Secretary of Education Margaret Spellings and President George W. Bush, while stumping for reauthorization of No Child Left Behind (NCLB), asserted, is working, and it is here to stay (The White House, 2006). Though we find claims of its effectiveness premature, NCLB and the subsequent and less-noticed Education Sciences Reform Act (ESR) are without question changing the landscape of public education. Since their adoption in 2002, m…
Genres of Empirical Research in Teacher Education
Is empirical research on teacher really so bad? Critics decry its inconsistent quality and inability to respond convincingly to some of the field's most vexing problems. At the same time, teacher is a relatively new field of study. Those who have traced its development observe that rigorous, large-scale research on teacher is difficult, time-consuming, and expensive to conduct; thus, some of the theoretical and methodological advances seen in mor…
A Conversation of Many Voices
It's on the horizon again, another looming crisis in teacher education. These predicaments don't seem to go away or get resolved. A state of perpetual professional calamity seems to threaten, characterize, and inform the teacher education endeavor. Whether the decade is the 1930s with Teachers College Dean William Russell's (1936) call for a new charter for teacher education, the 1960s with Koerner's (1963) and Conant's (1963) respective critique…
Too Little or Too Much
Exhilarated and exhausted, hopeful and cynical, fulfilled and dejected--these adjectives depict the emotional spectrum characterizing teachers' 1st-year experiences. Narratives of teachers' initial years speak the gritty reality of really learning teach. Their stories tell of the challenges experienced as they come understand the depth and texture of their students' lives and their unique developmental needs. They work develop humane, yet efficie…
Living in the Tension-Living with the Heat
Sometimes stories from our educational lives capture tensions in our chosen profession. As teacher educators we certainly live amid plenty of tensions. Here are three such stories that seem to capture what we believe is a prominent and current educational dilemma: How do we prepare future teachers for our urban centers, in schools serving predominantly poor children of color with a history of low educational achievement? We begin with the stories…
Professional Development and Teacher Learning
Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Video as a tool for fostering productive discussions in mathematics professional development
Cognition and Improvisation
This study investigates the nature of pedagogical expertise by comparing the planning, teaching, and postlesson reflections of three student teachers (two secondary and one elementary) with those of the cooperating teachers with whom they were placed. Participants were observed teaching mathematics for 1 week of instruction and were interviewed prior to and following each lesson. Differences in the thinking and actions of these experts and novice…
The roles of the cooperating teacher and university supervisor in learning to teach
Expert-Novice Differences in Teaching
Livingston and Borko examine the implications of theory and research on pedagogical expertise for teacher education. They describe an investigation of the thoughts and actions of a small number of expert and novice teachers. Differences among the teachers are analyzed from two perspectives: teach ing as a complex cognitive skill and improvisational perfor mance. They then offer recommendations for teacher educa tion practice
Teachers' developing ideas and practices about mathematics performance assessment
Too Little or Too Much
Exhilarated and exhausted, hopeful and cynical, fulfilled and dejected--these adjectives depict the emotional spectrum characterizing teachers' 1st-year experiences. Narratives of teachers' initial years speak the gritty reality of really learning teach. Their stories tell of the challenges experienced as they come understand the depth and texture of their students' lives and their unique developmental needs. They work develop humane, yet efficie…
Genres of Empirical Research in Teacher Education
Is empirical research on teacher really so bad? Critics decry its inconsistent quality and inability to respond convincingly to some of the field's most vexing problems. At the same time, teacher is a relatively new field of study. Those who have traced its development observe that rigorous, large-scale research on teacher is difficult, time-consuming, and expensive to conduct; thus, some of the theoretical and methodological advances seen in mor…
Apples and Fishes
In 2000, the adoption of new standards by the National Council for Accreditation of Teacher Education (NCATE) unleashed a feisty debate on the role of in teacher preparation. With the ratification of the 2000 Professional Standards for the Accreditation of Schools, Colleges, and Departments of Education (NCATE, 2002), NCATE identified the development of professional as an explicit obligation of teacher educators. (1) NCATE included expectations r…
Professional development
Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation
