Hilda Borko

Q: What Schools Are Affiliated With Hilda Borko

Hilda Borko is affiliated with the following schools: Virginia Tech, University of Colorado Boulder, University of Maryland, College Park, University of California, Berkeley, Stanford University, University of Colorado

Hilda Borko's AcademicInfluence.com Rankings

Hilda Borko

Psychology

#1511

World Rank

#1827

Historical Rank

#859

USA Rank

Educational Psychology

#40

World Rank

#44

Historical Rank

#23

USA Rank

psychology Degrees

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Psychology

Why Is Hilda Borko Influential?

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According to Wikipedia, Hilda Borko is an American educational psychologist who researches teacher cognition and changes in novice and experienced teachers' knowledge and beliefs.Her research explores teachers’ instructional practices, the process of learning to teach, the impact of teacher professional development programs on teachers and students, and the preparation of professional development leaders. Her work has identified factors that affect teachers' learning of reform-based practices. She is chair of the educational psychology program area in the school of education at the University of Colorado, and is a former president of the American Educational Research Association. Her university education was completed at the University of California.

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Hilda Borko's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Professional Development and Teacher Learning: Mapping the Terrain (2004) (3832)
What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000) (3375)
Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (1999) (1638)
Learning to teach. (1996) (1427)
Video as a Tool for Fostering Productive Discussions in Mathematics Professional Development. (2008) (796)
Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers (1989) (766)
Teacher Learning: Implications of New Views of Cognition (1997) (583)
Learning to Teach Hard Mathematics: Do Novice Teachers and Their Instructors Give Up Too Easily? (1992) (526)
The Roles of the Cooperating Teacher and University Supervisor in Learning to Teach. (1995) (509)
Contemporary Approaches to Teacher Professional Development (2010) (367)
Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding. (1993) (296)
Expert-Novice Differences in Teaching: A Cognitive Analysis and Implications for Teacher Education (1989) (270)
Teachers' developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development (1997) (251)
A Conceptual Framework for Learning to Teach Secondary Mathematics: A Situative Perspective (2004) (218)
Five research-based heuristics for using video in pre-service teacher education (2013) (206)
Genres of Empirical Research in Teacher Education (2007) (202)
Secondary science teachers' knowledge base when teaching science courses in and out of their area of certification (1993) (200)
Wicked Problems and Other Thoughts on Issues of Technology and Teacher Learning (2009) (190)
Using video representations of teaching in practice-based professional development programs (2011) (180)
Too Little or Too Much (2006) (179)
Comparative Study of the Pedagogical Content Knowledge of Experienced and Novice Chemical Demonstrators. (1994) (171)
Student Teaching Portfolios: A Tool for Promoting Reflective Practice (1997) (170)
The Power of Video Studies in Investigating Teaching andLearning in the Classroom (2009) (127)
Growing Talent (2009) (122)
Professional Development: A Key to Kentucky's Educational Reform Effort. (2002) (120)
Exploring and Supporting Teacher Change: Two Third-Grade Teachers' Experiences in a Mathematics and Literacy Staff Development Project (2000) (117)
High school mathematics review lessons: Expert-novice distinctions. (1990) (106)
Apples and Fishes (2007) (104)
Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS (2009) (99)
Examining novice teacher leaders’ facilitation of mathematics professional development (2014) (96)
Teachers' Thinking About Instruction (1990) (96)
The influence of an intensive in-service workshop on pedagogical content knowledge growth among novice chemical demonstrators† (1993) (91)
Teachers’ Decision Making: from Alan J. Bishop to Today (2008) (90)
The Teacher Educator's Role in Enhancing Teacher Quality (2008) (90)
Teacher Education Does Matter: A Situative View of Learning to Teach Secondary Mathematics (2000) (88)
Genres of research in teacher education (2008) (83)
The Problem-Solving Cycle: A Model to Support the Development of Teachers' Professional Knowledge (2007) (80)
Schools in Transition: Reform Efforts and School Capacity in Washington State (2003) (79)
