Publications

Apodaca, R., Bernstein-Danis, T., DeMartino, S. (2019, April). In Their Own Words: How Teachers Can Incorporate Students’ Native Language Into The Classroom. www.learningforward.org, 40(2), 37-41.

Boston, M., Dillon, F., Smith, M. S., & Miller, S. (2017). Taking action: Implementing effective mathematics teaching practices in grades 9-12. M. S. Smith (Ed.) Reston, VA: National Council of Teachers of Mathematics.

Bickel, D. D., Bill, V., Matsumura, L. C., Petrosky, A., Russell, J. L., Schantz, F. & Zook-Howell, D. (2017). Content-focused coaching for continuous improvement in literacy and mathematics. Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center. Download

Bickel, D. D., Bernstein-Danis, T., & Matsumura, L. C. (2015, February). Clear goals, clear results: Content-focused routines support learning for everyone – including coaches. JSD, 36(1), 34-39.

Boston, M., Dillon, F., Smith, M. S., & Miller, S. (2017). Taking action: Implementing effective mathematics teaching practices in grades 9-12. M. S. Smith (Ed.) Reston, VA: National Council of Teachers of Mathematics.

Gomez, L.M., Russell, J. L., Bryk, A. S., LeMahieu, P. G., Mejia, E. (2016). The right network for the right problem. Phi Delta Kappan, 98(3), 8-15. http://www.kappanonline.org/right-network-right-problem/

Huinker, D., Bill, V. (2017). Taking action: Implementing effective mathematics teaching practices in K-grade 5. M. S. Smith (Ed.) Reston, VA: National Council of Teachers of Mathematics.

Kinloch, V., Penn, C., & Burkhard, T. (2017). When school is not enough: Understanding the lives and literacies of black youth. Research in the Teaching of English, 52(1), 34-54.

Kinloch, V. (ed.), Urban literacies: Critical perspectives on language, learning, and community. New York: Teachers College Press, 2011.
Matsumura, L. C., Bickel, D. D., Zook-Howell, D., Correnti, R., Walsh, M. (2016, August). Cloud coaching. JSD, 37(4), 30-34, 39.
Michaels, S., O’Connor, M.C., Hall, M. W., & Resnick, L. B. (2010). Accountable Talk Sourcebook: For Classroom Conversation That Works. Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center. Download
Mihalakis, V. & Petrosky, A. (2015). Collaborative professional development to create cognitively demanding tasks in English language arts. In Supovitz, J. & Spillane, J. (Eds.) Challenging standards: Navigating conflict and building capacity in the era of the common core. New York, NY & London: Rowman & Littlefield.
Mihalakis, V., Petrosky, A., & McConachie, S. M. Sequencing academically productive talk in English language arts. In Resnick, L.B., Asterhan, C., Clarke, S.N. (Eds.) Socializing intelligence through talk and dialogue. Washington, DC: AERA
McCarthy, K. A., Bickel, D. D., & Artz, N. (2010). Using a practice-based hiring process supports coaches to support teachers. Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center. Download
Petrosky, A. (1991) The state of poetry in the schools. Design for Arts in Education, 93:2, 16-21
Petrosky, A. & Mihalakis, V. (2016). “Why didn’t I know about this book when I started?”: In Memory of Donald Graves and Arthur Applebee. Changing English: Studies in Culture and Education, 23(2), 172-182.
Resnick, L. B., & Glennan, J. T. (2002). Leadership for learning: A theory of action for urban school districts. In A. M. Hightower, M. S. Knapp, J. A. Marsh, & M. W. McLaughlin (Eds.), School districts and instructional renewal (pp. 160-172). New York: Teachers College Press.