Joan I. Heller's Publications
Daehler, K. R., Wong, N., & Heller, J. I. (2015). Supporting growth of pedagogical content knowledge in science. In A. Berry, P. Friedrichsen and J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 45–59). New York/London: Routledge Press.
Heller, J. I., Daehler, K. R., Wong, N., Shinohara, M., & Miratrix, L. (2012). Differential effects of three professional development models on teacher knowledge and student achievement in elementary science. Journal of Research in Science Teaching, 49(3), 333-362.
Heller, J. I., Kaskowitz, S. R., Jaffe, R., De La O, A., & Alexander, K. (2004). Standards-based teaching in the arts: No longer just “Put your horn in your mouth and play.” San Bernardino, CA: The California Arts Project.
Heller, J. I., Daehler, K., & Shinohara, M. (2003, Fall). Connecting all the pieces: Using an evaluation mosaic to answer an impossible question. Journal of Staff Development, 24, 36-41.
Heller, J. I., Sheingold, K., & Myford, C.M. (1998). Reasoning about evidence in portfolios: Cognitive foundations for valid and reliable assessment. Educational Assessment, 5(1), 5-40.
Paulukonis, S. T., Myford, C. M., & Heller, J. I. (1998). Formative evaluation of a performance assessment scoring system. In G. Engelhard, Jr. and M. Wilson (Eds.), Objective measurement.: Theory into practice (Vol. 5). Norwood, NJ: Ablex Publishing Co.
Sheingold, K., Heller, J. I., & Paulukonis, S. T. (1995). Actively seeking evidence: Teacher change through assessment development. (MS No. 94-04). Princeton, NJ: Center for Performance Assessment, Educational Testing Service.
Storms, B., Thomas, B., & Heller, J. I. (Winter, 1994). California Learning Assessment System: Building a portfolio assessment system. Portfolio News, 5, 1-17.
Thomas, B., Storms, B., & Heller, J. I. (January, 1994). California Learning Assessment System: Organic portfolio assessment project. California Curriculum News Report, 19, 5.
Heller, J. I. (1993). Issues in the design of curriculum-embedded performance assessments in mathematics. In J. R. Becker & B. J. Pence (Eds.), Proceedings of the Fifteenth Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, p. 256). San Jose, California: San Jose State University.
Heller, J. I., & Gordon, A. (1992). Lifelong learning. Educator, 6, 4-19.
Heller, J. I., & Hungate, H. N. (1985). Implications for mathematics instruction of research on scientific problem solving. In E. A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives. Philadelphia: Franklin Institute Press.
Heller, J. I., & Reif, F. (1984). Prescribing effective human problem-solving processes: Problem description in physics. Cognition and Instruction, 1, 177-216.
Riley, M. S., Greeno, J. G., & Heller, J. I. (1983). Development of children's problem-solving ability in arithmetic. In H. P. Ginsburg (Ed.), The development of mathematical thinking. New York: Academic Press.
Reif, F., & Heller, J. I. (1982). Knowledge structures and problem solving in physics. Educational Psychologist, 17, 102-127.
Heller, J. I., & Reif, F. (1982). Generation of useful problem representations in a semantically rich domain: The example of physics. Proceedings of the Fourth Annual Conference of the Cognitive Science Society. Ann Arbor, Mich.: University of Michigan.
Heller, J. I., & Greeno, J. G. (1980). Applied problem solving in mathematics and science: An information-processing view. In Applied problem solving. Washington, DC: National Science Foundation.
Heller, J. I., & Greeno, J. G. (1980). Information-processing analyses of mathematical problem solving. In R. W. Tyler & S. H. White (Eds.), Testing, teaching, and learning: Report of a conference on research on testing. Washington, DC: U. S. Department of Health, Education, and Welfare, National Institute of Education.
Larkin, J. H., Heller, J. I., & Greeno, J. G. (1980). Instructional implications of research on problem solving. In W. J. McKeachie (Ed.), Learning, cognition, and college teaching. San Francisco, Calif.: Jossey-Bass.
Heller, J. I. (1979). Review of Cognitive processes in comprehension by M. A. Just and P. A. Carpenter (Eds.). Journal of Educational Research, 72(6), 358-359.
Heller, J. I., Daehler, K. R., Wong, N., Shinohara, M., & Miratrix, L. (2012). Differential effects of three professional development models on teacher knowledge and student achievement in elementary science. Journal of Research in Science Teaching, 49(3), 333-362.
Heller, J. I., Kaskowitz, S. R., Jaffe, R., De La O, A., & Alexander, K. (2004). Standards-based teaching in the arts: No longer just “Put your horn in your mouth and play.” San Bernardino, CA: The California Arts Project.
Heller, J. I., Daehler, K., & Shinohara, M. (2003, Fall). Connecting all the pieces: Using an evaluation mosaic to answer an impossible question. Journal of Staff Development, 24, 36-41.
