The publications below are those most frequently requested. Please see the full c.v. for a more comprehensive list.
Little, J.W. (2015). Insights for teacher education from cross-field studies of professional preparation. In Smeby, J-C. & Sutphen, M. (Eds.) From Vocational to Professional Education: Educating for Social Welfare. (pp. 50-69). London: Routledge.
Little, J.W. (2012). Understanding data use practices among teachers: The contribution of micro-process studies (PDF file). American Journal of Education 118 (2), 143-166.
Little, J.W. & Bartlett, L. (2010). The teacher workforce and problems of educational equity. Review of Research in Education 34, 285-328
Little, J.W. & Curry, M. (2008). Structuring talk about teaching and learning: The use of evidence in protocol-based conversation. In L. M. Earl and H.S. Timperley, Professional learning conversations: Challenges in using evidence for improvement (pp. 29-52). New York: Springer.
Little, J.W. & Horn, I.S. (2007). ‘Normalizing’ problems of practice: Converting routine conversation into a resource for learning in professional communities. In L. Stoll and K. S. Louis (eds.) Professional learning communities: Divergence, detail and difficulties. (pp. 79-92). Maidenhead, England: Open University Press.
Little, J.W. (2007) Teachers’ accounts of classroom experience as a resource for professional learning and instructional decision making. In P. Moss (ed.), Evidence and decision making. (pp. 217-240). Chicago: University of Chicago Press.
Little, J.W. (2006). Professional community and professional development in the learning-centered school.Arlington, VA: National Education Association.
Little, J.W. (2004). ‘Looking at student work’ in the United States: Countervailing impulses in professional development. In C. Day & J. Sachs (eds.), International Handbook on the Continuing Professional Development of Teachers (pp. 94-118). Buckingham, UK: Open University Press.
Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record 105(6): 913-945.
Little, J. W., M. Gearhart, M. Curry & J. Kafka (2003). ‘Looking at student work’ for teacher learning, teacher community, and school reform. Phi Delta Kappan 83 (5), 184-192.
Little, J.W. (2002) Locating learning in teachers’ professional community: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education 18 (8), 917-946.
Little, J. W. (2001). Professional development in pursuit of school reform. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 28-44). New York: Teachers College Press.
Little, J.W. (1990). The mentor phenomenon and the social organization of teaching. Review of Research in Education, 16, 297-351.
Little, J.W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record 91 (4), 509-536.
Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal 19:3: 325-340.
