Selected Publications
2023
Cochran-Smith, M., What’s the “problem of teacher education in the 2020s?
Journal of Teacher Education.74 (1): 1-3.
2022
Cochran-Smith, M., Smith, R.J. & Alexander, J. Teacher preparation at new graduate schools of education: An institutional perspective.
Education Policy Analysis Archives.
Cochran-Smith, M., Craig, C. & Hill-Thompson, V. Agents, Agency and Teacher Education.
Journal of Teacher Education. 73 (5): 445-448.
Cochran-Smith, M. & Reagan, E. (2022). Centering Equity in Teacher Education Evaluation: From Principles to Transformative Enactment.
Journal of Teacher Education. 73 (5): 449-463.
Cochran-Smith, M. & Reagan, E. Beyond ‘best practices’: Centering equity in teacher preparation evaluation.
Education Policy Analysis Archives, May 2022, 30, 66-66
Chang, W.C. & Cochran-Smith, M. “Learning to teach for equity, social justice, and/or diversity: Do the measures measure up?”
Journal of Teacher Education. 1-16. 00224871221075284.
Cochran-Smith, M. & Keefe, E.S. Strong equity: Repositioning teacher education for social change.
Teachers College Record. 124(3). 01614681221087304.
Chávez-Moreno, L. C., Villegas, A. M., & Cochran-Smith, M. The experiences and preparation of teacher candidates of color: A literature review. Handbook of research on teachers of color.
2021
Cochran-Smith, M. & Reagan, E. (2021). Evaluating and Improving Teacher Preparation Programs. National Academy of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED615385.pdf.
Cochran-Smith, M. (2021). Relocating teacher preparation to new graduate shools 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.
2020
Cochran-Smith, M. Rethinking Teacher Education: The Trouble with Accountability. Oxford Review of Education.
Chávez-Moreno, L. C., Villegas, A. M., & Cochran-Smith, M. The experiences and preparation of teacher candidates of color: A literature review. Handbook of Research on Teachers of Color.
Mills, T., Villegas, A, & Cochran-Smith, M. Research on the Preparation of Preservice Mainstream Teachers for Linguistically Diverse Classrooms. Teacher Education Quarterly, 47(4), 33-55.
Cochran-Smith, M., Keefe, E.S., Carney, M.C., Olivo, M., & Jewett Smith, R. Teacher preparation at new graduate schools of education: Studying a controversial innovation. Teacher Education Quarterly, 47(2), 8-37.
Cochran-Smith, M. Accountability and initial teacher education reform: A perspective from abroad. Wales Journal of Education, 22(1), 59-81.
Cochran-Smith, M. Teacher education for justice and equity: 40 years of advocacy. Action in Teacher Education, 42(1), 49-59.
Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. Educating Teacher Educators: International Perspectives. The New Educator, 16(1), 5-24.
2019
Cochran-Smith, M. Teacher education for equity and justice: 40 years of advocacy. Invited article. Action in Teacher Education.
Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. Educating teacher educators: International perspectives. The New Educator, 16(1), 5-24.
Chávez-Moreno, L. C., Villegas, A. M., & Cochran-Smith, M. The experiences and preparation of teacher candidates of color: A literature review. Handbook of research on teachers of color.
Chang, W-C., Ludlow, L. H., Grudnoff, L., Ell, F., Haigh, M, Hill, M., & Cochran-Smith, M. Measuring the complexity of teaching practice for equity: Development of a scenario-format scale. Teaching and Teacher Education, 82, 69-85.
2018
Cochran-Smith, M., Keefe, E.S., Carney, M.C. Teacher Educators as Reformers: Competing Agendas. European Journal of Teacher Education.
Cochran-Smith, M., Keefe, E.S., Carney, M.C., Burton, S. Chang, W-C., Fernández, B., Miller, A., & Sánchez, J.G. Democratic Accountability in Teacher Education: Now More Than Ever. Teacher Education and Practice. 31(2): 178-206.