Heller, J. I., Sheingold, K., & Myford, C.M. (1998). Reasoning about evidence in portfolios: Cognitive foundations for valid and reliable assessment. Educational Assessment, 5(1), 5-40.
Paulukonis, S. T., Myford, C. M., & Heller, J. I. (1998). Formative evaluation of a performance assessment scoring system. In G. Engelhard, Jr. and M. Wilson (Eds.), Objective measurement.: Theory into practice (Vol. 5). Norwood, NJ: Ablex Publishing Co.
Sheingold, K., Heller, J. I., & Paulukonis, S. T. (1995). Actively seeking evidence: Teacher change through assessment development. (MS No. 94-04). Princeton, NJ: Center for Performance Assessment, Educational Testing Service.
Storms, B., Thomas, B., & Heller, J. I. (Winter, 1994). California Learning Assessment System: Building a portfolio assessment system. Portfolio News, 5, 1-17.
Thomas, B., Storms, B., & Heller, J. I. (January, 1994). California Learning Assessment System: Organic portfolio assessment project. California Curriculum News Report, 19, 5.
Heller, J. I. (1993). Issues in the design of curriculum-embedded performance assessments in mathematics. In J. R. Becker & B. J. Pence (Eds.), Proceedings of the Fifteenth Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, p. 256). San Jose, California: San Jose State University.
Heller, J. I., & Gordon, A. (1992). Lifelong learning. Educator, 6, 4-19.
Heller, J. I., & Hungate, H. N. (1985). Implications for mathematics instruction of research on scientific problem solving. In E. A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives. Philadelphia: Franklin Institute Press.
Heller, J. I., & Reif, F. (1984). Prescribing effective human problem-solving processes: Problem description in physics. Cognition and Instruction, 1, 177-216.
Riley, M. S., Greeno, J. G., & Heller, J. I. (1983). Development of children's problem-solving ability in arithmetic. In H. P. Ginsburg (Ed.), The development of mathematical thinking. New York: Academic Press.
Reif, F., & Heller, J. I. (1982). Knowledge structures and problem solving in physics. Educational Psychologist, 17, 102-127.
Heller, J. I., & Reif, F. (1982). Generation of useful problem representations in a semantically rich domain: The example of physics. Proceedings of the Fourth Annual Conference of the Cognitive Science Society. Ann Arbor, Mich.: University of Michigan.
Heller, J. I., & Greeno, J. G. (1980). Applied problem solving in mathematics and science: An information-processing view. In Applied problem solving. Washington, DC: National Science Foundation.
Heller, J. I., & Greeno, J. G. (1980). Information-processing analyses of mathematical problem solving. In R. W. Tyler & S. H. White (Eds.), Testing, teaching, and learning: Report of a conference on research on testing. Washington, DC: U. S. Department of Health, Education, and Welfare, National Institute of Education.
Larkin, J. H., Heller, J. I., & Greeno, J. G. (1980). Instructional implications of research on problem solving. In W. J. McKeachie (Ed.), Learning, cognition, and college teaching. San Francisco, Calif.: Jossey-Bass.
Heller, J. I. (1979). Review of Cognitive processes in comprehension by M. A. Just and P. A. Carpenter (Eds.). Journal of Educational Research, 72(6), 358-359.
Papers and Presentations
Daehler, K. R., Heller, J. I., & Wong, N. (2017, April). Triangulating evidence from multiple sources to measure enacted PCK in elementary science. In Sven Liepertz (Chair), “Results of the PCK Summit 2016: Five approaches to capturing PCK.” Related Paper Set presented at annual conference of the National Association for Research in Science Teaching, San Antonio, TX.
Sheingold, K., Kaskowitz, S. R., & Heller, J. I. (2017). How scoring student work helps teachers understand literacy standards. Manuscript submitted for publication in A. Horning and R. Sudol (Eds.), The literacy standard(s).
Haldar, L. C., Wong, N., Heller, J. I., & Konold, C. (2017). Students making sense of multi-level data. Manuscript submitted for publication.
Haldar, L. C., Wong, N., Heller, J. I., & Konold, C. (2016, April). Students making sense of multi-level data. In W. Finzer, Student thinking, learning, and inquiry with the Common Online Data Analysis Platform (CODAP). Symposium conducted at the annual meeting of the American Educational Research Association, Washington, D.C.
Heller, J. I., Daehler, K. R., & Miratrix, L. W. (2014, April). Changes in pedagogical content knowledge brought about by Making Sense of SCIENCE professional development. Paper presented at the annual meeting of the National Association for Research on Science Teaching, Pittsburgh, PA.
