Key Projects Over the Years
New Graduate Schools of Education: A Strategic Opportunity for Investigation (2015-2022)
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Dr. Molly Cummings-Carney, Dr. Cochran-Smith and Dr. Elizabeth Stringer Keefe
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Funded by the Spencer Foundation and led by Dr. Cochran-Smith and a team of researchers, the New Graduate Schools of Education (nGSEs) Study is an exploration of a controversial innovation in teacher education, which involves shifting teacher preparation away from universities and relocating it within new graduate schools of education, unaffiliated with universities. Most nGSEs were founded by urban charter school leaders. They concentrate on the pre-professional preparation of teachers and are state-authorized to grant master’s degrees and certify new teachers. Advocates sometimes characterize teacher preparation at nGSEs as a “third way” of teacher preparation that differs from both fast-track entry routes such as Teach for America, which they perceive as recruitment rather than preparation, and “traditional” university programs, which they perceive as failing to produce teachers who can boost achievement in urban schools.
The purpose of the nGSE Study is to assess nGSEs as a new model of teacher preparation through an analysis of the discourse, practices and policies of nGSEs based on analysis of public documents and materials, interviews with thought leaders nationally, and cross-case study of multiple nGSE sites. The case studies are based on close observations, in-depth interviews with participants, and analysis of internal documents and institutional data as well as publicly available materials. This study seeks to uncover the rhetoric and reality surrounding teacher preparation at nGSEs, comparing the phenomenon as planned and described with the phenomenon as enacted in particular sites. The study aims to assess the project of teacher preparation at nGSEs as a lever for boosting teacher quality and reducing inequality for students from minority backgrounds and economically disadvantaged families, especially those in urban schools. In addition to Cochran-Smith (Principal Investigator), the nGSE research team includes: Dr. Elizabeth Stringer Keefe, Dr. Molly Cummings Carney, Dr. Andrew Miller, Dr. Juan Gabriel Sanchez, Dr. Marisa Olivo, and Dr. Reid Jewett Smith.
Selected Presentations & Publications Based on the Work of the nGSE Study:
Cochran-Smith, M. & Jewett Smith, R. (2023). The ‘Truth’ about Teacher Preparation at New Graduate Schools: Unpacking the Discourses.
Paper presented at AERA, Chicago, April 2023.
Cochran-Smith, M., Smith, R.J. & Alexander, J. (2022). Teacher preparation at new graduate schools of education: An institutional perspective. Education Policy Analysis Archives. 47(2): 8-37.
Cochran-Smith, M. (2021). Relocating teacher preparation to new graduate schools of education. The New Educator, 17(1), 1-20.
Cochran-Smith, M. Keefe, E. S., & Jewett Smith, R. (2021). A study in contrasts: Multiple-case perspectives on teacher preparation at new graduate schools of education. The New Educator, 17(1), 96-118.
Cochran-Smith, M. & Alexander, J. (2021). “Mission and Meaning: A Cross-case Analysis of Organizational Logics at New Graduate Schools of Education.” Paper presented at AERA (virtual). April 2021.
Cochran-Smith, M., Keefe, E.S., Carney, M.C., Olivo, M., & Jewett Smith, R. (2020). Teacher preparation at new graduate schools of education: Studying a controversial innovation. Teacher Education Quarterly, 47(2), 8-37.
Cochran-Smith, M. (2019). “Teacher Preparation at New Graduate Schoolsof Education: Understanding a Controversial Innovation.” Keynote Address at the British Educational Research Association, Manchester, England, September 2019.
Cochran-Smith, M. (2018). “New Graduate Schools of Education (nGSE): Exploring a Controversial Innovation.” Presented at the 2018 CADREI Annual Meeting, Tucson, Arizona. October, 2018.
Cochran-Smith, M., Carney, M. C., Miller, A. F., & Sánchez, J. G. (2017). New Graduate Schools of Education: Studying a Controversial Innovation. Symposium session at the annual meeting of the New England Educational Research Organization, Portsmouth, NH, April 6, 2017.
Cochran-Smith, M., Carney, M. C., & Miller, A. F. (2016). Relocating Teacher Preparation: New Graduate Schools of Education and Their Implications. Presentation for the Endowed Chairs Colloquium Series, Boston College, Chestnut Hill, MA, November 29, 2016.
NOKUT International Advisory Panel on Teacher Education in Norway (2016-2020)
Members of the Advisory Panel
Chaired by Dr. Cochran-Smith and composed of international scholars in teacher education, the Norwegian Agency for Quality Assurance in Education (NOKUT) International Advisory Panel on Teacher Education in Norway was established in connection with the Norwegian government’s introduction of five-year integrated master's programs for primary and lower secondary education. The purpose of the advisory group is to help ensure that this change in degree structure results in high quality educational experiences for teacher candidates. The advisory group also has a broader task: to help further improve teacher education at the primary and lower secondary levels by describing how to improve Norwegian teacher education institutions overall.
Project TEER (2014-2020)
The TEER team at AERA 2017 in San Antonio, TX
Division K Exemplary Research in Teaching and Teacher Education Award, The TEER Team at AERA 2019
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Coming April 2018
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Led by Dr. Cochran-Smith, Project TEER (Teacher Education and Education Reform) is a collaborative research group interested in the intersection of teacher education policy and practice, on one hand, and neoliberal education reform, on the other. Dr. Cochran-Smith and eight current and former Boston College doctoral students (Dr. Megina Baker, Stephani Burton, Molly Cummings Carney, Dr. Wen-Chia Chang, Dr. Beatriz Fernandez, Dr. Elizabeth Stringer Keefe, Dr. Andrew Miller, and Juan Gabriel Sánchez) meet regularly to discuss readings, issues, and events related to the rapidly changing landscape of teacher education in the United States. In particular, the group focuses on new initiatives related to teacher preparation, licensure, and accountability and examines the ways the work of teacher education is being redefined by current education reform efforts. Informed generally by a discourse perspective on educational policy and employing the tools of frame analysis, several key questions are guiding the group’s work: How are the problems of teacher education constructed and framed within the current educational policy paradigm? What are the key contemporary initiatives that are proposed as solutions to these problems? How are these initiatives (re)defining practice and policy in teacher education?
