The DOI matches its Crossref record; 100 of the 100 references it cites were found in a registry or an index.
The Teacher Research Movement: A Decade Later
Abstract
This article outlines five trends that have characterized the teacher research movement over the past decade, exploring how practitioner inquiry can transform the knowledge base for teaching. It argues that teacher research is not just a mechanism for school reform, but a distinct form of knowledge generation that challenges the traditional 'outside-in' university-led research paradigm.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Citations
Cites
Handbook of research on teaching
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Research works printed but not linked: 51
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Cited by
Relationships of Knowledge and Practice: Teacher Learning in Communities
Cochran-Smith, M., & Lytle, S. L. (1999) · Review of Research in Education · doi:10.2307/1167272 · Cited by 2,288
Self-citationA Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?
Hiebert, J., Gallimore, R. G., & Stigler, J. W. (2002) · Educational Researcher · doi:10.3102/0013189x031005003 · Cited by 1,190
“The teacher-as-researcher movement has oriented teachers to studying their own practice, thereby making it more public and testing its effectiveness (Berthoff, 1987; Burnaford, Fischer, & Hobson, 1996; Cochran-Smith & Lytle, 1993, 1999 ).”
BackgroundWindschitl, M. (2002) · Review of Educational Research · doi:10.3102/00346543072002131 · Cited by 1,118
“Through these and other efforts, the emphasis of professional education has shifted to posing questions, not just answering them, and to interrogating one’s own practice and the practices of others, making assumptions explicit, and making classrooms sites for inquiry (Cochran-Smith & Lytle, 1999).”
BackgroundBrydon‐Miller, M., Greenwood, D. J., & Maguire, P. (2003) · Action Research · doi:10.1177/14767503030011002 · Cited by 1,183
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
Johnson, K. E. (2006) · TESOL Quarterly · doi:10.2307/40264518 · Cited by 886
Metadata
- Authors
- Cochran-Smith, M., & Lytle, S. L.
- Affiliations
- Boston College, School of Education, Campion Hall-210, Chestnut Hill, MA 02467. Her areas of specialization are teacher education and research on teaching
- University of Pennsylvania (US)
- Venue
- Educational Researcher
- Published
- 1999-10
- Volume
- 28
- Issue
- 7
- Pages
- 15-25
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2115591507
- Cited by
- 1,139
- References
- 100
- Citations by year
- 2026: 18 · 2025: 25 · 2024: 28 · 2023: 45 · 2022: 39 · 2021: 39 · 2020: 68 · 2019: 54 · 2018: 37 · 2017: 49 · 2016: 42 · 2015: 65 · 2014: 61 · 2013: 47 · 2012: 69
- FWCI
- 158.17
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Educational Research and Methods
- Social Sciences › Education › Reflective Practices in Education
- Keywords
- teacher research, practitioner research, teacher professional development, professional development, educational reform, research dissemination, campus culture, standards movement, intellectual traditions
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