Heller, J. I., Daehler, K. R., Shinohara, M., Rabe-Hesketh, S., & Miratrix, L. (2012, April). Effects of Making Sense of SCIENCE professional development on middle school student achievement and teacher knowledge. In N. Finkelstein (Chair), Implementing randomized controlled trials in local education settings: Design, methods, findings and practical research realities. Symposium conducted at the annual meeting of the American Educational Research Association, Vancouver.
Heller, J. I., Shinohara, M., Miratrix, L., Rabe-Hesketh, S., & Daehler, K. R. (2010, March). Learning Science for Teaching: Effects of professional development on elementary teachers, classrooms, and students. Paper presented at the 2010 Conference of the Society for Research on Educational Effectiveness, Washington, D.C.
Heller, J. I., Coggins, D., & Shethar, A. (2009, April). Math Pathways & Pitfalls instructional features: spontaneous transfer to non-MPP lessons. In G. B. Saxe (Chair), Jump-starting effective and equitable mathematics instruction: The design and efficacy of Math Pathways & Pitfalls. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego.
Heller, J. I., Shinohara, M., Daehler, K. R., Miratrix, L., & Rabe-Hesketh, S. (2009, April). Impact of content-focused and practice-based professional development models on elementary electric circuits teaching and learning. In J. W. Little (Chair), Learning Science for Teaching: A study of highly-designed professional development and its effects on teacher knowledge, classroom practice, and student learning. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego.
Curtis, D. A., Heller, J. I., Barnett-Clarke, C., Rabe-Hesketh, S., & Ramirez, A. (2009, April). A study of the effects of Math Pathways & Pitfalls on students’ mathematics achievement. In G. B. Saxe (Chair), Jump-starting effective and equitable mathematics instruction: The design and efficacy of Math Pathways & Pitfalls. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego.
Hanson, T., Barnett-Clark, C., Ramirez, A., Heller, J. I., & Curtis, D. (2009, April). Jump-starting effective instruction and discourse in linguistically diverse classrooms: The efficacy of Math Pathways & Pitfalls. In G. B. Saxe (Chair), Jump-starting effective and equitable mathematics instruction: The design and efficacy of Math Pathways & Pitfalls. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego.
Heller, J. I., Shethar, A., Sheingold, K., Shinohara, M., & Daehler, K. R. (2009, April). Building links between teacher professional development and student achievement: Changes in classroom practice. In J. W. Little (Chair), Learning Science for Teaching: A study of highly-designed professional development and its effects on teacher knowledge, classroom practice, and student learning. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego.
Heller, J. I., Curtis, D. A., Rabe-Hesketh, S., Clarke, C., Ramirez, A., & Verboncoeur, C. J. (2006, April). The effects of the Math Pathways and Pitfalls lessons on students’ mathematics achievement. Paper presented at the annual meeting of the National Council on Measurement in Evaluation, St. Louis.
Heller, J. I., Curtis, D. A., & Jaffe, R. (2005, March). Impact of handheld graphing calculator use on student achievement in beginning algebra. Paper presented at the annual International Conference on Teachers Teaching with Technology, Washington, DC.
Heller, J. I., Daehler, K. R., Shinohara, M., & Kaskowitz, S. R. (2004, April). Fostering pedagogical content knowledge about electric circuits through case-based professional development. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver.
Shinohara, M., Daehler, K. R., & Heller, J. I. (2004, April). Using a pedagogical content framework to determine the content of case-based teacher professional development in science. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver.
Heller, J. I., & Gordon, A. (2002, April). Impact of the National Board Certification process on teachers' pedagogical perception and teaching practices. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Heller, J. I., Kaskowitz, S. R., De La O, A., & Alexander, K. (2002, March). Moving towards standards-based practice in the arts: No longer just “Put your horn in your mouth and play.” Unpublished manuscript, Heller Research Associates.
Heller, J. I. (2002, December). Measuring the success of professional development programs with respect to teacher, classroom, and student outcomes. Presented at the annual meeting of the National Staff Development Council, Boston.
Heller, J. I., & Gordon, A. (1999). Building equity through multiple-modality assessment environments. Paper prepared for Equity in Assessment Committee, Educational Testing Service.
Heller, J. I., Sheingold, K., Nuñez, A. M., & Paulukonis, S. T. (1998, April). Teachers’ interpretations of class-level student performance profiles. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
Sheingold, K., Heller, J. I., & Storms, B. A. (1997, April). On the mutual influence of teachers' professional development and assessment quality in curricular reform. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Heller, J. I., Sheingold, K., & Nuñez, A. M. (1997, April). Examining the quality of rater reasoning: Confronting barriers to valid and reliable portfolio assessment. Paper presented at the annual meeting of the National Council on Measurement in Evaluation, Chicago.
Paulukonis, S. T., Heller, J. I., & Myford, C. M. (1996, April). Exploring the use of Facets analysis in formative evaluation of a portfolio assessment scoring system. Paper presented at the annual meeting of the American Educational Research Association, New York City.
