Dissertation Title:
Counterfactuals: The Logic of Statistical Adjustment

Buchmann, M., & Floden, R.E. Detachment and concern: Conversations on the philosophy of teaching and teacher education. New York: Teachers College Press, 1993.

Ashburn, E. & Floden, R.E. (Eds.), Meaningful Learning Using Technology: What Educators Need to Know and Do. New York: Teachers College Press, 2006.

Selected articles and chapters:
Cronbach, L.J., Rogosa, D.R., Floden, R.E., & Price, G.P. Analysis of covariance: Angel of salvation or temptress and deluder? (Occasional Paper). Stanford, California: Stanford University, Stanford Evaluation Consortium, February 1976.

Floden, R.E., & Weiner, S.S. Rationality to ritual: The multiple roles of evaluations in governmental processes. Policy Sciences, 1978, 9, 9‑18.

Reprinted in G.F. Madaus, M. Scriven, and D.L. Stufflebeam (Eds.), Evaluation models: Viewpoints on educational and human services evaluations. Boston: Kluwer‑Nijhoff, 1983.

Porter, A.C., Schmidt, W.H., Floden, R.E., & Freeman, D.J. Practical significance in program evaluation. American Educational Research Journal, 1978, 15, 529‑546.

Floden, R.E. Analogy and credentialing. Action in Teacher Education, 1979, 1, 33‑39. Reprinted in Action in Teacher Education, The journal of the Association of Teacher Educators: Tenth-year anniversary commemorative edition. Reston, VA: Association of Teacher Educators.

Feiman, S., & Floden, R.E. A consumer's guide to teacher development. Journal of Staff Development, 1980, 1(2), 126‑147.

Floden, R.E. Flexner, accreditation, and evaluation. Educational Evaluation and Policy Analysis, 1980, 2, 35‑46. Reprinted in G.F. Madaus, M. Scriven, and D.L. Stufflebeam (Eds.), Evaluation models: Viewpoints on educational and human services evaluations. Boston: Kluwer‑Nijhoff, 1983.

Feiman, S., & Floden, R.E. A critique of developmental approaches to teacher education. Action in Teacher Education, 1981, 3(1), 35‑38.

Floden, R.E. Does the triple play retire the side?: Research methods and methods of teacher education. Philosophy of Education 1980: Proceedings of the Thirty‑sixth Annual Meeting of the Philosophy of Education Society, 1981, 163‑173.

Floden, R.E. The logic of information‑processing psychology in education. In D.C. Berliner (Ed.), Review of research in education (Vol. 9). Washington, D.C.: American Educational Research Association, 1981.

Floden, R.E., & Feiman, S. Should teachers be taught to be rational? Journal of Education for Teaching, 1981, 7, 274‑283.

Floden, R.E., Porter, A.C., Schmidt, W.H., Freeman, D.J., & Schwille, J.R. Responses to curriculum pressures: A policy‑capturing study of teacher decisions about content. Journal of Educational Psychology, 1981, 73, 129‑141.

Floden, R.E. A reasonable explanation of assimilation and accommodation. Contemporary Psychology, 1983, 28, 49‑50.

Freeman, D.J., Kuhs, T.M., Porter, A.C., Floden, R.E., Schmidt, W.H., & Schwille, J.R. Do textbooks and tests define a national curriculum in elementary school mathematics? Elementary School Journal, 1983, 83, 501‑513.

Schwille, J.R., Porter, A.C., Belli, G., Floden, R.E., Freeman, D.J., Knappen, L.B., Kuhs, T.M., & Schmidt, W.H. Teachers as policy brokers in the content of elementary school mathematics. In L.S. Shulman and G. Sykes (Eds.), Handbook on teaching and policy. New York: Longman, 1983.

Freeman, D.J., Belli, G.M., Porter, A.C., Floden, R.E., Schmidt, W.H., & Schwille, J.R. The influence of different styles of textbook use on instructional validity of standardized tests. Journal of Educational Measurement, 1983, 20, 259‑271.

Rogosa, D., Floden, R., & Willett, J. Assessing the stability of teacher behavior. Journal of Educational Psychology, 1984, 76, 1000‑1027.

Floden, R. E. The role of rhetoric in changing teachers' beliefs. Teaching and Teacher Education, 1985, 1, 19‑32.

Kuhs, T., Porter, A.C., Floden, R.E., Freeman, D.J., Schmidt, W.H., & Schwille, J.R. Differences among teachers in their use of curriculum‑ embedded tests. Elementary School Journal, 1985, 86, 141‑153.

Feiman‑Nemser, S., & Floden, R. E. The cultures of teaching. In M. Wittrock (Ed.), Third handbook of research on teaching. Chicago: Macmillan, 1986, pp. 505-526.

Floden, R. E. Explaining learning: Biological and cybernetic metaphors. In N. Burbules (Ed.), Philosophy of Education 1986: Proceedings of the Forty‑second Annual Meeting of the Philosophy of Education Society. Normal, IL: Philosophy of Education Society, 1987, pp. 39-49.

Floden, R.E., Buchmann, M., & Schwille, J. Breaking with everyday experience. Teachers College Record, 1987, 88, 485-506.

