Publications

Classroom Argumentation and Professional Development

• Borko, H., & Osborne, J. (2019). How can elementary teachers improve their ability to run productive science discussions? Blog post, Advancing Research & Innovation in the STEM Education of Preservice Teachers in High-Need School Districts. https://aaas-arise.org/2019/10/28/how-can-elementary-teachers-improve-their-ability-to-run-productive-science-discussions/  

• Delhaye, C., Wilsey, M., Borko, H., Reigh, E., & Osborne, J. (2021). A case study of elementary teacher professional learning to engage students in scientific argumentation [Paper]. National Association for Research in Science Teaching conference. Orlando, FL, United States. PDF

• Delhaye, C., Wilsey, M., Reigh, E., Osborne, J., & Borko, H. (2022). Changes in argumentation practices in elementary science during teachers’ participation in a year-long professional development program [Presentation]. National Association for Research in Science Teaching Annual Conference, United States. PDF

• Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States. PDF

• Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H., & Osborne, J. (2021). Changes in elementary teachers’ perceptions and facilitation of argumentation throughout year-long participation in professional learning [Stand-alone paper]. American Educational Research Association annual meeting, Orlando, FL, United States. PDF

• Wilsey, M., Delhaye, C., Osborne, J., Borko, H., & Reign, E. (2021). An investigation of teacher professional learning that resulted in significant shifts in practice. [Presentation]. European Association for Research on Learning and Instruction (EARLI) Biennial Conference, Online. PDF

Teacher Leadership

• Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably accessible distance science learning in a school district during COVID-19 [Symposium paper]. American Educational Research Association annual meeting, Orlando, FL, United States. PDF

Research Practice Partnership

• Allan, S & Collins, M. (2020). Defining the role of evaluators in research-practitioner partnerships [Poster]. American Evaluation Association. Portland, OR, United States. PDF

• Delhaye, C., Borko, H., Osborne, J., Weiss, E., & Strang, C. (2022). Contributing actionable and timely feedback to professional learning facilitators. In: RPP Brokers Handbook: A Guide to Brokering in Education Research-Practice Partnerships. PDF

Development and efficacy of the PRACTISE Professional Learning Model

• Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., Reigh, E., & Tseng, A. (2019). Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation. American Educational Research Journal, 56(4), 1067–1112. https://doi.org/10.3102/0002831218812059  PDF

• Zaccarelli, F. G., Schindler, A., Borko, H., & Osborne, J. (2018). Learning from professional development: A case study of the challenges of enacting productive science discourse in the classroom. Professional Development in Education, 44(5), 721-737. https://doi.org/10.1080/19415257.2017.1423368   PDF