Stroupe, D., Hammerness, K. & McDonald, S. (Coming Fall, 2020). Preparing Science teachers through practice based teacher education. Cambridge, MA: Harvard Education Press.
Hammerness, K., Ahtiainen, R., & Sahlberg, P. (2017). Empowered Educators in Finland: How high performing systems shape teaching quality. Wiley/Jossey-Bass.
Feiman-Nemser, S., Tamir, E. & Hammerness, K. (2014). Inspiring Teaching: Preparing teachers to succeed in mission-driven schools. Harvard Education Press.
Hammerness, K. (2006) Seeing through teacher’s eyes: Professional Ideals and Classroom Practices. New York: Teachers College Press.
Darling-Hammond, L., Bransford, J., LePage, P., Hammerness, K., and Duffy, H. Eds. (2005). Preparing Teachers for a Changing World: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
Hammerness, K. (Director) & Ahtiainen R. (Assistant Director) (in press). A Day in the Life of a Teacher in Finland: Teaching in the Viikki Practice School. Documentary film being prepared by the Stanford Center for Opportunity Policy in Education.
Peer-Reviewed Journal Articles
Hammerness, K., Klette, K., Jenset, I. & Canrinus, E. (In press). Opportunities to study and practice teaching in coursework: Successes and challenges in linking to practice in five countries. To appear in Teachers College Record.
Macpherson, A., Hammerness, K. & Gupta, P. (2019). Developing a set of guidelines for rigorous evaluation at a natural history museum. Journal of Museum Education, Vol. 44, issue 3. Published online at: https://www.tandfonline.com/doi/abs/10.1080/10598650.2019.1585172?journalCode=rjme20#.XTrzrsFEJ8c.twitter
Hammerness, K. & Kennedy, W. (2018, September).Teaching Practices Grounded in Foundational Knowledge, Visions and Contexts. The New Educator, published online first and available at: https://doi.org/10.1080/1547688X.2018.1506070
Hammerness, K., Gupta, P. & Macpherson, A. (2016). Developing a research agenda aimed at understanding the teaching and learning of science at a natural history museum. Curator: The Museum Journal, Volume 59 no. 4, pp. 353-367.
Matsko, K.K. & Hammerness, K. (2014). Unpacking the ‘urban’ in urban teacher preparation: Making a case for context-specific teacher preparation. Journal of Teacher Education, 65, pp. 128-144.
Hammerness, K. & Matsko, K.K. (2013). When Context Has Content: A Case Study of New Teacher Induction in the University of Chicago’s Urban Teacher Education Program. Urban Education, 48 (4), pp. 557-584.
Hammerness, K. (2013). Examining features of teacher education in Norway: Looking for vision, coherence and connections to practice. The Scandinavian Journal of Educational Research, 57 (4), pp. 400-419.
Hammerness, K., van Tartwijk, J. & Snoek, M. (2012). Teacher preparation in the Netherlands: Shared visions and common features. In A. Lieberman & L. Darling-Hammond (Eds). Teacher Education around the World: Changing Policies and Practices. New York: Routledge, pp. 44-65.
Hammerness, K. (2010). To see, to strive, to find and not to yield: A look at current conceptions of vision in education. In Hargreaves, A., Lieberman, A., Fullan, M. & Hopkins, H. (Eds). Second International Handbook of Educational Change (Part 2), Springer Publications, pp. 1033-1048.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, reimagining teacher education. Teachers and Teaching, Theory and Practice. 15 (2), pp. 273-289.
For other publications, access my ResearchGate profile page.