Zeuli, J.S., & Floden, R.E. Cultural inequities and incongruities: Implications for preservice teachers? Journal of Teacher Education, 38(6), 1987, 9-15.

Howe, Kenneth R., & Floden, R.E. Review article‑‑The "Thinking about Education" series. Educational Theory, 1987, 37, 189‑199.

Schwille, J., Porter, A., Alford, L., Floden, R., Freeman, D., Irwin, S., & Schmidt, W. State policy and the control of curriculum decisions: Zones of tolerance for teachers in elementary school mathematics. Educational Policy, 2, 1988, 29-50.

Floden, R.E., & Clark, C.M. Preparing teachers for uncertainty. Teachers College Record, 1988, 89, 505-524.

Floden, R.E., Porter, A.C., Alford, L.E., Freeman, D.J., Irwin, S., Schmidt, W.H., & Schwille, J.R. Instructional leadership at the district level: A closer look at autonomy and control. Educational Administration Quarterly, 1988, 24, 96-124.

Floden, R.E., & Huberman, M. Teachers' professional lives: The state of the art. International Journal of Educational Research, 1989, 13, 455-466.

Buchmann, M., & Floden, R.E. Research traditions, diversity, and progress. Review of Research in Education, 1989, 59, 241-248.

Floden, R.E., & Buchmann, M. Philosophical inquiry in teacher education. In R. Houston (Ed.), Handbook of research on teacher education. NY: Macmillan, 1990.

Floden, R.E., & Klinzing, H.G. What can research on teacher thinking contribute to teacher preparation?: A second opinion. Educational Researcher, 19(5), 1990, 15-20.

Floden, R.E. Review article--The Place of Educational Studies in Research Universities. Oxford Review of Education, 16, 1990, 111-114.

Buchmann, M., & Floden, R.E. On doing philosophy of teacher education. Oxford Review of Education, 16, 1990, 343-366.

Floden, R.E. Evolving methods for enhancing validity. Educational Researcher, 19(5), 1990, 25-27.
Buchmann, M., & Floden, R.E. Program coherence in teacher education: A view from the USA. Oxford Review of Education, 1991, 17, 65-72.

Floden, R.E. What teachers need to know about learning. In M. Kennedy (Ed.), Teaching academic subjects to diverse learners. NY: Teachers College, 1991, pp. 181-202.

Floden, R.E. Putting true scores first: A response to Rogosa and Ghandour. Journal of Educational Statistics, 1991, 16, 267-280.

Buchmann, M., & Floden, R.E. Coherence, the rebel angel. Educational Researcher, 1992, 21(9), 4-9.

Floden, R.E. Conversation to build community. Educational Researcher, 1993, 22(1), 4.

Floden, R.E., & Buchmann, M. Between routines and anarchy: Preparing teachers for uncertainty. Oxford Review of Education, 1993, 19, 373-382.

Floden, R.E. Reshaping assessment concepts. Educational Researcher, 1994, 23(2), 4.

Prawat, R., & Floden, R.E. Philosophical perspectives on learning theory. Educational Psychologist, 1994, 29(1), 37-48.

Floden, R.E., Goertz, M., & O’Day, J. Capacity building in systemic reform. Phi Delta Kappan, 1995, 77, 19-21.

Stoddart, T., & Floden, R.E. Alternate routes. In K. Zeichner (Ed.), Reforming Teacher Education in the United States. New York: Teachers College Press, 1996, pp. 80-106.

Floden, R.E., McDiarmid, G.W., & Jennings, N. Learning about mathematics in elementary methods courses. In D.J. McIntyre & D.M. Byrd (Eds.), Preparing tomorrow’s teachers: The field experience. Teacher Education Yearbook IV. Thousand Oaks, CA: Corwin, 1996, pp. 225-241.

Floden, R.E. Educational research: Limited, but worthwhile and maybe a bargain. Curriculum Inquiry, 1996, 26, 193-197.

Goertz, M. E., Floden, R.E., & O'Day, J. Systemic Reform (Studies of Education Reform; ORAD 96-1322). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, October 1996.

Floden, R.E. Examining Differences: Overview and Framework. In D.M. Byrd & D.J. McIntyre (Eds.), Research on the education of our nation’s teachers: Teacher Education Yearbook V. Thousand Oaks, CA: Corwin Press, 1997, pp. 215-218.

Floden, R.E. Examining Differences: Reflections and Implications. In D.M. Byrd & D.J. McIntyre (Eds.), Research on the education of our nation’s teachers: Teacher Education Yearbook V. Thousand Oaks, CA: Corwin Press, 1997, pp. 277-284

Floden, R.E. Reforms that call for more than you understand. In N.C. Burbules & D.T. Hansen (Eds.), Teaching and its predicaments Boulder, CO: Westview Press, 1997, pp. 11-28.

Floden, R.E. The conduct and appraisal of educational research. In M. Ben Peretz (Eds.), Routledge International Companion to Education. London: Routledge, 2000.

