Hilda Borko, Ph.D., is a professor at Stanford University’s Graduate School of Education. Her research explores teacher cognition and the process of learning to teach, with an emphasis on changes in novice and experienced teachers' knowledge and beliefs about teaching, learning, subject matter, and classroom practices.
She is currently co-principal investigator on two research projects funded by the National Science Foundation: a field-test of the Problem-Solving Cycle professional development program for middle school mathematics teachers, and a Collaborative Research project in partnership with the Lawrence Hall of Science to study the effectiveness of an innovative model of science professional development for improving discourse and inquiry in science classrooms and students’ science learning outcomes.
Prior to joining Stanford, she was a professor at the University of Colorado, Boulder’s School of Education, an associate professor in the Department of Curriculum and Instruction, College of Education at the University of Maryland, College Park, and an assistant professor in the Division of Curriculum and Instruction, College of Education, at Virginia Polytechnic Institute and State University, Blacksburg.
She is a member of the National Academy of Education, and has served as president of the American Educational Research Association, and as a member and chair of various committees for the Association of Mathematics Teacher Educators, Educational Psychology Division of the American Psychological Association, and National Academy of Education.
Dr. Borko joined the BSCS Board of Directors in 2015.