Cochran-Smith, M., Keefe, E.S., Chang, W-C, & Carney, M. C. NEPC Review: 2018 Teacher Prep Review (National Council on Teacher Quality.) Boulder, CO: National Education Policy Center.
Cochran-Smith, M., Keefe, E.S., Chang, W-C, & Carney, M. C. NEPC Review: 2018 State Teacher Policy Best Practices Guide. (National Council on Teacher Quality.) Boulder, CO: National Education Policy Center
2017
Cochran-Smith, M., Baker, M. Burton, S. Carney, M., Chang, W., Fernández, B., Keefe, E.S., Miller, A., & Sánchez, J.G. “The accountability era in US Teacher Education: Looking back, Looking Forward.” European Journal of Teacher Education. 1-16
Cochran-Smith, M., Baker, M., Chang, W-C., Fernandez, M. B., & Keefe, E. S. (2017). Review of Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep. National Education Policy Center: Boulder, CO.
Cochran-Smith, M., Burton, S., Carney, M.C., Miller, A., & Sánchez, J.G. NEPC Review: A New Agenda: Research to Build a Better Teacher Preparation Program. National Education Policy Center: Boulder, CO.
Cochran-Smith, M., Baker, M. Burton, S. Carney, M. C., Chang, W., Fernández, B., Keefe, E.S., Miller, A., Sánchez, J.G., & Stern, R. Teacher quality and teacher education policy: The U.S. case and its implications. In Akiba, M. & LeTendre, G. (Eds.). The Routledge international handbook of teacher quality and policy. New York, NY: Stringer Publications.
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. Mapping a Complex System: What Influences Teacher Learning during Initial Teacher Education? Asia Pacific Journal of Teacher Education. 4.
Ludlow L. H., Fiona, E., Cochran-Smith, M., Newton, A., Trefcer, K., Klein K., Grudnoff L., Haigh M., & Hill M. (2017) Visualizing teacher education as a complex system. Complicity: An International Journal of Complexity and Education, 14(1), 36-79.
2016
Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. “Initial Teacher Education: What Does It Take to Put Equity at the Center?” Teaching and Teacher Education. 57: 67–78.
Cochran-Smith, M., Stern, R., Sánchez, J.G., Miller, A., Keefe, E.S., Fernández, B., Chang, W-C., Carney, M. C., Burton, S., & Baker, M. Holding teacher education accountable: A review of claims and evidence. Boulder, CO: National Education Policy Center.
Cochran-Smith, M., Villegas, A.M., Abrams, L., Chavez Moreno, L., Mills, T. & Stern, R. Research on teacher preparation: Charting the landscape of a sprawling field. In Gitomer, D. & Bell, C. (Eds.). Handbook of research on teaching (5th ed., pp. 439-547). Washington, DC: American Educational Research Association.
Cochran-Smith, M. Teaching and teacher Education: Absence and presence in AERA presidential addresses. Educational Researcher, 45(2), 1-8.
Grudnoff, L., Haigh, M., Hill, M., Cochran-Smith, M., Ell, F., & Ludlow, L. “Rethinking initial teacher education: Preparing teachers for schools in low socio-economic communities in New Zealand.” Journal of Education for Teaching. 42(4): 451-467.
2015
Cochran-Smith, M. & Villegas, A.M. Studying teacher preparation: The questions that drive research. European Education Research Journal, 14(5), 379-394.
Cochran-Smith, M. Teacher communities for equity. Kappa Delta Pi Record, 51, 109-113.
Cochran-Smith, M. & Villegas, A.M. 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, NY: Springer Press.
Cochran-Smith, M., Villegas, A.M., Abrams, L., Chavez Moreno, L., Mills, T. & Stern, R. Critiquing teacher preparation research: An overview of the field, part 2. Journal of Teacher Education. 65(5), 109-121.
2014
Cochran-Smith, M. & Villegas, A.M. Framing teacher preparation research: An overview of the field, part 1. Journal of Teacher Education, 65(4), 7-20.
