Selected Book Chapters

Please visit the publisher's website for uses of these chapters beyond what is covered under "fair use." (For more information about fair use, go to the fair use section of the Copyright Clearance Center website)
Ball, D. L., & Hill, H. C. (2008). Measuring teacher quality in practice. In D. H. Gitomer (Ed.), Measurement issues and assessment for teaching quality (pp. 80-98). Thousand Oaks, CA: SAGE Publications.
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Ball, D. L., & Bass, H. (2008). The role of mathematics in education for democracy. In G. Fenstermacher (Series Ed.) & D. Coulter, & J. Wiens (Vol. Eds.), Yearbook of the National Society for the Study of Education: Vol. 107 (1). Why do we educate in a democratic society? (pp. 171-184). Malden, MA: Blackwell Publishing.
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Hill, H. C., Sleep, L., Lewis, J. M., & Ball, D. L. (2007). Assessing teachers' mathematical knowledge: What knowledge matters and what evidence counts? In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 111-155). Charlotte, NC: Information Age Publishing.
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Cohen, D. K. & Ball, D. L. (2007). Innovation and the problem of scale. In B. Schneider & S. McDonald (Eds.) Scale-Up In Education: Ideas in Principle (Volume I), (pp. 19-36). Lanham, MD: Rowman & Littlefield. An earlier draft of this paper was presented at a 2003 meeting (“Conceptualizing Scale-Up”), sponsored by the Data Research and Development Center of The University of Chicago, and supported by the National Science Foundation, in connection with the Interagency Research Initiative (IERI).
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Ball, D. L., & Bass, H. (2003). Making mathematics reasonable in school. In J. Kilpatrick, W. G. Martin, and D. Schifter (Eds.), A Research Companion to Principles and Standards for School Mathematics, (pp. 27-44). Reston, VA: National Council of Teachers of Mathematics.
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Ball, D.L., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. In B. Davis & E. Simmt (Eds.), Proceedings of the 2002 Annual Meeting of the Canadian Mathematics Education Study Group, (pp. 3-14). Edmonton, AB: CMESG/GCEDM.
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Boaler, J., Ball, D. L., & Even, R. (2003). Preparing researchers for disciplined inquiry: Learning from, in, and for practice. In A. Bishop & J. Kilpatrick (Eds.), International Handbook of Mathematics Education (491-521). Dordrecht: Kluwer.
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Ball, D.L. (2002). What does it take to (teach to) reason in the primary grades? In Proceedings for the International Congress of Mathematicians (pp. 908-911). Beijing, China: Higher Education Press.
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Cohen, D. K., Raudenbush, S. & Ball, D. L. (2002). Resources, instruction, and research. In F. Mosteller & R. Boruch (Eds.), Evidence matters: Randomized trials in education research, (pp.80-119). Washington, DC: Brookings Institution Press.
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Ball, D. L., Lubienski, S., and Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). New York: Macmillan.
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Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics (pp. 83-104). Westport, CT: Ablex.
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Ball, D. L. (2000). Working on the inside: Using one's own practice as a site for studying mathematics teaching and learning. In Kelly, A. & Lesh, R. (Eds.). Handbook of research design in mathematics and science education, (pp. 365- 402). Dordrecht, Netherlands: Kluwer.
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Ball, D. L., & Bass, H. (2000). Making believe: The collective construction of public mathematical knowledge in the elementary classroom. In D. Phillips (Ed.), Yearbook of the National Society for the Study of Education, Constructivism in Education, (pp. 193-224). Chicago: University of Chicago Press.
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Ball, D. L. (1999). Crossing boundaries to examine the mathematics entailed in elementary teaching. In T. Lam (Ed.), Contemporary Mathematics (pp.15-36). Providence: American Mathematical Society.
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Ball, D. L. & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes and L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey Bass.
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Ball, D. L. & Lampert, M. (1999) Multiples of evidence, time, and perspective: Revising the study of teaching and learning. In E. Lagemann & L. S. Shulman, Issues in education research: Problems and possibilities (pp. 371 - 398). San Francisco: Jossey Bass.
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Lampert, M. & Ball, D. L. (1999). Aligning teacher education with contemporary K-12 reform visions. In G. Sykes and L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 33 - 53). San Francisco: Jossey Bass.
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Ball, D. L. (1997). Developing mathematics reform: What don't we know about teacher learning – but would make good working hypotheses. In S.N. Friel & G.W. Bright (Eds.), Reflecting on our work: NSF teacher enhancement in K-5 mathematics. Lanham, NY: University Press of America.
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Ball, D. L. (1997). What do students know? Facing challenges of distance, context, and desire in trying to hear children. In B. Biddle, T. Good, & I. Goodson (Eds.), International handbook on teachers and teaching (Vol. II), (pp. 679-718). Dordrecht, Netherlands: Kluwer Press.
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Ball, D. L. (1993). Halves, pieces, and twoths: Constructing representational contexts in teaching fractions. In T. Carpenter, E. Fennema, & T. Romberg, (Eds.), Rational numbers: An integration of research (pp. 157-196). Hillsdale, NJ: Erlbaum.
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