Heller, J. I., Sheingold, K., Nuñez, A. M., & Myford, C. M. (1996, April). Detecting and interpreting invalid judgment processes among raters of student assessment portfolios. Paper presented at the annual meeting of the National Council on Measurement in Education, New York City.
Heller, J. I., Paulukonis, S. T., Storms, B. A., Thomas, W. H. & Sheingold, K. (1995). Pacesetter English portfolio assessment project: 1994-95 technical results. Unpublished manuscript, Educational Testing Service.
Heller, J. I., Paulukonis, S. T., Nuñez, A., Storms, B. A., & Thomas, W. H., Sheingold, K. (1995). California Learning Assessment System portfolio assessment research and development project: Summary of 1993-94 technical results. Unpublished manuscript, Educational Testing Service.
Heller, J. I. (1995, April). Entering a hall of mirrors: On building tools to assess the impact of case-based methods of teacher development. In D. Clarke (Chair), Examining the impact of math case discussions on teachers, classrooms and students. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco.
Gordon, A. & Heller, J. I. (1995, April). Pedagogical reasoning among new and continuing case methods participants. In D. Clarke (Chair), Examining the impact of math case discussions on teachers, classrooms and students. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco.
Sheingold, K., Heller, J. I., & Paulukonis, S. T. (April, 1994). Teachers’ development on an assessment development team: Shifts in thinking and practice. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Heller, J. I., & Hungate, H. N. (1984, April). Theory-based instruction in description of mechanics problems. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Hungate, H. N., & Heller, J. I. (1984, April). Preschoolers and microcomputers. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Heller, J. I. (1980, April). The role of "focus" in children's understanding of arithmetic word problems. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Heller, J. I. (1979). Cognitive processing in verbal analogy solution. Unpublished doctoral dissertation, University of Pittsburgh.
Heller, J. I., & Resnick, L. B. (1979). Skills and concepts preparatory to formal schooling in mathematics. Paper commissioned by NTS Corporation for national evaluation of Project Head Start.
Heller, J. I. (1979, April). Schemata in the solution of arithmetic word problems. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Heller, J. I., & Pellegrino, J. W. (1979, April). Individual differences in verbal analogy solution skills. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Heller, J. I., & Greeno, J. G. (1978, May). Semantic processing in arithmetic word problem solving. Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago.
Heller, J. I., & Pellegrino, J. W. (1978, March). Cognitive processes and sources of item difficulty in the solution of verbal analogies. Paper presented at the annual meeting of the American Educational Research Association, Toronto.
Heller, J. I. (1976). Evaluation of the Series program: Effects of limiting student control on instructional effectiveness and affective outcome. Unpublished master's thesis, University of Pittsburgh.
Heller, J. I., & Roman, R. A. (1975). LOGO: A student manual. Unpublished manuscript, University of Pittsburgh, Learning Research and Development Center.
Sheingold, K., Kaskowitz, S. R., & Heller, J. I. (2017). How scoring student work helps teachers understand literacy standards. Manuscript submitted for publication in A. Horning and R. Sudol (Eds.), The literacy standard(s).
Haldar, L. C., Wong, N., Heller, J. I., & Konold, C. (2017). Students making sense of multi-level data. Manuscript submitted for publication.
Haldar, L. C., Wong, N., Heller, J. I., & Konold, C. (2016, April). Students making sense of multi-level data. In W. Finzer, Student thinking, learning, and inquiry with the Common Online Data Analysis Platform (CODAP). Symposium conducted at the annual meeting of the American Educational Research Association, Washington, D.C.
Heller, J. I., Daehler, K. R., & Miratrix, L. W. (2014, April). Changes in pedagogical content knowledge brought about by Making Sense of SCIENCE professional development. Paper presented at the annual meeting of the National Association for Research on Science Teaching, Pittsburgh, PA.
Heller, J. I., Daehler, K. R., Shinohara, M., Rabe-Hesketh, S., & Miratrix, L. (2012, April). Effects of Making Sense of SCIENCE professional development on middle school student achievement and teacher knowledge. In N. Finkelstein (Chair), Implementing randomized controlled trials in local education settings: Design, methods, findings and practical research realities. Symposium conducted at the annual meeting of the American Educational Research Association, Vancouver.
Heller, J. I., Shinohara, M., Miratrix, L., Rabe-Hesketh, S., & Daehler, K. R. (2010, March). Learning Science for Teaching: Effects of professional development on elementary teachers, classrooms, and students. Paper presented at the 2010 Conference of the Society for Research on Educational Effectiveness, Washington, D.C.
Heller, J. I., Coggins, D., & Shethar, A. (2009, April). Math Pathways & Pitfalls instructional features: spontaneous transfer to non-MPP lessons. In G. B. Saxe (Chair), Jump-starting effective and equitable mathematics instruction: The design and efficacy of Math Pathways & Pitfalls. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego.