Publications Based on the Work of Project TEER:
Cochran-Smith, M., Carney, M. C., Keefe, E.S., Burton, S., Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., Sánchez, J. G., & Baker, M. (in press). Reclaiming Accountability in Teacher Education. New York, NY: Teachers College press.
Cochran-Smith, M., Baker, M., Burton, S., Chang, W. C., Carney, M. C., Fernández, M. B., Keefe, E. S., Miller, A., & Sánchez, J. G. (2017). The accountability era in US teacher education: Looking back, looking forward. European Journal of Teacher Education, 40(5), 572-588.
Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C., Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., Sánchez, J. G., & Stern, R. (2017). Teacher quality and teacher education policy: The U.S. case and its implications. In M. Akiba & G. LeTendre (Eds.), The Routledge international handbook of teacher quality and policy. New York, NY: Routledge.
Cochran-Smith, M., Burton, S., Carney, M. C., Sánchez, J. G., & Miller, A. F. (2017). Review of "A New Agenda: Research To Build a Better Teacher Preparation Program." Boulder, CO: National Education Policy Center.
Cochran-Smith, M., Baker, M., Chang, W-C., Fernández, M. B., & Keefe, E. S. (2017). Review of “Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep.” Boulder, CO: National Education Policy Center.
Cochran-Smith, M., Stern, R., Sánchez, J. G., Miller, A., Keefe, E. S., Fernández, M. B., , M., Burton, S., Carney, M. C., Chang, W. C., & Baker, M. (2016). Holding teacher preparation accountable: A review of claims and evidence. Boulder, CO: National Education Policy Center.
Presentations Based on the Work of Project TEER:
Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C., Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., & Sánchez, J. G. Getting accountability right in teacher education. Symposium session at the annual meeting of the American Educational Research Association, San Antonio, TX, April 28, 2017.
Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C., Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., Sánchez, J. G., & Stern, R. (2016). Fixing teacher preparation: Analysis and critique of major reform initiatives. Symposium session at the annual meeting of the American Educational Research Association, Washington, DC, April 11, 2016.
Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C., Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., Sánchez, J. G., & Stern, R. Teacher educational accountability initiatives: Where's the evidence?. (2016). Paper presented at presidential session at the annual meeting of the American Educational Research Association, Washington, DC, April 10, 2016.
Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C, Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., Sánchez, J. G., & Stern, R. (2015). Fixing teacher education: Current and future directions. Keynote address at the annual meeting of the Massachusetts Association of Colleges for Teacher Education, Worcester, MA, October 30, 2015.
Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C., Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., Sánchez, J. G., & Stern, R. (2015). Education reform and teacher education: Critiquing four initiatives. Symposium session at the annual meeting of the New England Educational Research Organization, Portsmouth, NH, April, 2015.
Led by Dr. Cochran-Smith, Project TEER (Teacher Education and Education Reform) is a collaborative research group interested in the intersection of teacher education policy and practice, on one hand, and neoliberal education reform, on the other. Dr. Cochran-Smith and eight current and former Boston College doctoral students (Dr. Megina Baker, Stephani Burton, Molly Cummings Carney, Dr. Wen-Chia Chang, Dr. Beatriz Fernandez, Dr. Elizabeth Stringer Keefe, Dr. Andrew Miller, and Juan Gabriel Sánchez) meet regularly to discuss readings, issues, and events related to the rapidly changing landscape of teacher education in the United States. In particular, the group focuses on new initiatives related to teacher preparation, licensure, and accountability and examines the ways the work of teacher education is being redefined by current education reform efforts. Informed generally by a discourse perspective on educational policy and employing the tools of frame analysis, several key questions are guiding the group’s work: How are the problems of teacher education constructed and framed within the current educational policy paradigm? What are the key contemporary initiatives that are proposed as solutions to these problems? How are these initiatives (re)defining practice and policy in teacher education?
Publications Based on the Work of Project TEER:
Cochran-Smith, M., Carney, M. C., Keefe, E.S., Burton, S., Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., Sánchez, J. G., & Baker, M. (in press). Reclaiming Accountability in Teacher Education. New York, NY: Teachers College press.
Cochran-Smith, M., Baker, M., Burton, S., Chang, W. C., Carney, M. C., Fernández, M. B., Keefe, E. S., Miller, A., & Sánchez, J. G. (2017). The accountability era in US teacher education: Looking back, looking forward. European Journal of Teacher Education, 40(5), 572-588.
Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C., Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., Sánchez, J. G., & Stern, R. (2017). Teacher quality and teacher education policy: The U.S. case and its implications. In M. Akiba & G. LeTendre (Eds.), The Routledge international handbook of teacher quality and policy. New York, NY: Routledge.
Cochran-Smith, M., Burton, S., Carney, M. C., Sánchez, J. G., & Miller, A. F. (2017). Review of "A New Agenda: Research To Build a Better Teacher Preparation Program." Boulder, CO: National Education Policy Center.
Cochran-Smith, M., Baker, M., Chang, W-C., Fernández, M. B., & Keefe, E. S. (2017). Review of “Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep.” Boulder, CO: National Education Policy Center.
Cochran-Smith, M., Stern, R., Sánchez, J. G., Miller, A., Keefe, E. S., Fernández, M. B., , M., Burton, S., Carney, M. C., Chang, W. C., & Baker, M. (2016). Holding teacher preparation accountable: A review of claims and evidence. Boulder, CO: National Education Policy Center.
Presentations Based on the Work of Project TEER:
Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C., Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., & Sánchez, J. G. Getting accountability right in teacher education. Symposium session at the annual meeting of the American Educational Research Association, San Antonio, TX, April 28, 2017.
Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C., Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., Sánchez, J. G., & Stern, R. (2016). Fixing teacher preparation: Analysis and critique of major reform initiatives. Symposium session at the annual meeting of the American Educational Research Association, Washington, DC, April 11, 2016.
Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C., Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., Sánchez, J. G., & Stern, R. Teacher educational accountability initiatives: Where's the evidence?. (2016). Paper presented at presidential session at the annual meeting of the American Educational Research Association, Washington, DC, April 10, 2016.
Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C, Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., Sánchez, J. G., & Stern, R. (2015). Fixing teacher education: Current and future directions. Keynote address at the annual meeting of the Massachusetts Association of Colleges for Teacher Education, Worcester, MA, October 30, 2015.
