Inquiry as Stance: Practitioner Research for the Next Generation

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Teachers College Press, Apr 27, 2009 - Education - 401 pages
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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Contents

Part I THEORIZING AND CONTEXTUALIZING PRACTITIONER RESEARCH
1
Part II PRACTITIONERS ON TEACHING LEARNING AND SCHOOL LEADERSHIP
187
Part III PRACTITIONERS VOICES
343
AFTERWORD
378
Index
383
About the Authors
401
Copyright

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About the author (2009)

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.

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