This article reports an investigation of a professional development program to enhance elementary teachers’ ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A—a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C—a revision of Version A in Yea…
Teachers, Teaching, and Teacher Education
This article considers the analyses and recommendations presented in Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008) , especially the chapters addressing teachers and teacher education (chap. 6) and instructional practices (chap. 7). The authors highlight critical recommendations; identify potential gaps in the specification of topics and review of research; and suggest ways to develop a coherent, syste…
NCLB and Scientifically-Based Research
In fall 2006, Secretary of Education Margaret Spellings and President George W. Bush, while stumping for reauthorization of No Child Left Behind (NCLB), asserted, is working, and it is here to stay (The White House, 2006). Though we find claims of its effectiveness premature, NCLB and the subsequent and less-noticed Education Sciences Reform Act (ESR) are without question changing the landscape of public education. Since their adoption in 2002, m…
The End of Education in Teacher Education
In past editorials (Vol. 59, Nos. 1 and 5), we've argued that teacher educators should embrace the liberal arts and humanities and that teacher education candidates would benefit from being liberally educated. We're aware that what we've proposed goes against the grain of an established professional orientation, what some might even call a growing professional orthodoxy. It is an orthodoxy that purportedly supports reform-based content, construct…
A Conversation of Many Voices
It's on the horizon again, another looming crisis in teacher education. These predicaments don't seem to go away or get resolved. A state of perpetual professional calamity seems to threaten, characterize, and inform the teacher education endeavor. Whether the decade is the 1930s with Teachers College Dean William Russell's (1936) call for a new charter for teacher education, the 1960s with Koerner's (1963) and Conant's (1963) respective critique…
Student Teaching Portfolios
The call to prepare teachers reflective about their practice is a dominant theme in recent teacher education literature. Zeichner and Tabachnick (1991) note, There is not a single teacher educator who would say that he or she is not concerned about preparing teachers who are reflective (p. 1). Countless definitions of reflection and ways to characterize the nature of reflective practice exist. Valli (1992), in her review of reflective teacher edu…
Growing Talent
O ne hundred days pass swiftly.In the week this editorial goes to press, President Obama is 80 days into his presidency.President Obama and the First Lady traveled to europe for their first international trip, Congress passed Obama's budget, and Secretary of education Duncan announced federal stimulus money will begin flowing to states and schools.The hard work to launch Obama's administration and enact his call for change is underway.Central to …
Wicked Problems and Other Thoughts on Issues of Technology and Teacher Learning
This telephone has too many shortcomings to be seri-ously considered as a means of communication. The device is inherently of no value to us. An internal Western Union memo, 1876 I think there is a world market for maybe five computers. IBM chairman Thomas Watson, 1943. There is no reason anyone would want a computer in their home. Ken Olson, founder, chairman and president of Digital Equipment Corporation, 1977. Any sufficiently advanced technol…
In search of an interdisciplinary collaborative design for studying teacher education
Innovation in Teacher Education
Successful innovation in teacher educa tion depends upon resolving issues regarding four interrelated themes: identity, non-passivity, control, and cur riculum. The authors' examination of the first year and a half of an innovative mas ters-level program explores the specific development ofthese themes. For exam ple, faculty and prospective teachers began to establish an identity with teach ing and teacher education rather than with subject speci…
Teachers' Decisions in the Planning of Reading Instruction
A CONCEPTION of teacher decision making is presented and several questions about the planning of reading instruction, suggested by this conception, are identified. For example, what information about students do teachers seek when forming reading groups? Do teachers use all of the available information about students to form reading groups? On what basis do teachers form reading groups? Do groups constitute the basis for further decisions about t…
The Teacher Educator's Role in Enhancing Teacher Quality
Common sense suggests a good teacher matters. Personal experiences with inspirational and challenging teachers reinforce this notion. Research has also shown some teachers have a more significant impact on student achievement than others (McAffrey, D.R., Lockwood, J.R., Koretz, D.L., & Hamilton, L.S., 2003; Rivkin, Haushek, & Kain, 2005; Rockoff, 2004). Teacher quality is seen as a key policy lever to narrow achievement gaps that exist along raci…
That Dog Won't Hunt!”
