Hatch, T. (2021). The education we need for a future we can’t predict. Thousand Oaks, CA: Corwin.
Hatch, T., Roegman, R., & Allen, D. (2019). Creating equitable outcomes in a segregated state. Phi Delta Kappan, 100 (5), 19-24.
Hatch, T., Ahn, M., Ferguson, D., & Rumberger, A. (2019). The Role of External Support in Improving K-3 Reading Outcomes in New York City. Urban Education. https://doi.org/10.1177/0042085919877932
Hatch, T., Hill, K., & Roegman, R. (2016). Investigating the role of instructional rounds in the development of social networks and district-wide improvement. American Educational Research Journal, 53 (4), 1022-1053.
Hatch, T., Shuttleworth, J., Taylor, A., & Marri, A. (2016). Videos, pairs, and peers: What connects theory and practice in teacher education? Teaching and Teacher Education. 59, 274–284.
Hatch, T. (2013). Innovation at the core: What it really takes to improve classroom practice. Phi Delta Kappan, 95 (3), 34-38.
Hatch, T., Marri, A., Stengel, P., Kitch, A., & Neira, P. (2012). Perspectives on freedom of speech. Center for New Media Teaching and Learning & NCREST: New York.
Hatch, T., Sun, C., Grossman, P., Neira, P., & Chang, T. (2009). Learning from the practice of veteran and novice teachers: A digital exhibition. Journal of Teacher Education, 60, (1), 69-69.
Hatch, T. (2009). Managing to change: How schools can survive (and sometimes thrive) in turbulent times. New York: Teachers College Press.
Hatch, T., (with Eiler White, M., Raley, J., Austin, K., Capitelli, S., & Faigenbaum, D.) (2005). Into the classroom: Developing the scholarship of teaching and learning. San Francisco: Jossey-Bass.
Honig, M. & Hatch, T. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher, 33 (8), 16-30.
Hatch, T. (2002). When improvement programs collide. Phi Delta Kappan. 83, (8), 626-634.
Hatch, T. (2001). It takes capacity to build capacity, Education Week, 20 (22), 44, 47.
Hatch, T. (2000). What does it take to “go to scale”? Reflections on the promise and the perils of comprehensive school reform. Journal of Education for Students Placed at Risk, 5(4), 339-354.
Hatch, T. (1998). The differences in theory that matter in the practice of school improvement. American Educational Research Journal, 35(1), 3-31.
Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the Theory of Multiple Intelligences. Educational Researcher, 18 (8), 4-10.