Artifact Packages for Characterizing Classroom Practice: A Pilot Study (2005) (69)
“That Dog Won't Hunt!”: Exemplary School Change Efforts Within the Kentucky Reform (2000) (68)
Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity. (2011) (66)
Measuring instructional practice in science using classroom artifacts: lessons learned from two validation studies (2012) (58)
Facilitating Video-Based Professional Development: Planning and Orchestrating Productive Discussions (2014) (56)
Research on Teachers' Decisions in Planning Instruction. (1979) (56)
Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation (2019) (54)
Teachers' Decisions in the Planning of Reading Instruction. (1981) (53)
Hands-On Pedagogy Versus Hands-Off Accountability: Tensions Between Competing Commitments for Exemplary Math Teachers in Kentucky. (1999) (52)
Student teachers' understandings of successful and unsuccessful teaching (1987) (50)
Designing Classroom Research: Themes, Issues, and Struggles. (1993) (50)
Strategies for Building Mathematical Communication in the Middle School Classroom: Modeled in Professional Development, Implemented in the Classroom (2005) (45)
Teachers, Teaching, and Teacher Education: Comments on the National Mathematics Advisory Panel’s Report (2008) (43)
Using Artifacts to Characterize Reform-Oriented Instruction: The Scoop Notebook and Rating Guide. CSE Technical Report 707. (2007) (42)
Preparing Teachers to Foster Algebraic Thinking (2005) (39)
Students' Conceptions of Reading and Their Reading Experiences in School (1986) (39)
Individual Differences in Teachers' Decision Strategies: An Investigation of Classroom Organization and Management Decisions. (1982) (37)
Integrating findings from surveys and case studies: examples from a study of standards-based educational reform (2002) (33)
New forms of classroom assessment: Implications for staff development (1997) (32)
NCLB and Scientifically-Based Research (2007) (32)
The End of Education in Teacher Education (2009) (31)
In search of an interdisciplinary collaborative design for studying teacher education (1991) (31)
ARTHUR LEVINE'S EDUCATING SCHOOL TEACHERS—THE BASIS FOR A PROPOSAL (2007) (31)
Establishing a Professional Learning Community among Middle School Mathematics Teachers. (2004) (30)
A Conversation of Many Voices (2006) (27)
Factors Contributing to Teachers' Judgments about Students and Decisions about Grouping Students for Reading Instruction (1982) (26)
Methodological contributions to video-based studies of classroom teaching and learning: a commentary (2016) (22)
Learning from professional development: a case study of the challenges of enacting productive science discourse in the classroom (2018) (22)
A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom (2017) (22)
Teachers' Ideas and Practices about Assessment and Instruction. A Case Study of the Effects of Alternative Assessment in Instruction, Student Learning and Accountability Practices. (1993) (21)
Why Teach? (2008) (21)
Measuring Classroom Assessment Practice Using Instructional Artifacts: A Validation Study of the QAS Notebook (2012) (21)
Using Classroom Artifacts to Measure Instructional Practices in Middle School Mathematics (2005) (21)
The role of video-based discussion in model for preparing professional development leaders (2017) (20)
Teachers' Sensitivity to the Reliability of Information in Making Causal Attributions in an Achievement Situation. (1978) (19)
Experiments on some factors contributing to teachers’ pedagogical decisions (1977) (17)
Evidence of Middle School Science Assessment Practice From Classroom‐Based Portfolios (2017) (17)
Artifact Packages for Measuring Instructional Practice (2003) (17)
Speculations on teacher education: recommendations from research on teachers’ cognitions (1983) (16)
Using Classroom Artifacts to Measure Instructional Practice in Middle School Science: A Two-State Field Test. CSE Technical Report 690. (2006) (15)
Using artifacts to describe instruction: Lessons learned from studying reform-oriented instruction i (2007) (15)
Tensions between Competing Pedagogical and Accountability Commitments for Exemplary Teachers of Mathematics in Kentucky. (1998) (14)
"No Excuses": School Reform Efforts in Exemplary Schools of Kentucky. (1999) (14)
A naturalistic investigation of experienced teachers' and student teachers' instructional practices (1986) (14)
Professional Development: A Key to Kentucky's Reform Effort. (1999) (14)
Combining Surveys and Case Studies to Examine Standards-Based Education Reform (2001) (13)
Learning to Lead: an Approach to Mathematics Teacher Leader Development (2021) (13)
Innovation in Teacher Education: The Evolution of a Program (1987) (12)