Cochran-Smith, M., Baker, M., Burton, S., Carney, M. C., Chang, W. C., Fernández, M. B., Keefe, E. S., Miller, A., Sánchez, J. G., & Stern, R. (2015). Education reform and teacher education: Critiquing four initiatives. Symposium session at the annual meeting of the New England Educational Research Organization, Portsmouth, NH, April, 2015.
Project RITE (2011-present)
Back Row: Dr. Mary Hill, Dr. Mavis Haigh, Dr. Larry Ludlow, and Dr. Lexie Grudnoff;
Front Row: Dr. Fiona Ell and Dr. Marilyn Cochran-Smith
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Dr. Marilyn Cochran-Smith, Dr. Mavis Haigh, and Dr. Lexie Grudnoff at the ECER Conference in Porto, Portugal
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RITE selfie: Team members taking a break from AERA 2017 in San Antonio, TX
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Project RITE (Rethinking Initial Teacher Education for Equity) is a research project led by a two-country research team at the University of Auckland (Auckland, New Zealand) and Boston College (Chestnut Hill, Massachusetts, USA). A fundamental premise underlying Project RITE is that the ultimate goal of initial teacher education, as a values-oriented professional enterprise, is to prepare teachers who not only understand how intersecting systems of inequality operate, but also know how to promote and support marginalized students’ academic, social, emotional, civic, and critical learning within a range of school environments and contexts. It is this phenomenon—teacher candidates/graduates challenging inequities and engaging in patterns of teaching practice that promote students’ learning—that is the major object of interest in Project RITE. Accordingly, the ultimate goal of RITE, as a research endeavor, is to develop an explanatory theory of teachers’ learning during the critical period of initial teacher education (and beyond) that helps us understand the complex, contingent, and multiple influences on whether, how and to what extent teacher candidates/teachers learn to engage in patterns of teaching practice that support students’ learning and challenge existing inequities in the system. To achieve this goal, the concrete task of Project RITE is to pose new questions and conduct a series of interrelated, mixed methods empirical studies, grounded in complexity theory integrated with critical realism, which will lead collectively to an explanatory theory of teacher learning in the context of initial teacher education. Members of the research team include Marilyn Cochran-Smith and Larry Ludlow (Lynch School of Education, Boston College) and Lexie Grudnoff, Fiona Ell, Mavis Haigh, and Mary Hill (Faculty of Education, University of Auckland).
Publications Based on the Work of Project RITE:
Grudnoff L., Haigh M., Cochran-Smith M., Ell, F., Hill M. & Ludlow L. (In press). Rethinking initial teacher education: Preparing teachers for low-decile schools in New Zealand. Journal for the Education of Teachers.
Grudnoff, L., Haigh, M., Hill, M. Cochran-Smith, M., Ell, F., & Ludlow, L. Teaching for equity: insights from international evidence with implications for a teacher education curriculum. The Curriculum Journal, 28(3).
Ell, F., Haigh, M., Cochran-Smith, M., Grudnoff, L., Ludlow, L., & Hill, M. (2017). Mapping a complex system: what influences teacher learning during initial teacher education? Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2017.1309640
Cochran-Smith, M., Fiona, E., Grudnoff, L., Haigh, M., Hill, M. & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education, 57, 67-78.
Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L. & Aitken, G. (2014). The challenge and promise of complexity theory for teacher education research. Teachers College Record, 11(5), 1-38.
Presentations Based on the Work of Project RITE:
Chang, W-C. & Ludlow, L. H. Teaching for equity: How do we measure it? Paper presented at the American Educational
Research Association annual meeting. Washington, D.C., April 9, 2016.
Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., Ludlow, L. & Chang, W.C. Putting equity front and center in
teacher education: Innovative program design and research. Symposium session at the American Educational
Research Association annual meeting. Washington, D.C., April 9, 2016.
Grudnoff, L., Haigh, M., Hill, M., Cochran-Smith, M., Ell, F. & Ludlow, L. International perspectives on teaching
for Equity. Paper presented at the European Council for Educational Research annual conference. Budapest,
Hungary, September 10, 2015.
Grudnoff, L., Cochran-Smith, M., Haigh, M., Hill, M., Ell, F. & Ludlow, L. Rethinking initial teacher education:
What does it mean to teach for equity. Paper presented at the European Council for Educational Research annual conference. Budapest, Hungary, September 11, 2015.
Grudnoff, L., Cochran-Smith, M., Ell, F., Hill, M., Haigh, M. & Ludlow, L.. Reconceptualizing teacher education with
equity at the center. Paper presented at the American Educational Research Association annual meeting. Chicago, IL, April 19, 2015.
Cochran-Smith, M., Ell, F., Grudnoff, L., Hill, M., Haigh, M. & Ludlow, L. Teaching for equity: Insights from
international evidence. Paper presented at the American Educational Research Association annual meeting. Chicago, IL, April 18, 2015.
Ell, F., Cochran Smith, M., Grudnoff, L., Haigh., Ludlow, L. & Hill, M. Mapping initial teacher education: Multiple views
of a complex system. Paper presented at AARE/NZARE Conference, Queensland University of Technology, Brisbane, Australia December 1, 2014.
Ell, F., Cochran-Smith, M., Grudnoff, L., Haigh, M., Ludlow, L., & Hill, M. Multiple Perspectives on Learning to
Teach: Mapping a Complex View. Paper presented at ECER Conference, European Education Research Association, Porto, Portugal, September 2, 2014.
Ludlow, L., Newton, A., Klein, K., Trefcer, K., & Cochran-Smith, M. Mapping the complex system of teacher education: An
application of multidimensional scaling and cluster analysis. Paper presented at the New England Educational Research Organization annual meeting. Mt Snow, VT, May 1, 2014.
Cochran-Smith, M., Grudnoff, L., Ell, F., Haigh, M., Hill, M., & Ludlow, L. The problem of linear thinking in research on
teacher learning: Can complexity theories help? Paper presented at the American Educational Research Association annual meeting. Philadelphia, PA, April 7, 2014.
Ludlow, L., & Haigh, M. Digging deeper using quantitative and qualitative approaches. Paper presented at the annual
meeting of the American Educational Research Association, Philadelphia, PA, April 7, 2014.
Cochran-Smith, M., Ell, F., Grudnoff, L., Ludlow, L., Haigh, M., & Hill, M. Redrawing the map: Toward a complex theory
of initial teacher education. Paper presented at the American Educational Research Association annual meeting. Philadelphia, PA, April 6, 2014.
Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L., & Aitken, G. The challenge and promise of complexity theory for
teacher education research. Paper presented at the American Educational Research Association annual meeting. San Francisco, CA, April 30, 2013.
Ell, F., Cochran-Smith, M., Grudnoff, L., Ludlow, L., & Aitken, G. Charting relationships between teacher education and
student learning: Maps of a complex system. Paper presented at the American Educational Research Association annual meeting. San Francisco, CA, April 30, 2013.
Cochran-Smith, M., Ell, F., Grudnoff, L., Aitken, G. & Ludlow, L. Project RITE: Rethinking initial teacher education. Paper
presented at the American Educational Research Association annual meeting. Vancouver, Canada. April 17, 2012.
Publications Based on the Work of Project RITE:
Grudnoff L., Haigh M., Cochran-Smith M., Ell, F., Hill M. & Ludlow L. (In press). Rethinking initial teacher education: Preparing teachers for low-decile schools in New Zealand. Journal for the Education of Teachers.
Grudnoff, L., Haigh, M., Hill, M. Cochran-Smith, M., Ell, F., & Ludlow, L. Teaching for equity: insights from international evidence with implications for a teacher education curriculum. The Curriculum Journal, 28(3).
Ell, F., Haigh, M., Cochran-Smith, M., Grudnoff, L., Ludlow, L., & Hill, M. (2017). Mapping a complex system: what influences teacher learning during initial teacher education? Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2017.1309640
Cochran-Smith, M., Fiona, E., Grudnoff, L., Haigh, M., Hill, M. & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education, 57, 67-78.
Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L. & Aitken, G. (2014). The challenge and promise of complexity theory for teacher education research. Teachers College Record, 11(5), 1-38.
Presentations Based on the Work of Project RITE:
Chang, W-C. & Ludlow, L. H. Teaching for equity: How do we measure it? Paper presented at the American Educational
Research Association annual meeting. Washington, D.C., April 9, 2016.
Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., Ludlow, L. & Chang, W.C. Putting equity front and center in
teacher education: Innovative program design and research. Symposium session at the American Educational
Research Association annual meeting. Washington, D.C., April 9, 2016.
Grudnoff, L., Haigh, M., Hill, M., Cochran-Smith, M., Ell, F. & Ludlow, L. International perspectives on teaching
for Equity. Paper presented at the European Council for Educational Research annual conference. Budapest,
Hungary, September 10, 2015.
Grudnoff, L., Cochran-Smith, M., Haigh, M., Hill, M., Ell, F. & Ludlow, L. Rethinking initial teacher education:
What does it mean to teach for equity. Paper presented at the European Council for Educational Research annual conference. Budapest, Hungary, September 11, 2015.
Grudnoff, L., Cochran-Smith, M., Ell, F., Hill, M., Haigh, M. & Ludlow, L.. Reconceptualizing teacher education with
equity at the center. Paper presented at the American Educational Research Association annual meeting. Chicago, IL, April 19, 2015.
Cochran-Smith, M., Ell, F., Grudnoff, L., Hill, M., Haigh, M. & Ludlow, L. Teaching for equity: Insights from
international evidence. Paper presented at the American Educational Research Association annual meeting. Chicago, IL, April 18, 2015.
Ell, F., Cochran Smith, M., Grudnoff, L., Haigh., Ludlow, L. & Hill, M. Mapping initial teacher education: Multiple views
of a complex system. Paper presented at AARE/NZARE Conference, Queensland University of Technology, Brisbane, Australia December 1, 2014.
Ell, F., Cochran-Smith, M., Grudnoff, L., Haigh, M., Ludlow, L., & Hill, M. Multiple Perspectives on Learning to
Teach: Mapping a Complex View. Paper presented at ECER Conference, European Education Research Association, Porto, Portugal, September 2, 2014.
Ludlow, L., Newton, A., Klein, K., Trefcer, K., & Cochran-Smith, M. Mapping the complex system of teacher education: An
application of multidimensional scaling and cluster analysis. Paper presented at the New England Educational Research Organization annual meeting. Mt Snow, VT, May 1, 2014.
Cochran-Smith, M., Grudnoff, L., Ell, F., Haigh, M., Hill, M., & Ludlow, L. The problem of linear thinking in research on
teacher learning: Can complexity theories help? Paper presented at the American Educational Research Association annual meeting. Philadelphia, PA, April 7, 2014.
Ludlow, L., & Haigh, M. Digging deeper using quantitative and qualitative approaches. Paper presented at the annual
meeting of the American Educational Research Association, Philadelphia, PA, April 7, 2014.
Cochran-Smith, M., Ell, F., Grudnoff, L., Ludlow, L., Haigh, M., & Hill, M. Redrawing the map: Toward a complex theory
of initial teacher education. Paper presented at the American Educational Research Association annual meeting. Philadelphia, PA, April 6, 2014.
Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L., & Aitken, G. The challenge and promise of complexity theory for
teacher education research. Paper presented at the American Educational Research Association annual meeting. San Francisco, CA, April 30, 2013.
Ell, F., Cochran-Smith, M., Grudnoff, L., Ludlow, L., & Aitken, G. Charting relationships between teacher education and
student learning: Maps of a complex system. Paper presented at the American Educational Research Association annual meeting. San Francisco, CA, April 30, 2013.
Cochran-Smith, M., Ell, F., Grudnoff, L., Aitken, G. & Ludlow, L. Project RITE: Rethinking initial teacher education. Paper
presented at the American Educational Research Association annual meeting. Vancouver, Canada. April 17, 2012.
HARTE (2012-2016)
Dr. Ana Maria Villegas, Rebecca Stern, Dr. Marilyn Cochran-Smith, Laura Chavez-Moreno,Tammy Mills, and Linda Abrams at AERA
The HARTE project (Handbook Analysis of Research on Teacher Education) refers to the work of a team of six researchers led by Marilyn Cochran-Smith (Boston College) and Ana Maria Villegas (Montclair State University), working with four doctoral students—Linda Abrams (Montclair State University), Laura Chavez-Moreno (Michigan State University), Tammy Mills (Montclair State University), and Rebecca Stern (Boston College). The team conducted a major review of research on teacher education from 2000-2012, which included more than 1500 studies about pre-professional teacher education published in the U.S or internationally. The full review appears in the 5th Handbook of Research on Teaching (Drew Gitomer and Courtney Bell, editors), an AERA project, which was released in April 2016.