Heller, J. I., Shinohara, M., Daehler, K. R., Miratrix, L., & Rabe-Hesketh, S. (2009, April). Impact of content-focused and practice-based professional development models on elementary electric circuits teaching and learning. In J. W. Little (Chair), Learning Science for Teaching: A study of highly-designed professional development and its effects on teacher knowledge, classroom practice, and student learning. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego.
Curtis, D. A., Heller, J. I., Barnett-Clarke, C., Rabe-Hesketh, S., & Ramirez, A. (2009, April). A study of the effects of Math Pathways & Pitfalls on students’ mathematics achievement. In G. B. Saxe (Chair), Jump-starting effective and equitable mathematics instruction: The design and efficacy of Math Pathways & Pitfalls. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego.
Hanson, T., Barnett-Clark, C., Ramirez, A., Heller, J. I., & Curtis, D. (2009, April). Jump-starting effective instruction and discourse in linguistically diverse classrooms: The efficacy of Math Pathways & Pitfalls. In G. B. Saxe (Chair), Jump-starting effective and equitable mathematics instruction: The design and efficacy of Math Pathways & Pitfalls. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego.
Heller, J. I., Shethar, A., Sheingold, K., Shinohara, M., & Daehler, K. R. (2009, April). Building links between teacher professional development and student achievement: Changes in classroom practice. In J. W. Little (Chair), Learning Science for Teaching: A study of highly-designed professional development and its effects on teacher knowledge, classroom practice, and student learning. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego.
Heller, J. I., Curtis, D. A., Rabe-Hesketh, S., Clarke, C., Ramirez, A., & Verboncoeur, C. J. (2006, April). The effects of the Math Pathways and Pitfalls lessons on students’ mathematics achievement. Paper presented at the annual meeting of the National Council on Measurement in Evaluation, St. Louis.
Heller, J. I., Curtis, D. A., & Jaffe, R. (2005, March). Impact of handheld graphing calculator use on student achievement in beginning algebra. Paper presented at the annual International Conference on Teachers Teaching with Technology, Washington, DC.
Heller, J. I., Daehler, K. R., Shinohara, M., & Kaskowitz, S. R. (2004, April). Fostering pedagogical content knowledge about electric circuits through case-based professional development. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver.
Shinohara, M., Daehler, K. R., & Heller, J. I. (2004, April). Using a pedagogical content framework to determine the content of case-based teacher professional development in science. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver.
Heller, J. I., & Gordon, A. (2002, April). Impact of the National Board Certification process on teachers' pedagogical perception and teaching practices. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Heller, J. I., Kaskowitz, S. R., De La O, A., & Alexander, K. (2002, March). Moving towards standards-based practice in the arts: No longer just “Put your horn in your mouth and play.” Unpublished manuscript, Heller Research Associates.
Heller, J. I. (2002, December). Measuring the success of professional development programs with respect to teacher, classroom, and student outcomes. Presented at the annual meeting of the National Staff Development Council, Boston.
Heller, J. I., & Gordon, A. (1999). Building equity through multiple-modality assessment environments. Paper prepared for Equity in Assessment Committee, Educational Testing Service.
Heller, J. I., Sheingold, K., Nuñez, A. M., & Paulukonis, S. T. (1998, April). Teachers’ interpretations of class-level student performance profiles. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
Sheingold, K., Heller, J. I., & Storms, B. A. (1997, April). On the mutual influence of teachers' professional development and assessment quality in curricular reform. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Heller, J. I., Sheingold, K., & Nuñez, A. M. (1997, April). Examining the quality of rater reasoning: Confronting barriers to valid and reliable portfolio assessment. Paper presented at the annual meeting of the National Council on Measurement in Evaluation, Chicago.
Paulukonis, S. T., Heller, J. I., & Myford, C. M. (1996, April). Exploring the use of Facets analysis in formative evaluation of a portfolio assessment scoring system. Paper presented at the annual meeting of the American Educational Research Association, New York City.
Heller, J. I., Sheingold, K., Nuñez, A. M., & Myford, C. M. (1996, April). Detecting and interpreting invalid judgment processes among raters of student assessment portfolios. Paper presented at the annual meeting of the National Council on Measurement in Education, New York City.
Heller, J. I., Paulukonis, S. T., Storms, B. A., Thomas, W. H. & Sheingold, K. (1995). Pacesetter English portfolio assessment project: 1994-95 technical results. Unpublished manuscript, Educational Testing Service.
Heller, J. I., Paulukonis, S. T., Nuñez, A., Storms, B. A., & Thomas, W. H., Sheingold, K. (1995). California Learning Assessment System portfolio assessment research and development project: Summary of 1993-94 technical results. Unpublished manuscript, Educational Testing Service.