Practice What You Teach: A Video-Based Practicum Model of Professional Development for Elementary Science Teachers (2018) (12)
Structure and Improvisation in Creative Teaching: Conclusion (2011) (12)
Professional Development to Support Students’ Algebraic Reasoning: An Example from the Problem-Solving Cycle Model (2011) (11)
Supporting Teachers in Schools to Improve Their Instructional Practice (2013) (10)
Conversations that Renew (2007) (8)
Classroom Assessment Practices, Teacher Judgments, and Students Achievement in Mathematics (2009) (8)
The Problem-Solving Cycle: A model of mathematics professional development (2007) (7)
Classroom discourse in mathematics lessons: the effect of a hybrid practice-based professional development program (2019) (6)
Middle School Science Teachers’ Conceptions of Assessment Practice Throughout a Year-long Professional Development Experience (2020) (5)
Commentary on “toward a theory of teaching-in-context” (1998) (4)
Learning From Homework: A Case Study (2004) (4)
Searching for Vitality in Teacher Education (2009) (4)
Examinees' Perceptions of Feedback in Applied Performance Testing: The Case of the National Board for Professional Teaching Standards (1999) (4)
Living in the Tension—Living with the Heat (2006) (4)
An Education President for the 21St Century (2008) (3)
Chapter 14 Providing feedback to teacher candidates for National Board certification: A study of teacher preferences and learning (2004) (3)
Teacher Facilitation of Elementary Science Discourse after a Professional Development Initiative (2021) (3)
Response 1: Model-Based Reasoning in Professional Development (2016) (2)
From Focusing on Grades to Exploring Student Thinking : A Case Study of Change in Assessment Practice (2018) (2)
Humility and Wisdom (2009) (2)
Using Artifacts to Describe Instruction (2007) (2)
NETWORKING OF THEORIES FOR A MULTIFACETED UNDERSTANDING ON LESSON STUDY IN THE ITALIAN CONTEXT (2020) (2)
A Message From AERA’s Presidents (2003) (1)
Professional Development and Teacher Learning : Mapping the Terrain Author ( s ) : (2008) (1)
Sustaining at Scale: District Mathematics Specialists’ Adaptations to a Teacher Leadership Preparation Program (2022) (1)
Conversations in Search of a Common Denominator (2008) (1)
Why Teach? (2008) (1)
Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice (2022) (1)
Teachers’ engagement with student mathematical agency and authority in school-based professional learning (2023) (1)
Building Capacity Via Facilitator Agency: Tensions in Implementing an Adaptive Model of Professional Development (2020) (1)
Seminar on Re-Thinking Mathematics: A Collaborative Environment, Which Offers Resources for Mathematics Teachers and Researchers (2020) (1)
Topic Study Group No. 50: In-Service Education, and Professional Development of Secondary Mathematics Teachers (2017) (1)
Artifact Packages for Characterizing Classroom Practice (2005) (1)
Important Features of State Assessment Systems from the Local Perspective: Interim Report. (1997) (1)
The role of video-based discussion in model for preparing professional development leaders (2017) (1)
Teacher learning and professional development: Mapping the terrain (2004) (1)
American Educational Research Association 2004 Annual Meeting Call for Proposals (2003) (0)
Building a Theory of Teacher Learning, Together (2020) (0)
Council Minutes (2003) (0)
A Retrospective Look at Where We’ve Been and Where We Might Go: The Research Committee Reflects Upon the Judith Jacob Lectures and the Early Career Award Articles (2018) (0)
COLLABORATIONS BETWEEN TEACHERS AND WITH ACADEMICS IN AN IREM GROUP ON A COLLABORATIVE PROBLEM-SOLVING DEVICE (0)
Teachers’ Knowledge and Beliefs About Summary as a Component of Reading (2019) (0)
Reviewer Acknowledgments (2020) (0)
Methodological contributions to video-based studies of classroom teaching and learning: a commentary (2016) (0)
THE RELATIONSHIP BETWEEN TEACHER CONTENT AND PEDAGOGICAL (1999) (0)
Annual Report: 2000–2001 AERA Officers and Committees (2001) (0)
ICMI Column (2019) (0)
Culture Currents (2010) (0)
Stranger Than Fiction (2007) (0)
Commission Internationale de l’Enseignement Mathématique. Discussion document twenty-fifth ICMI study (2019) (0)
What Does High-Quality Professional Development Look Like in Theory ? (0)
Teachers Facilitators Context PD Program (2004) (0)
Teacher Education The End of Education in Teacher Education : Thoughts on Reclaiming the Role of Social Foundations in (2009) (0)
Why are online games so compelling and what can we learn from them to design better educational media? (2008) (0)

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What Schools Are Affiliated With Hilda Borko?

Hilda Borko is affiliated with the following schools: