• Slavit, D., Roth McDuffie, A., Griggs, N., Goldhaber, D., Theobald, R. (2023). Faculty Perspectives and Values Toward Mathematics and Science Content Information Used in Teacher Preparation Admissions Processes. CALDER Working Paper No. 285-0623.
   

• Theobald, R., Goldhaber, D., Holden, K., & Stein, M. (2021). Special education teacher preparation, literacy instructional alignment, and reading achievement for students with high-incidence disabilities. CALDER Working Paper No. 253-0621.

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• Choate, K., Goldhaber, D., & Theobald, R. (2021). The effects of COVID-19 on teacher preparation. Phi Delta Kappan, 102(7), 52–57. 

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• Goldhaber, D., Krieg, J., & Theobald, R., & Liddle, S. (2021). Lost to the system? A descriptive exploration of where teacher candidates find employment and how much they earn. CALDER Working Paper No. 251-0421.

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• St. John, E., Goldhaber, D., Krieg, J., & Theobald, R. (2021). How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools. Journal of Education Human Resources, 39(3), 261–288. https://doi.org/10.3138/jehr-2020-0014

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• Choate, K., Goldhaber, D., Katz, A., Theobald, R. (2020). Washington STEM Teacher Survey Summary Report. CEDR Policy Brief No. 03172020-1. University of Washington.
   

• Goldhaber, D., Krieg, J., & Theobald, R. (2020). Effective like me? Does having a more productive mentor improve the productivity of mentees? Labour Economics, 63, 101792.
   

• Goldhaber, D., Krieg, J., & Theobald, R. (2020). Exploring the impact of student teaching apprenticeships on student achievement and mentor teachers. Journal of Research on Educational Effectiveness, 13(2), 213-234.

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• Goldhaber, D., Krieg, J., & Theobald, R., & Goggins, M. (2020). Front End to Back End: Teacher Preparation, Workforce Entry, and Attrition. CALDER Working Paper No. 246-1220.
   

• Krieg, J., Goldhaber, D., & Theobald, R. (2020). Disconnected development: The importance of specific human capital in the transition from student teaching to the classroom. CALDER Working Paper No. 236-0520.
   

• Krieg, J., Goldhaber, D., & Theobald, R. (2020). Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. Journal of Teacher Education, 71(2), 218-232.
   

• Theobald, R., Goldhaber, D., Naito, N., & Stein, M. (2020). The special education teacher pipeline: Teacher preparation, workforce entry, and retention. CALDER Working Paper 231-0220.
   

• Goldhaber, D., Krieg, J., Naito, N., & Theobald, R. (2019). Making the most of student teaching: The importance of mentors and scope of change. Education Finance and Policy, 1-21.

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• Goldhaber, D., Theobald, R., and Tien, C. (2019). Why we need a diverse teacher workforce. Phi Delta Kappan, 100(5), 25-30.

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• Goldhaber, D., Krieg, J., Naito, N., & Theobald, R. (2020). Student Teaching and the Geography of Teacher Shortages. Educational Researcher. September 2020. doi:10.3102/0013189X20962099​

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• Goldhaber, D., Theobald, R., & Tien, C. (2018). Educator and Student Diversity in Washington State: Gaps and Historical Trends. The Washington Educational Research Association Education Journal, 10(2), p. 3-9.

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• Goldhaber, D., Cowan, J., & Theobald, R. (2017). Evaluating prospective teachers: Testing the predictive validity of the edTPA. Journal of Teacher Education, 68(4), 377-393.
   

• Goldhaber, D., Krieg, J. M., & Theobald, R. (2017). Does the match matter? Exploring whether student teaching experiences affect teacher effectiveness. American Educational Research Journal, 54(2), 325-359.
   

• Krieg, J. M., Theobald, R., & Goldhaber, D. (2016). A foot in the door: Exploring the role of student teaching assignments in teachers’ initial job placements. Educational Evaluation and Policy Analysis, 38(2), 364-388.
   

• Goldhaber, D., Krieg, J., Theobald, R., & Brown, N. (2015). Refueling the STEM and special education teacher pipelines. Phi Delta Kappan, 97(4), 56-62.
   

• Goldhaber, D., Krieg, J., & Theobald, R. (2014). Knocking on the door to the teaching profession? Modeling the entry of prospective teachers into the workforce. Economics of Education Review, 42, pp. 106-124.