Inquiry on Inquiry: Practitioner Research and Student Learning

Action in Teacher Education

Volumn 31, Issue 2, 2009, Pages 17-32

  Cochran Smith, Marilyn ^a   Barnatt, Joan ^a   Friedman, Audrey ^a   Pine, Gerald ^a  

^a BOSTON COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85056909795     PISSN: 01626620     EISSN: 21586098     Source Type: Journal    
DOI: 10.1080/01626620.2009.10463515     Document Type: Article

References (40)

1. Allen, M., 2003. Eight questions on teacher preparation: What does the research say?, Denver, CO: Education Commission of the States.
2. Anderson, C., Herr, K., and Nihlen, A., 2007. Studying your own school: An educator's guide to qualitative practitioner research, 2nd ed., Thousand Oaks, CA: Corwin Press.
3. Barnatt, J., But are they learning? Teachers candidates' use of inquiry focused on student outcomes. Paper presented at American Educational Research Association. New York. March.
4. Barnatt, J., Cochran-Smith, M., Friedman, A., Pine, G., and Baroz, R., Inquiry on inquiry: Practitioner research and pupils' learning. Paper presented at American Educational Research Association. Chicago. April.
5. Berthoff, A., 1987. “ The teacher as researcher ”. In Reclaiming the classroom: Teacher research as an agency for change, Edited by: Goswami, D., and Stillman, P. R., 28–48. Upper Montclair, NJ: Boynton/Cook.
6. Cochran-Smith, M., 1991. Learning to teach against the grain. Harvard Educational Review, 51 (3): 279–310.
7. Cochran-Smith, M., 1995. Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32 (3): 493–522.
8. Cochran-Smith, M., 1999. “ Learning to teach for social justice ”. In The education of teachers: Ninety-eighth yearbook of the national society for the study of education, Edited by: Griffin, G., 114–144. Chicago: University of Chicago Press.
9. Cochran-Smith, M., 2003. Inquiry and outcomes: Learning to teach in an age of accountability. Teacher Education and Practice, 15 (4): 12–34.
10. Cochran-Smith, M., and Lytle, S. L., 1999. The teacher research movement: A decade later. Educational Researcher, 28 (7): 15–25.
11. Cochran-Smith, M., and Lytle, S. L., 2004. “ Practitioner inquiry, knowledge, and university culture ”. In International handbook of research of self-study of teaching and teacher education practices, Edited by: Loughran, J., Hamilton, M. L., LaBoskey, V., and Russell, T., 601–649. Amsterdam: Kluwer.
12. Cochran-Smith, M., and Lytle, S. L., 2009. Inquiry as stance: Practitioner research for the next generation, New York: Teachers College Press.
13. Cochran-Smith, M., and Zeichner, K., 2005. Studying teacher education: The report of the AERA panel on research and teacher education, Mahwah, NJ: Erlbaum.
14. Crocco, M., Bayard, F., and Schwartz, S., 2003. Inquiring minds want to know: Action research at a New York City professional development school. Journal of Teacher Education, 54 (1): 19–30.
15. Crowe, E., 2008. “ Teaching as a profession: A bridge too far? ”. In Handbook of research on teacher education: Enduring questions in changing contexts, Edited by: Cochran-Smith, M., Nemser, S. Feiman, McIntyre, J., and Demers, K., 989–999. Mahwah, NJ: Erlbaum.
16. Cuban, L., 2004. “ Looking through the rearview mirror at school accountability ”. In Holding accountability accountable, Edited by: Sirotnik, K., 18–34. New York: Teachers College Press.
17. Darling-Hammond, L., 2000. Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8 (1) Retrieved September 13, 2009, from http://epaa.asu.edu/epaa/v8n1/
18. Darling-Hammond, L., Banks, J., Zumwalt, K., Gomez, L., Sherin, M., Griesdorn, J., 2005. “ Educational goals and purposes: Developing a curricular vision for teaching ”. In Preparing teachers for a changing world, Edited by: Darling-Hammond, L., and Bransford, J., 169–200. San Francisco: Jossey-Bass.