Heller, J. I. (1995, April). Entering a hall of mirrors: On building tools to assess the impact of case-based methods of teacher development. In D. Clarke (Chair), Examining the impact of math case discussions on teachers, classrooms and students. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco.
Gordon, A. & Heller, J. I. (1995, April). Pedagogical reasoning among new and continuing case methods participants. In D. Clarke (Chair), Examining the impact of math case discussions on teachers, classrooms and students. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco.
Sheingold, K., Heller, J. I., & Paulukonis, S. T. (April, 1994). Teachers’ development on an assessment development team: Shifts in thinking and practice. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Heller, J. I., & Hungate, H. N. (1984, April). Theory-based instruction in description of mechanics problems. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Hungate, H. N., & Heller, J. I. (1984, April). Preschoolers and microcomputers. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Heller, J. I. (1980, April). The role of "focus" in children's understanding of arithmetic word problems. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Heller, J. I. (1979). Cognitive processing in verbal analogy solution. Unpublished doctoral dissertation, University of Pittsburgh.
Heller, J. I., & Resnick, L. B. (1979). Skills and concepts preparatory to formal schooling in mathematics. Paper commissioned by NTS Corporation for national evaluation of Project Head Start.
Heller, J. I. (1979, April). Schemata in the solution of arithmetic word problems. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Heller, J. I., & Pellegrino, J. W. (1979, April). Individual differences in verbal analogy solution skills. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Heller, J. I., & Greeno, J. G. (1978, May). Semantic processing in arithmetic word problem solving. Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago.
Heller, J. I., & Pellegrino, J. W. (1978, March). Cognitive processes and sources of item difficulty in the solution of verbal analogies. Paper presented at the annual meeting of the American Educational Research Association, Toronto.
Heller, J. I. (1976). Evaluation of the Series program: Effects of limiting student control on instructional effectiveness and affective outcome. Unpublished master's thesis, University of Pittsburgh.
Heller, J. I., & Roman, R. A. (1975). LOGO: A student manual. Unpublished manuscript, University of Pittsburgh, Learning Research and Development Center.
Invited Presentations
Heller, J. I., & Daehler, K. R. (2004, May). Evaluating the effectiveness of teacher professional development: An evaluation mosaic approach. Presented to WestEd Program Council, San Francisco.
Heller, J. I. (2000, January). Impact of The California Arts Project on teachers, classrooms, and students: An evaluation mosaic approach. Presentation at meeting of The California Arts Project site directors, Riverside.
Heller, J. I. & Gordon, A. (1999, January). Teacher professional development and its impact on teachers, classrooms, and students: An evaluation mosaic approach. Presentation at quarterly meeting of WestEd Teacher Professional Development Seminar, Oakland.
Heller, J. I. (1996, November). How do we know whether what we are doing is working? Thinking about thinking about teacher professional development and its impact on teachers, classrooms, and students. Presented at California Subject Matter Projects Leadership Colloquium, University of California Office of the President, San Diego, California.
Heller, J. I. (1996, May). Evaluating the impact of professional development experiences for teachers. Presented to technical advisory group of The Center for the Future of Teaching and Learning, Berkeley, California.
Heller, J. I., Sheingold, K., & Paulukonis, S. T. (1996, January). 1995 NAEP Arts Education Assessment field test of music and dance performance blocks: Formative input from scorers and trainers. In seminar on Procedures Developed at ETS to Enhance the Reliability and Validity of Alternative Assessments, ETS New Modes of Assessment Seminar Series, Educational Testing Service, Princeton, New Jersey.
Heller, J. I. (1996, April). Issues in establishing the impact of teachers’ professional development experiences. Presented at the annual meeting of the National Council of Teachers of Mathematics, San Diego.
Sheingold, K. & Heller, J. I. (1995, June). Making standards real: Designing large-scale portfolio assessment for instructional consequences. Presented at the 1995 National Conference on Large Scale Assessment, 25th Annual Assessment Conference of the Council of Chief State School Officers, Phoenix.
Sheingold, K. & Heller, J. I. (1995, April). California Learning Assessment System, Organic Portfolio Assessment. In J. L. Herman (Chair), Integrating classroom and large-scale uses of portfolios: Challenges, possibilities, and possible impossibilities. Presented at the annual meeting of the American Educational Research Association, San Francisco.
Heller, J. I. (Chair/Organizer). (1994, April). Consequences of performance-based assessment for teaching. Symposium presented at the annual meeting of the American Educational Research Association, New Orleans.
Heller, J. I. (1994, June). History and rationale for CLAS Portfolio Assessment dimensions of learning in mathematics. Presented at meeting of the California Mathematics Assessment Advisory Committee, Department of Education, Sacramento, California.
