Wide shot of Cubberley

Hilda Borko

Professor

hildab@stanford.edu

http://www.stanford.edu/people/hildab

Assistant: Javier Heinz

Biography

My research explores teacher cognition and the process of learning to teach, with an emphasis on changes in novice and experienced teachers' knowledge and beliefs about teaching, learning, subject matter, and their classroom practices. I am particularly interested in factors that facilitate and hinder teachers' learning of reform-based practices, and in policies and practices that can support teacher change. Currently, my research team is studying the impact of the Problem-Solving Cycle -- a professional development program for middle school mathematics teachers that we designed -- on teachers’ professional community and their knowledge, beliefs, and instructional practices.

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Other Titles

Professor, Graduate School of Education

Program Affiliations

CTE: Mathematics Education

CTE: Teacher Education

Learning Sciences and Technology Design (LSTD)

(MA) LDT

(MA) CTE

See GSE Programs >

Research Interests

Professional Development | Science Education | Teachers and Teaching

See a full list of GSE Faculty research interests >

Recent Publications

Wilsey, M., Kloser, M., Borko, H., & Rafanelli, S. (2020). Middle School Science Teachers' Conceptions of Assessment Practice Throughout a Year-long Professional Development Experience. EDUCATIONAL ASSESSMENT, 25(2), 136–58.

Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., … 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.

Kloser, M., Borko, H., Martinez, J. F., Stecher, B., & Luskin, R. (2017). Evidence of Middle School Science Assessment Practice From Classroom-Based Portfolios. SCIENCE EDUCATION, 101(2), 209–31.

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