Professional Development – Theory and Research 
Clarke, D.J. (2009). Theoretical perspectives in mathematics teacher education. In M. Tzekaki, M. Kadrimidou, & H. Sakonidis (Eds.), In Search for Theories in Mathematics Education. Proceedings of the 33rd Conference of the International Group for Psychology of Mathematics Education, Volume 1. Thessaloniki, Greece: PME, pp. 8593. Clarke, D.J. & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947967. The result of over ten years refinement and empirical grounding of a theoretical model of teacher professional growth. Clarke, D.J. (2002). Constructed Pedagogies. In L. Bazzini & C. Whybrow Inchley (Eds.), Mathematical Literacy in the Digital Era: Proceedings of CIEAEM 53. Milano: Ghiseti E Corvi, pp. 243252. Clarke, D.J. & Hollingsworth, H. (2000). Seeing is understanding: Examining the merits of video and narrative cases. Journal of Staff Development 21(4), 4043. Hollingsworth, H. & Clarke, D.J. (1998). Improving Teaching: A Case for Cases. In J. Gough & J. Mousley, (Eds.) Mathematics: Exploring All Angles. Melb, Vic: Mathematics Association of Victoria, pp. 186194 (ISBN 1876308729) Hollingsworth, H. & Clarke, D.J. (1997). A structure for quality mathematics instruction. In D.M. Clarke, P. Clarkson, D. Gronn, M. Horne, L. Lowe, M. Mackinlay, and A. McDonough (Eds.) Mathematics: Imagine the Possibilities. Brunswick, Victoria: Mathematics Association of Victoria, pp. 299  304. Richards, M. & Clarke, D.J. (1996). Goal transformation in a professional development program. In P.C. Clarkson (Ed.). Technology in mathematics education. Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia (MERGA), June 30  July 3, 1996, at the University of Melbourne. Melbourne: MERGA, pp. 477  485. Clarke, D.J. & Hollingsworth, H. (1994). What professional development do mathematics teachers really want? In C. Beesey & D. Rasmussen (Eds.) Mathematics without limits. Brunswick, Vic.: Mathematical Association of Victoria, pp. 329  332. Clarke, D.J. & Hollingsworth, H. (1994). Reconceptualising teacher change. In G. Bell, B. Wright, N. Leeson, & J. Geake (Eds.) Challenges in Mathematics Education: Constraints on Construction. Proceedings of the Seventeenth Annual Conference of the Mathematics Education Research Group of Australasia, Southern Cross University, Lismore, NSW, Australia, July 5  8, 1994, Volume 1, pp. 153  164. Clarke, D.J. & Peter, A. (1993). Modelling teacher change. In B. Atweh, C. Kanes, M. Carss, & G. Booker (Eds.) Contexts in Mathematics Education. Kelvin Grove, Qld: MERGA, pp. 167  176. Peter, A., Clarke, D.J., & Carlin, P. (1992). Facilitating change for secondary mathematics teachers. Journal of Science and Mathematics Education in Southeast Asia vol. XV(2), 67  79.
