Recent publications include "Historical perspective as an important element of teacher knowledge: A sonata-form case study of equity issues in a chemistry classroom" in Harvard Educational Review (70)3 and "Pragmatism's unfinished project: What William James has to offer teacher knowledge researchers," book chapter in William James and Education, edited by Jim Garrison. Currently Jerry's research interests include the social and emotional dimensions of teachers' practical knowledge, and the challenges of representing this knowledge in research on teaching.