To support the work of this review, Cochran-Smith and Villegas created a theoretical and analytical framework titled “Research as Historically-Situated Social Practice,” which combines ideas from the sociology of knowledge and with the notion of research as social practice, and situates research on teacher education within salient economic, intellectual, and demographic developments of the past half-century. This framework also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education. Applying this framework helped the research group identify three major programs of research: (a) research on teacher preparation accountability, effectiveness, and policy; (b) research on teacher preparation for the knowledge society; and (c) research on teacher preparation for diversity and equity. Each of these programs has within it multiple clusters and lines of research.
Members of the HARTE research team presented at multiple conferences and published several journal articles based on their research. Presentations include both invited and selected sessions at the American Educational Research Association (AERA) Annual Meetings in 2013 and 2014, the New England Education Research Organization, the European Conference on Education, which is the annual meeting of the European Education Research Association (EERA). In addition, two articles have been published in the Journal of Teacher Education that detail the review that was conducted as well as the framework Drs. Cochran-Smith and Villegas developed.
Publications and Presentations Based on the Work of HARTE:
Cochran-Smith, M., Villegas, A.M., Abrams, L., Chavez Moreno, L., Mills, T., & Stern, R. (2016). Research on teacher preparation: Charting the landscape of a sprawling field. In D. Gitomer & C. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 439-547). Washington, DC: American Educational Research Association.
Cochran-Smith, M. (2014). “Teacher Education Research: Surveying the Landscape.” Keynote address for the Bergen University National Conference on Teacher Education. University of Bergen, Bergen, Norway, October 23, 2014.
Cochran-Smith, M. (2014). "Teacher Preparation Research: Past, Present and Future.” Keynote address for the European Conference on Education Research (ECER), the Annual Meeting of the European Educational Research Association, Porto, Portugal, September 3, 2014.
Cochran-Smith, M. (2014). “Research on initial teacher education: Charting the landscape of a sprawling field. Invited lecture series on teacher education research, practice and policy. University of Linkoping, Linkoping, Sweden, June 12, 2014.
Cochran-Smith, M. & Villegas, A. M. (in press). Preparing teachers for diversity and high poverty schools: A research-based perspective. In Lampert, J. & Burnett, B. (Eds.) Teacher Education for High Poverty Schools. New York: Springer Press.
Cochran-Smith, M. & Villegas, A. M. (2014). Framing Teacher Preparation Research: An Overview of the Field, Part 1. Journal of Teacher Education. 65(4): 1-15.
Cochran-Smith, M. and Villegas, A. M. (2013), "Research on Teacher Education: Conceptualizing and Surveying the Field," Paper presented at the Annual Meeting of the American Educational Research Association (AERA). San Francisco, CA, May 1, 2013.
Cochran-Smith, M. Villegas, A. M. (2013). Research on teacher preparation as social practice: Reconceptualizing the Ffeld. Paper presented at the Annual Meeting of the American Educational Research Association. San Francisco, CA., April 27, 2013.
Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez Moreno, L., Mills, T. & Stern, R. (in press). Research on teacher preparation: Charting the landscape of a sprawling field. In Gitomer, D. & Bell, C. (Eds.). Handbook of Research on Teaching (5th edition). Washington, DC: AERA. (pp. 1-267)
Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez Moreno, L., Mills, T. & Stern, R. (2015). Critiquing Teacher Preparation Research: An Overview of the Field, Part 2. Journal of Teacher Education. 65(5).
Cochran-Smith, M.,Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., Stern, R. (2014). Research on teacher preparation: Charting the landscape of a sprawling field. Paper presented at the Annual Meeting of the American Educational Research Association. Philadelphia, PA., April 4, 2014.
Stern, R. (2013). Do I stay or do I go? Recruitment and retention of alternate route teachers. Paper presented at the Annual Meeting of the New England Educational Research Organization (NEERO). Portsmouth, NH, April 18, 2013.
To support the work of this review, Cochran-Smith and Villegas created a theoretical and analytical framework titled “Research as Historically-Situated Social Practice,” which combines ideas from the sociology of knowledge and with the notion of research as social practice, and situates research on teacher education within salient economic, intellectual, and demographic developments of the past half-century. This framework also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education. Applying this framework helped the research group identify three major programs of research: (a) research on teacher preparation accountability, effectiveness, and policy; (b) research on teacher preparation for the knowledge society; and (c) research on teacher preparation for diversity and equity. Each of these programs has within it multiple clusters and lines of research.
Members of the HARTE research team presented at multiple conferences and published several journal articles based on their research. Presentations include both invited and selected sessions at the American Educational Research Association (AERA) Annual Meetings in 2013 and 2014, the New England Education Research Organization, the European Conference on Education, which is the annual meeting of the European Education Research Association (EERA). In addition, two articles have been published in the Journal of Teacher Education that detail the review that was conducted as well as the framework Drs. Cochran-Smith and Villegas developed.
Publications and Presentations Based on the Work of HARTE:
Cochran-Smith, M., Villegas, A.M., Abrams, L., Chavez Moreno, L., Mills, T., & Stern, R. (2016). Research on teacher preparation: Charting the landscape of a sprawling field. In D. Gitomer & C. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 439-547). Washington, DC: American Educational Research Association.
Cochran-Smith, M. (2014). “Teacher Education Research: Surveying the Landscape.” Keynote address for the Bergen University National Conference on Teacher Education. University of Bergen, Bergen, Norway, October 23, 2014.
Cochran-Smith, M. (2014). "Teacher Preparation Research: Past, Present and Future.” Keynote address for the European Conference on Education Research (ECER), the Annual Meeting of the European Educational Research Association, Porto, Portugal, September 3, 2014.
Cochran-Smith, M. (2014). “Research on initial teacher education: Charting the landscape of a sprawling field. Invited lecture series on teacher education research, practice and policy. University of Linkoping, Linkoping, Sweden, June 12, 2014.
Cochran-Smith, M. & Villegas, A. M. (in press). Preparing teachers for diversity and high poverty schools: A research-based perspective. In Lampert, J. & Burnett, B. (Eds.) Teacher Education for High Poverty Schools. New York: Springer Press.
Cochran-Smith, M. & Villegas, A. M. (2014). Framing Teacher Preparation Research: An Overview of the Field, Part 1. Journal of Teacher Education. 65(4): 1-15.
Cochran-Smith, M. and Villegas, A. M. (2013), "Research on Teacher Education: Conceptualizing and Surveying the Field," Paper presented at the Annual Meeting of the American Educational Research Association (AERA). San Francisco, CA, May 1, 2013.
Cochran-Smith, M. Villegas, A. M. (2013). Research on teacher preparation as social practice: Reconceptualizing the Ffeld. Paper presented at the Annual Meeting of the American Educational Research Association. San Francisco, CA., April 27, 2013.
Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez Moreno, L., Mills, T. & Stern, R. (in press). Research on teacher preparation: Charting the landscape of a sprawling field. In Gitomer, D. & Bell, C. (Eds.). Handbook of Research on Teaching (5th edition). Washington, DC: AERA. (pp. 1-267)
Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez Moreno, L., Mills, T. & Stern, R. (2015). Critiquing Teacher Preparation Research: An Overview of the Field, Part 2. Journal of Teacher Education. 65(5).
Cochran-Smith, M.,Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., Stern, R. (2014). Research on teacher preparation: Charting the landscape of a sprawling field. Paper presented at the Annual Meeting of the American Educational Research Association. Philadelphia, PA., April 4, 2014.
Stern, R. (2013). Do I stay or do I go? Recruitment and retention of alternate route teachers. Paper presented at the Annual Meeting of the New England Educational Research Organization (NEERO). Portsmouth, NH, April 18, 2013.
Holmes Scholars (2014-Present)
Dr. Cochran-Smith with Juan Gabriel Sanchez and Shanee Wangia
The AACTE Holmes Scholars Program consists of doctoral students from traditionally underrepresented backgrounds pursuing careers in education at AACTE member institutions. This program provides mentorship, peer support, and professional development opportunities to the Scholars, who in turn become an outstanding pool of candidates for future faculty and leadership positions. The Lynch School of Education is a member of the Holmes Scholars Program, and Dr. Cochran-Smith is the Coordinator of the LSOE program. Current LSOE Holmes Scholars are Juan Gabriel Sanchez, Shanee Wangia, and Alton Price all doctoral candidates in LSOE’s Curriculum and Instruction PhD program, which Dr. Cochran-Smith directs.
TNE (2003-2009)
The TNE Team
The Teachers for a New Era (TNE) project, which began at Boston College in 2003, is an initiative funded primarily by the Carnegie Corporation of New York to improve the preparation of teachers. Instead of trying to shift the site of teacher preparation away from the university, TNEs position was that a university-based, but radically improved, kind of teacher preparation should be situated within the academy, given its unparalleled knowledge resources, research expertise, and potential for interdisciplinary collaborations. TNE projects are organized around three principles: respect for evidence, collaboration with arts and sciences, and teaching as a clinically- taught profession. As one of 11 grantees, BC received $5 million over 5 years plus technical support and institutional matching funds to improve teacher preparation and generate evidence about its impact on pupil learning.
Shortly after its selection as a TNE site, BC formed a multi-disciplinary Evidence Team responsible for conducting research to assess the impact of the program, with emphasis on evidence about teacher candidates and pupils learning. Later, as the work of the interdisciplinary team concentrated on teacher development and career trajectory, it was supported by a grant from the Ford Foundation. The Evidence Team created a large number of teacher education assessments and has also produced multiple published papers.
Publications and Dissertations Based on the Work of TNE:
Cochran-Smith, M. (2012). A Tale of Two Teachers: Learning to Teach Over time. The Record. 48: 108-122.
Cochran-Smith, M., Barnatt, J., Friedman, A., Pine, G. (2009). Inquiry on inquiry: Practitioner research and students’ learning. Action in Teacher Education.
Cochran-Smith, M., Barnatt, J., Lahann, R., Shakman, K., & Terrell, D. (2009).
“Teacher Education for Social Justice: Critiquing the Critiques.” In Ayres, W., Quinn, T., & Stovall. D. (Eds.) The Handbook of Social Justice in Education. Taylor and Francis, Publishers, 625-639.
Cochran-Smith, M. & the Boston College Evidence Team (2009). . Reculturing Teacher Education: Inquiry, Evidence and Action. Journal of Teacher Education. 60(5): 458-468.
Cochran-Smith, M., Cannady, M., McEachern, K., Mitchell, K., Piazza, P., Power, C., Ryan, A. (2012). Teachers’ Education and Outcomes: Mapping the Research Terrain. Teachers College Record. 114(10) (October 2012): 1-49.
Cochran-Smith, M., Cannady, M., McEachern, K.P., Piazza, P., Power, C., Ryan, A. (2011). Teachers’ Education, Teaching Practice, and Retention: A Cross-Genre Review of Recent Research. Journal of Education, 191(2), 19-31. www.bu.edu/journalofeducation/
Cochran-Smith, M., Gleeson, A.M., & Mitchell, K. (2010). Teacher Education for Social Justice: What’s Pupil Learning Got To Do With It? Berkeley Review of Education. 1(1). Retrieved from: http://escholarship.org/uc/item/35v7b2rv
Cochran-Smith, M., Ludlow, L., Ell, F., O’Leary, M., & Enterline, S. (2012). Learning to Teach for Social Justice as a Cross-cultural Concept: Findings from Three Countries. European Journal of Educational Research. 1(2): 171-198.
Cochran-Smith, M., McQuillan, P.J., Mitchell, K., Terrell, D., Barnatt, J., D’Souza, L., Jong, C., Shakman, K. Lam, K., Gleeson, A.M. (2012). A Longitudinal Study of Teaching Practice and Early Career Decisions: A Cautionary Tale. American Education Research Journal. 49(5): 844-880.
Cochran-Smith, M., Mitescu Reagan, E. Shakman, K., and the BC TNE Evidence Team. (2009). Just Measures: Social Justice as a Teacher Education Outcome. Teacher Education and Practice. 22(3): 237-263.