Heller, J. I. (Discussant). (1993, April). Fostering student reflection during mathematics and science learning: A forum with teachers and collaborating researchers. Symposium presented at the annual meeting of the American Educational Research Association, Atlanta.
Gordon, A., Rutherford, M. E., Jay, M., Ash, D. B., Heller, J. I., Campione, J. C., & Brown, A. L. (1992, April). A community of learners classroom. In A. L. Brown (Chair), Learning and thinking in a community of learners. Presented at the annual meeting of the American Educational Research Association, San Francisco.
Campione, J. C., Heller, J. I., Ash, D. B., Jay, M., & Nakagawa, K. (1992, April). Data collection and assessment in a community of learners. In A. L. Brown (Chair), Learning and thinking in a community of learners. Poster symposium at the annual meeting of the American Educational Research Association, San Francisco.
Heller, J. I. (1984, November). Computer-based expert scaffolding: A preliminary report. Invited presentation, National Institute of Education, Teaching and Learning Division, Washington DC.
Heller, J. I. (1984, April). Growing sound intuitions about scientific concepts. In J. I. Heller (Chair), Multiple approaches to correcting students' naive conceptions. Symposium conducted at the annual meeting of the National Association for Research in Science Teaching, New Orleans.
Heller, J. I., & Hungate, H. N. (1984, April). The influence of procedural knowledge on conceptual understanding. In E. D. Gagne (Chair), Skill and strategy acquisition in reading, writing, mathematics, and science: Instructional design based on cognitive models. Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans.
Heller, J. I. (1984, January). Toward teaching effective problem-solving procedures in physics: The prescriptive approach. Invited colloquium, Cognitive Science Seminar, University of California, Davis.
Heller, J. I. (1983, March). Prescribing effective problem-solving procedures. United States-Japan Conference on Joint Problem Solving and Microcomputers, University of California at San Diego, Laboratory for Comparative Human Cognition, and Institute for Cognitive Science.
Heller, J. I., & Reif, F. (1983, April). Cognitive research on problem solving: Some instructional implications and open questions. In E. A. Silver (Chair), Teaching problem solving in science and mathematics. Symposium conducted at the annual meeting of the American Educational Research Association, Montreal.
Heller, J. I., & Reif, F. (1982, March). Cognitive mechanisms facilitating human problem solving in physics: Empirical validation of a prescriptive model. Presented at the annual meeting of the American Educational Research Association, New York.
Reif, F., & Heller, J. I. (1982, March). Cognitive mechanisms facilitating human problem solving in physics: Formulation and assessment of a prescriptive model. Presented at the annual meeting of the American Educational Research Association, New York.
Heller, J. I., & Reif, F. (1982, January). Explicit procedures facilitating good problem solving in mechanics. Presented at the annual meeting of the American Association of Physics Teachers, San Francisco.
Heller, J. I. (1980, January). The information-processing approach: Research design and theory development. Learning Research and Development Center Mathematics Education Seminar Series, University of Pittsburgh.
Heller, J. I. (1979, April). The protocol-analytic method for deriving information-processing theories of problem solving. Problem Solving Seminar, Chatham College, Pittsburgh.
Heller, J. I. (1979, March). Recent developments in the psychology of problem solving. Invited address presented at regional meeting of National Council of Teachers of Mathematics, Des Moines.
Heller, J. I. (1978, January). State of the art: Information-processing theory in problem solving--Implications for mathematics instruction in the elementary school. National Seminar on Applied Problem Solving, sponsored by National Science Foundation, Northwestern University.
To see Joan Heller's technical reports, click here.
To see Joan Heller's history of research support, click here.
Heller, J. I. (2000, January). Impact of The California Arts Project on teachers, classrooms, and students: An evaluation mosaic approach. Presentation at meeting of The California Arts Project site directors, Riverside.
Heller, J. I. & Gordon, A. (1999, January). Teacher professional development and its impact on teachers, classrooms, and students: An evaluation mosaic approach. Presentation at quarterly meeting of WestEd Teacher Professional Development Seminar, Oakland.
Heller, J. I. (1996, November). How do we know whether what we are doing is working? Thinking about thinking about teacher professional development and its impact on teachers, classrooms, and students. Presented at California Subject Matter Projects Leadership Colloquium, University of California Office of the President, San Diego, California.
Heller, J. I. (1996, May). Evaluating the impact of professional development experiences for teachers. Presented to technical advisory group of The Center for the Future of Teaching and Learning, Berkeley, California.
Heller, J. I., Sheingold, K., & Paulukonis, S. T. (1996, January). 1995 NAEP Arts Education Assessment field test of music and dance performance blocks: Formative input from scorers and trainers. In seminar on Procedures Developed at ETS to Enhance the Reliability and Validity of Alternative Assessments, ETS New Modes of Assessment Seminar Series, Educational Testing Service, Princeton, New Jersey.
