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Inquiry as Stance Practitioner Research in the Next Generation

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ISBN-10: 0807749702

ISBN-13: 9780807749708

Edition: 2009 (Revised)

Authors: Marilyn Cochran-Smith, Susan L. Lytle, Ruth K. Westheimer

List price: $30.95
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In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and across the world to ally their work with others, as part of larger social and intellectual movements for social change and social justice.
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Book details

List price: $30.95
Copyright year: 2009
Publisher: Teachers College Press
Publication date: 4/27/2009
Binding: Paperback
Pages: 392
Size: 6.00" wide x 9.00" long x 1.25" tall
Weight: 1.540
Language: English

Marilyn Cochran-Smith holds the John E. Cawthorne Endowed Chair in Teacher Education for Urban Schools at Boston College's Lynch School of Education, where she directs the Doctoral Program in Curriculum and Instruction.nbsp;Dr. Cochran-Smith earned her Ph.D. in Language and Education from the University of Pennsylvania in 1982 where she was a tenured faculty member at the Graduate School of Education until going to Boston College in 1996. An active participant in the national and international teacher education communities, Dr. Cochran-Smith has long been a member of AACTE committees and groups. From 2000-2006, she was the editor of AACTE's journal, The Journal of Teacher Education , along…    

Marilyn Cochran-Smith holds the John E. Cawthorne Chair in Teacher Education for Urban Schools and directs the Doctoral Program in Curriculum and Instruction at Boston College's Lynch School of Education. Susan L. Lytle is Associate Professor of Education and Chair of the Language and Literacy in Education Program at the Division Graduate School of Education, University of Pennsylvania.

Theorizing and Contextualizing Practitioner Research
Practitioner Inquiry in Trying Times
Practitioner Inquiry: Versions and Variance
Troubling Images of Teaching in No Child Left Behind
Constructive Disruption: Practitioner Research and University Culture
Inquiry as Stance: Ways Forward
Practitioners on Teaching, Learning, and School Leadership
The "Bad Boy" and the Writing Curriculum
Practitioner Inquiry as Mediated Emotion
Can We Read a Happy Book Next?: Using Children's Literature to Move Beyond Our White Space
Teachers Talk About Race, Class, and Achievement
Constructing a Language of Learning to Teach
Creating a Hybrid Space for Self, Teacher, and Researcher
An Insider Voice: Leading as a Teacher
Teacher Research as a Collective Struggle for Humanization
Practitioners' Voices
Practitioners' Voices in Trying Times: A Readers' Theatre Script
About the Authors