Hilda Borko

Hilda Borko is the Charles E. Ducommun Professor of Education in the Graduate School of Education at Stanford University. She received her BA in psychology, her MA in philosophy education, and her PhD in educational psychology from the University of California, Los Angeles. Dr. Borko’s research explores teacher cognition and instructional practices, the process of learning to teach, the impact of teacher professional development programs on teachers and students, and educational Research-Practice Partnerships. Dr. Borko served as President of the American Educational Research Association (2003-2004) and as a member and chair of various committees for the American Educational Research Association, Association of Mathematics Teacher Educators, and Educational Psychology Division of the American Psychological Association. Dr. Borko is a member of the National Academy of Education where she served on the NAEd Board of Directors (2016-2020), and was chair of the National Academy of Education/Spencer Postdoctoral Fellowship Selection Committee (2010-2012). She was editor of the teaching, learning, and human development section of the American Educational Research Journal, interim editor (with Lorrie Shepard) of Educational Researcher, and editor of Journal of Teacher Education (with Jennie Whitcomb and Dan Liston). She is the 2014 recipient of the Excellence in Scholarship in Mathematics Teacher Education Award, Association of Mathematics Teacher Educators. Dr. Borko is principal investigator (with Janet Carlson) on “A Research-Practice Partnership to Develop Math Professional Development Leaders and Build District Capacity”, a Research-Practice Partnership to build and study a school district’s capacity to conduct school-based mathematics professional development; and “A Partnership to Adapt, Implement and Study a Professional Learning Model and Build District Capacity to Improve Science Instruction and Student” (with Jonathan Osborne) a Collaborative Research project in partnership with Craig Strang and Emily Weiss an Craig Strang at the Lawrence Hall of Science to adapt their previously designed professional learning model, build the capacity of teacher leaders and a program coordinator at a local school district to implement the adapted professional learning program, and study the process and outcomes of the project. Her recently completed projects include “Researching the Efficacy of the Science & Literacy Academy Model” (with Jonathan Osborne), a Collaborative Research project in partnership with Craig Strang and Emily Weiss at the Lawrence Hall of Science, to study the effectiveness of an innovative model of science PD developed by LHS, for improving discourse and inquiry in science classrooms and students’ science learning outcomes. With Jennifer Jacobs (University of Colorado, Boulder) and Karen Koellner (Hunter College), she also recently completed “Toward a Scalable Model of Mathematics Professional Development: A Field Study of Preparing Facilitators to Implement the Problem-Solving Cycle,” a NSF-funded research project to field-test their Problem-Solving Cycle professional development program for middle school mathematics teachers.