Heller, J. I. (1996, April). Issues in establishing the impact of teachers’ professional development experiences. Presented at the annual meeting of the National Council of Teachers of Mathematics, San Diego.
Sheingold, K. & Heller, J. I. (1995, June). Making standards real: Designing large-scale portfolio assessment for instructional consequences. Presented at the 1995 National Conference on Large Scale Assessment, 25th Annual Assessment Conference of the Council of Chief State School Officers, Phoenix.
Sheingold, K. & Heller, J. I. (1995, April). California Learning Assessment System, Organic Portfolio Assessment. In J. L. Herman (Chair), Integrating classroom and large-scale uses of portfolios: Challenges, possibilities, and possible impossibilities. Presented at the annual meeting of the American Educational Research Association, San Francisco.
Heller, J. I. (Chair/Organizer). (1994, April). Consequences of performance-based assessment for teaching. Symposium presented at the annual meeting of the American Educational Research Association, New Orleans.
Heller, J. I. (1994, June). History and rationale for CLAS Portfolio Assessment dimensions of learning in mathematics. Presented at meeting of the California Mathematics Assessment Advisory Committee, Department of Education, Sacramento, California.
Heller, J. I. (Discussant). (1993, April). Fostering student reflection during mathematics and science learning: A forum with teachers and collaborating researchers. Symposium presented at the annual meeting of the American Educational Research Association, Atlanta.
Gordon, A., Rutherford, M. E., Jay, M., Ash, D. B., Heller, J. I., Campione, J. C., & Brown, A. L. (1992, April). A community of learners classroom. In A. L. Brown (Chair), Learning and thinking in a community of learners. Presented at the annual meeting of the American Educational Research Association, San Francisco.
Campione, J. C., Heller, J. I., Ash, D. B., Jay, M., & Nakagawa, K. (1992, April). Data collection and assessment in a community of learners. In A. L. Brown (Chair), Learning and thinking in a community of learners. Poster symposium at the annual meeting of the American Educational Research Association, San Francisco.
Heller, J. I. (1984, November). Computer-based expert scaffolding: A preliminary report. Invited presentation, National Institute of Education, Teaching and Learning Division, Washington DC.
Heller, J. I. (1984, April). Growing sound intuitions about scientific concepts. In J. I. Heller (Chair), Multiple approaches to correcting students' naive conceptions. Symposium conducted at the annual meeting of the National Association for Research in Science Teaching, New Orleans.
Heller, J. I., & Hungate, H. N. (1984, April). The influence of procedural knowledge on conceptual understanding. In E. D. Gagne (Chair), Skill and strategy acquisition in reading, writing, mathematics, and science: Instructional design based on cognitive models. Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans.
Heller, J. I. (1984, January). Toward teaching effective problem-solving procedures in physics: The prescriptive approach. Invited colloquium, Cognitive Science Seminar, University of California, Davis.
Heller, J. I. (1983, March). Prescribing effective problem-solving procedures. United States-Japan Conference on Joint Problem Solving and Microcomputers, University of California at San Diego, Laboratory for Comparative Human Cognition, and Institute for Cognitive Science.
Heller, J. I., & Reif, F. (1983, April). Cognitive research on problem solving: Some instructional implications and open questions. In E. A. Silver (Chair), Teaching problem solving in science and mathematics. Symposium conducted at the annual meeting of the American Educational Research Association, Montreal.
Heller, J. I., & Reif, F. (1982, March). Cognitive mechanisms facilitating human problem solving in physics: Empirical validation of a prescriptive model. Presented at the annual meeting of the American Educational Research Association, New York.
Reif, F., & Heller, J. I. (1982, March). Cognitive mechanisms facilitating human problem solving in physics: Formulation and assessment of a prescriptive model. Presented at the annual meeting of the American Educational Research Association, New York.
Heller, J. I., & Reif, F. (1982, January). Explicit procedures facilitating good problem solving in mechanics. Presented at the annual meeting of the American Association of Physics Teachers, San Francisco.
Heller, J. I. (1980, January). The information-processing approach: Research design and theory development. Learning Research and Development Center Mathematics Education Seminar Series, University of Pittsburgh.
Heller, J. I. (1979, April). The protocol-analytic method for deriving information-processing theories of problem solving. Problem Solving Seminar, Chatham College, Pittsburgh.
Heller, J. I. (1979, March). Recent developments in the psychology of problem solving. Invited address presented at regional meeting of National Council of Teachers of Mathematics, Des Moines.
Heller, J. I. (1978, January). State of the art: Information-processing theory in problem solving--Implications for mathematics instruction in the elementary school. National Seminar on Applied Problem Solving, sponsored by National Science Foundation, Northwestern University.
To see Joan Heller's technical reports, click here.
To see Joan Heller's history of research support, click here.