Cochran-Smith, M., Shakman, K., Jong, C., Barnatt, J., Terrell, D., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115 (3): 3347-377.
D’Souza, L. A. (2014). Bridging the gap for beginning teachers: Researcher as mentor. International Journal of Mentoring and Coaching in Education, 3(2), pp. 171-187.
D’Souza, L. A. (2011/2012). Assessing student learning through guided inquiry: A case study of a beginning teacher. Journal of Education, 192(2/3), 79-87.
D'Souza, L. A. (2009). Assessing what counts: Learning to teach for pupil learning (Doctoral dissertation). Retrieved from UMI/ProQuest. (3360152)
Enterline, S., Cochran-Smith, M., Ludlow, L., & Mitescu, E. (2008). Learning to teach for social justice: Measuring changes in the beliefs of teacher candidates. The New Educator, 4, 1-24.
Jong, C. (in press). Linking reform-oriented experiences to teacher identity: The case of an elementary mathematics teacher. The Journal of Educational Research.
Jong, C., Pedulla, J., Regan, E.M., Salomon-Fernandez, Y., & Cochran-Smith, M. (2010). Exploring the Link between Reformed Teaching Practices and Pupil Learning in Elementary School Mathematics. School Science and Mathematics Journal. 110(6): 309-368.
Ludlow, L.H., Pedulla, J., Reagan, E., Enterline, S., Cannady, M., & Chappe, S. (2011). Design and implementation issues in longitudinal research. Educational Policy Analysis Archives, 19(11).Ludlow, L., Enterline, S., & Cochran-Smith, M. (2008). “Learning to Teach for Social Justice-Beliefs: An Application of Rasch Measurement Principles. Measurement and Evaluation in Counseling and Development. 194-214.
Ludlow, L.H., Mitescu, E., Pedulla, J., Cochran-Smith, M., Cannady, M., Enterline, S. & Chappe, S. (2010). An Accountability Model for Initial Teacher Education. Journal of Education for Teaching. 36(4): 353-368.
Ludlow, L., Pedulla, P., Enterline, S., Cochran-Smith, M., Loftus, F., Salomon-Fernandez, Y., & Mitescu, E. (2008). From students to teachers: Using surveys to build a culture of evidence and inquiry. European Journal of Teacher Education, 31(4), 319-337.
McQuillan, P.J., Jong, C., D’Souza, L., Mitchell, K., Lam, K., Shakman, K., Gleeson, A.M., Enterline, S., Power, C., & Cochran-Smith, M. (2009). Some pieces that matter in teacher education: The synergy of social justice, inquiry-into-practice, and meeting the needs of diverse learners. Asian Journal of Educational Research & Synergy (December).
McQuillan, P.J., D’Souza, L.A., Scheopner, A., Miller, G., Gleeson, A.M., Mitchell, K. & Cochran-Smith, M. (2009). Reflecting on pupil learning to promote social justice: A Catholic university’s approach to assessment. Catholic Education: A Journal of Inquiry and Practice, 13(2): 157-184.
Mitchell, K. (2012). English is not ALL that matters in the education of secondary multilingual learners and their teachers. International Journal of Multicultural Education, 14(1), 1-21.
Mitchell, K. (2010). Systemic inequities in the policy and practice of educating secondary bilingual learners and their teachers: A critical race theory analysis. Doctor of Philosophy. Boston College, Chestnut Hill, MA.
Reagan, E.M., Pedulla, J., Cannady, M., Cochran-Smith, M., Jong, C. (2011). Measuring Practices of Teaching for Social Justice in Elementary Mathematics Classrooms. Educational Research Quarterly. 34(3): 15-39.
Viesca, K. M., Reagan, E. M., Enterline, S. & Gleeson, A. M. (2013). Developing a system of program assessment within teacher education: Lessons learned. The Teacher Educator, 48(4), 257-275. DOI: 10.1080/08878730.2013.826766
Viesca, K. M., Torres, A. S., Barnatt, J., & Piazza, P. (2013). When claiming to teach for social justice is not enough: Majoritarian stories of race, difference, and meritocracy. Berkeley Review of Education, 4(1), 97-122. Retrieved from http://www.escholarship.org/uc/item/06c0m9nz
Shortly after its selection as a TNE site, BC formed a multi-disciplinary Evidence Team responsible for conducting research to assess the impact of the program, with emphasis on evidence about teacher candidates and pupils learning. Later, as the work of the interdisciplinary team concentrated on teacher development and career trajectory, it was supported by a grant from the Ford Foundation. The Evidence Team created a large number of teacher education assessments and has also produced multiple published papers.
Publications and Dissertations Based on the Work of TNE:
Cochran-Smith, M. (2012). A Tale of Two Teachers: Learning to Teach Over time. The Record. 48: 108-122.
Cochran-Smith, M., Barnatt, J., Friedman, A., Pine, G. (2009). Inquiry on inquiry: Practitioner research and students’ learning. Action in Teacher Education.
Cochran-Smith, M., Barnatt, J., Lahann, R., Shakman, K., & Terrell, D. (2009).
“Teacher Education for Social Justice: Critiquing the Critiques.” In Ayres, W., Quinn, T., & Stovall. D. (Eds.) The Handbook of Social Justice in Education. Taylor and Francis, Publishers, 625-639.
Cochran-Smith, M. & the Boston College Evidence Team (2009). . Reculturing Teacher Education: Inquiry, Evidence and Action. Journal of Teacher Education. 60(5): 458-468.
Cochran-Smith, M., Cannady, M., McEachern, K., Mitchell, K., Piazza, P., Power, C., Ryan, A. (2012). Teachers’ Education and Outcomes: Mapping the Research Terrain. Teachers College Record. 114(10) (October 2012): 1-49.