This research presents case studies of four exemplary schools as they worked to meet the demands of the Kentucky Education Reform Act (KERA) as well as the system designed to assess results—the Kentucky Instructional Results Information System (KIRIS). We argue that the teachers' responses to large-scale reform efforts exist in a larger web of connection and are dependent on their collaborative and consistently positive stance toward learning as …
Student teachers' understandings of successful and unsuccessful teaching
Computer Applications in the Behavioral Sciences
The Storage and Retrieval of Educational Information
The Changing Horizon of Information Storage and Retrieval
Computer Applications in the Behavioral Sciences
Teachers' Decisions in the Planning of Reading Instruction
A CONCEPTION of teacher decision making is presented and several questions about the planning of reading instruction, suggested by this conception, are identified. For example, what information about students do teachers seek when forming reading groups? Do teachers use all of the available information about students to form reading groups? On what basis do teachers form reading groups? Do groups constitute the basis for further decisions about t…
Planning for Computing in Higher Education
Planning for Computing in Higher Education." The Journal of Higher Education, 53(1), pp. 117–118
A naturalistic investigation of experienced teachers' and student teachers' instructional practices
Student teachers' understandings of successful and unsuccessful teaching
Innovation in Teacher Education
Successful innovation in teacher educa tion depends upon resolving issues regarding four interrelated themes: identity, non-passivity, control, and cur riculum. The authors' examination of the first year and a half of an innovative mas ters-level program explores the specific development ofthese themes. For exam ple, faculty and prospective teachers began to establish an identity with teach ing and teacher education rather than with subject speci…
Cognition and Improvisation
This study investigates the nature of pedagogical expertise by comparing the planning, teaching, and postlesson reflections of three student teachers (two secondary and one elementary) with those of the cooperating teachers with whom they were placed. Participants were observed teaching mathematics for 1 week of instruction and were interviewed prior to and following each lesson. Differences in the thinking and actions of these experts and novice…
Expert-Novice Differences in Teaching
Livingston and Borko examine the implications of theory and research on pedagogical expertise for teacher education. They describe an investigation of the thoughts and actions of a small number of expert and novice teachers. Differences among the teachers are analyzed from two perspectives: teach ing as a complex cognitive skill and improvisational perfor mance. They then offer recommendations for teacher educa tion practice
In search of an interdisciplinary collaborative design for studying teacher education
The roles of the cooperating teacher and university supervisor in learning to teach
Teachers' developing ideas and practices about mathematics performance assessment
Student Teaching Portfolios
The call to prepare teachers reflective about their practice is a dominant theme in recent teacher education literature. Zeichner and Tabachnick (1991) note, There is not a single teacher educator who would say that he or she is not concerned about preparing teachers who are reflective (p. 1). Countless definitions of reflection and ways to characterize the nature of reflective practice exist. Valli (1992), in her review of reflective teacher edu…
New forms of classroom assessment
EW APPROACHES TO ASSESSMENT are a prominent component of the current educational reform movement. The educational community is calling for assessments that better address educational goals such as higher order thinking, reasoning, problem solving, communication, and conceptual understanding of subject matter, and that are more closely linked with instruction (Wiggins, 1989). This demand is being felt at all levels of our educational system. Numer…
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
That Dog Won't Hunt!”
This research presents case studies of four exemplary schools as they worked to meet the demands of the Kentucky Education Reform Act (KERA) as well as the system designed to assess results—the Kentucky Instructional Results Information System (KIRIS). We argue that the teachers' responses to large-scale reform efforts exist in a larger web of connection and are dependent on their collaborative and consistently positive stance toward learning as …
That Dog Won't Hunt
This research presents case studies of four exemplary schools as they worked to meet the demands of the Kentucky Education Reform Act (KERA) as well as the system designed to assess results—the Kentucky Instructional Results Information System (KIRIS). We argue that the teachers' responses to large-scale reform efforts exist in a larger web of connection and are dependent on their collaborative and consistently positive stance toward learning as …
Professional development
Integrating findings from surveys and case studies
Researchers are increasingly using multiple research methods when studying large-scale school reforms, and the literature contains limited guidance about how to do this well. Over the past five years, the authors combined state-wide teacher surveys and exemplary school case studies to examine the impact of standards-based educational reforms in Kentucky and Washington. This paper uses examples from the study of the effects of the Washington educa…
A Message From Aera’s Presidents
Professional Development and Teacher Learning
Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored
A Conversation of Many Voices
It's on the horizon again, another looming crisis in teacher education. These predicaments don't seem to go away or get resolved. A state of perpetual professional calamity seems to threaten, characterize, and inform the teacher education endeavor. Whether the decade is the 1930s with Teachers College Dean William Russell's (1936) call for a new charter for teacher education, the 1960s with Koerner's (1963) and Conant's (1963) respective critique…
Too Little or Too Much
Exhilarated and exhausted, hopeful and cynical, fulfilled and dejected--these adjectives depict the emotional spectrum characterizing teachers' 1st-year experiences. Narratives of teachers' initial years speak the gritty reality of really learning teach. Their stories tell of the challenges experienced as they come understand the depth and texture of their students' lives and their unique developmental needs. They work develop humane, yet efficie…
Psychology (42 obras) · Pedagogy (39 obras) · Mathematics education (33 obras) · Teacher Education and Leadership Studies (32 obras) · Sociology (26 obras) · Political science (14 obras) · Computer Science (13 obras) · Educational Assessment and Improvement (13 obras) · Teacher education (13 obras) · Professional development (11 obras)