Wilson, S. W., Floden, R.E., & Ferrini-Mundy, J. Teacher Preparation Research: Current Knowledge, Recommendations and Priorities for the Future. Seattle: Center for the Study of Teaching and Policy, University of Washington, April 2001. (available from

Floden, R.E. Research on effects of teaching: A continuing model for research on teaching. In V. Richardson (Ed.), Handbook of Research on Teaching (4th ed.). New York: Macmillan, 2001, pp. 1-14.

Wilson, S. M., & Floden, R.E. Hedging bets: Standards-based reform in classrooms. In S. Fuhrman (Ed.), From the Capitol to the Classroom: Standards-Based Reform in the States. The Onehundredth Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press, 2001, pp. 193-216.

Floden, R.E. Measuring opportunity to learn. In National Research Council (A.C. Porter & A. Gamoran, Eds.), Methodological advances in cross-national education surveys of educational achievement. Washington, DC: National Academy Press, 2002, pp. 231-266.

Wilson, S. W., Floden, R.E., & Ferrini-Mundy, J. Teacher Preparation Research: An Insiders’ View from the Outside. Journal of Teacher Education, 2002 (May/June), 53(3), 190-204.

Wilson, S. M., & Floden, R. E. (2002). Creating effective teachers - -Concise answers for hard questions: An addendum to the report Teacher Preparation Research : Current Knowledge, Gaps and Recommendations. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.

Floden, R.E. Acknowledging incompleteness (2003). In S. Fletcher (Ed.), Philosophy of Education 2002: Proceedings of the Fifty eighth Annual Meeting of the Philosophy of Education Society. Champaign-Urbana, IL: Philosophy of Education Society, 293-295.

Floden, R.E. Policy tools for improving education. In R.E. Floden(Ed.), Review of research in education (Vol. 27). Washington, D.C.: American Educational Research Association, 2004.

Floden, R. E., & Meniketti, M.. Research on the Effects of Coursework in the Arts and Sciences and in the Foundations of Education. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying Teacher Education: The AERA Panel on Research and Teacher Education. Hillsdale, NJ: Erlbaum, 2005.

Floden, R.E. Introduction: Brown’s Influence on Education and Education Research: Critical Insights, Uneven Implementation,and Unanticipated Consequences. In R.E. Floden, (Ed.) Review of research in education (Vol. 28). Washington, D.C.: American Educational Research Association, 2005, ix-xii.

Floden, R.E. When is philosophy of education? In K. Howe (Ed.), Philosophy of Education 2005: Proceedings of the Sixtyth Annual Meeting of the Philosophy of Education Society. Champaign-Urbana, IL: Philosophy of Education Society, 2005, 1-13.

Floden, R.E. Foreword. In P. Lauer, An Education Research Primer: How to understand, evaluate, and use it. San Franciso: Jossey-Bass, 2006, ix-x.

Floden, R.E. What Knowledge Users Want. In C. Conrad & R. Serlin (Eds.), The Sage Handbook for Research in Education: Engaging Ideas and Enriching Inquiry. Thousand Oaks, CA: Sage Publications, 2006, 23-35.

Floden, R.E., & Bell, J. Professional Development for Meaningful Learning Using Technology. In E. Ashburn & R.E. Floden (Eds.), Meaningful learning using technology: What educators need to know and do. New York: Teachers College Press, 2006, 180-192.

Ferrini-Mundy, J., & Floden, R.E. Educational policy research and mathematics education. In F. K. Lester, Jr. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning. Charlotte, NC: Information Age Publishing, 2007, 1247-1279.

Floden, R. E. Philosophical issues in education policy research. In D.K. Cohen, S.H. Fuhrman, , and F. Moser (Eds.), The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum Associates, 2007, 3-15.

Floden, R.E. Improving methods for research on teacher education. In M. Cochran-Smith, S. Feiman-Nemser, and J. McIntyre (Eds.), Handbook of Research on Teacher Education: Enduring questions in changing contexts (3rd Ed.). New York: Routledge, 2008, 1183-1188.

Floden, R. E. Informing teaching and learning policy. In G. Sykes and B. Schneider (Eds.), Handbook of Education Policy Research, New York: Routledge, 2009, 710-714.

Gallagher, J. J., Floden, R., & Anderson, C. The context for developing leadership in mathematics and science education. In Roth, W.M. & Tobin, K. (Eds). World of science education: North America. Rotterdam, NL: Sense Publishing, 2009, 617-630.

Stanulis, R. N., & Floden, R.E. Intensive mentoring as a way to help beginning teachers develop balanced instruction. Journal of Teacher Education, 2009, (March/April), 60(2), 112-122.

Moss, P.A., Phillips, D.C., Erickson, F.D., Floden, R.E., Lather, P.A., Schneider, B.L. Learning from our differences: A dialogue across perspectives on quality in educational research. Educational Researcher, 2009, 38(7), 501-517.

Floden, R.E. Empirical Research Without Certainty. Educational Theory, 2009, 59(4), 485-498.

Gallagher, J.J., Floden, R.E., & Gwekwerere, Y. Context for developing leadership in science and mathematics education in the United States. In B. Fraser, K. Tobin, and C. McRobbie (Eds.), Second International Handbook of Science Education. Boston: Kluwer Academic, in press.