19. Darling-Hammond, L., and Bransford, J., 2005. Preparing teachers for a changing world. Report of the committee on teacher education of the national academy of education, San Francisco: Jossey-Bass.
20. Dudley-Marling, C., and Michaels, S., Making children smart: Shared inquiry and accountable talk in 4th grade English language arts. Paper presented at the meeting of the American Educational Research Association. San Francisco. April.
21. Fallon, D., 2006. The buffalo upon the chimney-piece: The value of evidence. Journal of Teacher Education, 57 (2): 139–155.
22. Freese, A., 2006. Reframing one's teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22: 100–119.
23. Grossman, P., 2005. “ Research on pedagogical approaches in teacher education ”. In Studying teacher education: The report of the AERA panel on teacher education, Edited by: Cochran-Smith, M., and Zeichner, K., 425–476. Mahwah, NJ: Erlbaum.
24. Hammerness, K., 2006. Seeing through teachers' eyes: Professional ideals and classroom practice, New York: Teachers College Press.
25. Hyland, N., and Noffke, S., 2005. Understanding diversity through social and community inquiry. Journal of Teacher Education, 56 (4): 367–381.
26. Kanstoroom, M., and Finn, C., 1999. Better teachers, better schools, Washington, DC: Fordham.
27. Levin, B., and Rock, C., 2003. The effects of collaborative action research on pre-service and experienced teacher partners in professional development schools. Journal of Teacher Education, 54 (2): 135–150.
28. Mule, L., 2006. Pre-service teachers' inquiry in a professional development school context: Implications for the practicum. Teaching and Teacher Education, 22: 205–218.
29. Oyler, C., 2006. Learning to teach inclusively: Student teachers' classroom inquiries, Mahwah, NJ: Erlbaum.
30. Price, J., 2001. Action research, pedagogy, and change: The transformative potential of action research in pre-service teacher education. Journal of Curriculum Studies, 33 (1): 43–74.
31. Price, J. N., and Valli, L., 2005. Pre-service teachers becoming agents of change: Pedagogical implications for action research. Journal of Teacher Education, 56 (1): 57–72.
32. Rock, T., and Levin, B., 2002. Collaborative action research projects: Enhancing pre-service teacher development in professional development schools. Teacher Education Quarterly, 29 (1): 7–21.
33. Schultz, R., and Mandzuk, D., 2005. Learning to teach, learning to inquire: A three-year study of teacher candidates' experiences. Teaching and Teacher Education, 21 (3): 315–331.
34. Stenhouse, L., 1985. Research as a basis for teaching, London: Heinemann.
35. Valli, L., 1999. Connecting teacher development and school improvement: Ironic consequences of a pre-service action research course. Teaching and Teacher Education, 16: 715–730.
36. Valli, L., and Price, J. N., 2000. Deepening our understanding of praxis: Teacher educators' reflections on action research. Teaching Education, 11 (3): 267–278.
37. Walsh, K., and Hale, C., 2004. Increasing the odds: How good policies can yield better teachers, Washington, DC: National Council on Teacher Quality.
38. Zeichner, K., 2005. “ A research agenda for teacher education ”. In Studying teacher education: The report of the AERA panel on research and teacher education, Edited by: Cochran-Smith, M., and Zeichner, K., 737–760. Mahwah, NJ: Erlbaum.
39. Zeichner, K., and Noffke, S., 2001. “ Practitioner research ”. In Handbook of research on teaching, 4th ed., Edited by: Richardson, V., 314–330. New York: Macmillan.
40. Zumwalt, K., 1989. “ Beginning professional teachers: The need for a curricular vision of teaching ”. In Knowledge base for the beginning teacher, Edited by: Reynolds, M., 173–184. New York: Pergamon Press.