Cochran-Smith, M., Cannady, M., McEachern, K.P., Piazza, P., Power, C., Ryan, A. (2011). Teachers’ Education, Teaching Practice, and Retention: A Cross-Genre Review of Recent Research. Journal of Education, 191(2), 19-31. www.bu.edu/journalofeducation/
Cochran-Smith, M., Gleeson, A.M., & Mitchell, K. (2010). Teacher Education for Social Justice: What’s Pupil Learning Got To Do With It? Berkeley Review of Education. 1(1). Retrieved from: http://escholarship.org/uc/item/35v7b2rv
Cochran-Smith, M., Ludlow, L., Ell, F., O’Leary, M., & Enterline, S. (2012). Learning to Teach for Social Justice as a Cross-cultural Concept: Findings from Three Countries. European Journal of Educational Research. 1(2): 171-198.
Cochran-Smith, M., McQuillan, P.J., Mitchell, K., Terrell, D., Barnatt, J., D’Souza, L., Jong, C., Shakman, K. Lam, K., Gleeson, A.M. (2012). A Longitudinal Study of Teaching Practice and Early Career Decisions: A Cautionary Tale. American Education Research Journal. 49(5): 844-880.
Cochran-Smith, M., Mitescu Reagan, E. Shakman, K., and the BC TNE Evidence Team. (2009). Just Measures: Social Justice as a Teacher Education Outcome. Teacher Education and Practice. 22(3): 237-263.
Cochran-Smith, M., Shakman, K., Jong, C., Barnatt, J., Terrell, D., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115 (3): 3347-377.
D’Souza, L. A. (2014). Bridging the gap for beginning teachers: Researcher as mentor. International Journal of Mentoring and Coaching in Education, 3(2), pp. 171-187.
D’Souza, L. A. (2011/2012). Assessing student learning through guided inquiry: A case study of a beginning teacher. Journal of Education, 192(2/3), 79-87.
D'Souza, L. A. (2009). Assessing what counts: Learning to teach for pupil learning (Doctoral dissertation). Retrieved from UMI/ProQuest. (3360152)
Enterline, S., Cochran-Smith, M., Ludlow, L., & Mitescu, E. (2008). Learning to teach for social justice: Measuring changes in the beliefs of teacher candidates. The New Educator, 4, 1-24.
Jong, C. (in press). Linking reform-oriented experiences to teacher identity: The case of an elementary mathematics teacher. The Journal of Educational Research.
Jong, C., Pedulla, J., Regan, E.M., Salomon-Fernandez, Y., & Cochran-Smith, M. (2010). Exploring the Link between Reformed Teaching Practices and Pupil Learning in Elementary School Mathematics. School Science and Mathematics Journal. 110(6): 309-368.
Ludlow, L.H., Pedulla, J., Reagan, E., Enterline, S., Cannady, M., & Chappe, S. (2011). Design and implementation issues in longitudinal research. Educational Policy Analysis Archives, 19(11).Ludlow, L., Enterline, S., & Cochran-Smith, M. (2008). “Learning to Teach for Social Justice-Beliefs: An Application of Rasch Measurement Principles. Measurement and Evaluation in Counseling and Development. 194-214.
Ludlow, L.H., Mitescu, E., Pedulla, J., Cochran-Smith, M., Cannady, M., Enterline, S. & Chappe, S. (2010). An Accountability Model for Initial Teacher Education. Journal of Education for Teaching. 36(4): 353-368.
Ludlow, L., Pedulla, P., Enterline, S., Cochran-Smith, M., Loftus, F., Salomon-Fernandez, Y., & Mitescu, E. (2008). From students to teachers: Using surveys to build a culture of evidence and inquiry. European Journal of Teacher Education, 31(4), 319-337.
McQuillan, P.J., Jong, C., D’Souza, L., Mitchell, K., Lam, K., Shakman, K., Gleeson, A.M., Enterline, S., Power, C., & Cochran-Smith, M. (2009). Some pieces that matter in teacher education: The synergy of social justice, inquiry-into-practice, and meeting the needs of diverse learners. Asian Journal of Educational Research & Synergy (December).
McQuillan, P.J., D’Souza, L.A., Scheopner, A., Miller, G., Gleeson, A.M., Mitchell, K. & Cochran-Smith, M. (2009). Reflecting on pupil learning to promote social justice: A Catholic university’s approach to assessment. Catholic Education: A Journal of Inquiry and Practice, 13(2): 157-184.
Mitchell, K. (2012). English is not ALL that matters in the education of secondary multilingual learners and their teachers. International Journal of Multicultural Education, 14(1), 1-21.
Mitchell, K. (2010). Systemic inequities in the policy and practice of educating secondary bilingual learners and their teachers: A critical race theory analysis. Doctor of Philosophy. Boston College, Chestnut Hill, MA.
Reagan, E.M., Pedulla, J., Cannady, M., Cochran-Smith, M., Jong, C. (2011). Measuring Practices of Teaching for Social Justice in Elementary Mathematics Classrooms. Educational Research Quarterly. 34(3): 15-39.
Viesca, K. M., Reagan, E. M., Enterline, S. & Gleeson, A. M. (2013). Developing a system of program assessment within teacher education: Lessons learned. The Teacher Educator, 48(4), 257-275. DOI: 10.1080/08878730.2013.826766
Viesca, K. M., Torres, A. S., Barnatt, J., & Piazza, P. (2013). When claiming to teach for social justice is not enough: Majoritarian stories of race, difference, and meritocracy. Berkeley Review of Education, 4(1), 97-122. Retrieved from http://www.escholarship.org/uc/item/06c0m9nz
Teacher Research & Practitioner Inquiry, 1987-2020
For over thirty years, Dr. Cochran-Smith and Dr. Susan Lyle of the University of Pennsylvania Graduate School of Education have worked together on the practitioner inquiry series. Together, they worked in service of learning to teach for urban public schools in Boston and Philadelphia. They regarded teacher education not as a professional activity, but as a topic of scholarship. In their joint scholarship, they repositioned teachers as generators of knowledge, rather than passive consumers of knowledge in teacher education. They nurtured the nascent teacher research movement that was emerging in the 1980s, building on work in the United Kingdom and Australia. They began to theorize teacher research and practitioner inquiry to understand the role of teacher research in the professional lifespan and the role of inquiry communities in achieving social justice and equity. They collaborated from their respective universities to underscore that everybody is a leaner, everybody is an inquirer. Their rare writing partnership lasted for more than thirty years and featured collaboration with school-based teachers, supervisors, and mentors. They pushed one another to make meaningful contributions. This productive partnership yielded the Practitioner Inquiry series, detailed under Book Series.