Cochran-Smith, M. & Stern, R. The role of inquiry in teacher leadership. In Bond, N. (Ed.). Perspectives on teacher leadership (pp. 196-209). Indianapolis, IN: Phi Delta Kappan Publications.
Cochran-Smith, M. & Stern, R. Imagining schools as centers for inquiry. In Reynolds, L. (Ed.). Imagine it better: Visions of what schools might be (pp. 85-96). Portsmouth, NH: Heinemann Books.
Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L. & Aitken, G. The challenge and promise of complexity theory for teacher education research. Teachers College Record, 116(5), 1-38.
Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L., Haigh, M., & Hill, M. When complexity theory meets critical realism: A platform for research on initial teacher education. Teacher Education Quarterly, 41(1), 105-122
2013
Cochran-Smith, M. & Power, C. Preparing teachers for tomorrow’s America. In Kysilka, M. Davis, O. L. (Eds.) Schooling for tomorrow’s America (pp. 89-105). Charlotte, NC: Information Age Publishing.
Cochran-Smith, M. & Power, C. Preparing teachers for diversity: A global issue. Mondi Migranti, 5(2), 81-98.
Cochran-Smith, M. & Dudley-Marling, C. Crossing the divide? Diversity issues in teacher education and special education. Journal of Teacher Education, 64(3), 279-282.
Cochran-Smith, M. Teacher education challenges: National and international perspectives. In Olstern, A., Smith, K. Ryghaug, T. Kruger, T. and Postholm, M.B. (Eds.) Teacher education research between national identity and global trends. NAFOL year book 2012 (pp. 121-135). Norway: Akademika Publishing.
Cochran-Smith, M., Piazza, P. & Power, C. The politics of accountability: Assessing teacher education in the United States. The Educational Forum, 77(1), 6-27.
Cochran-Smith, M. Trends and challenges in teacher education: National and international perspectives. In Waldron, F., Smith, J., Dooley, T., & Fitzpatrick, M. (Eds.) Reimagining initial teacher education: Perspectives on transformation (pp. 29-53). Dublin, Ireland: Liffey Press.
Cochran-Smith, M., What’s the “problem of teacher education in the 2020s?
Journal of Teacher Education.74 (1): 1-3.
2022
Cochran-Smith, M., Smith, R.J. & Alexander, J. Teacher preparation at new graduate schools of education: An institutional perspective.
Education Policy Analysis Archives.
Cochran-Smith, M., Craig, C. & Hill-Thompson, V. Agents, Agency and Teacher Education.
Journal of Teacher Education. 73 (5): 445-448.
Cochran-Smith, M. & Reagan, E. (2022). Centering Equity in Teacher Education Evaluation: From Principles to Transformative Enactment.
Journal of Teacher Education. 73 (5): 449-463.
Cochran-Smith, M. & Reagan, E. Beyond ‘best practices’: Centering equity in teacher preparation evaluation.
Education Policy Analysis Archives, May 2022, 30, 66-66
Chang, W.C. & Cochran-Smith, M. “Learning to teach for equity, social justice, and/or diversity: Do the measures measure up?”
Journal of Teacher Education. 1-16. 00224871221075284.
Cochran-Smith, M. & Keefe, E.S. Strong equity: Repositioning teacher education for social change.
Teachers College Record. 124(3). 01614681221087304.
Chávez-Moreno, L. C., Villegas, A. M., & Cochran-Smith, M. The experiences and preparation of teacher candidates of color: A literature review. Handbook of research on teachers of color.
2021
Cochran-Smith, M. & Reagan, E. (2021). Evaluating and Improving Teacher Preparation Programs. National Academy of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED615385.pdf.
Cochran-Smith, M. (2021). Relocating teacher preparation to new graduate shools 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.
2020
Cochran-Smith, M. Rethinking Teacher Education: The Trouble with Accountability. Oxford Review of Education.
Chávez-Moreno, L. C., Villegas, A. M., & Cochran-Smith, M. The experiences and preparation of teacher candidates of color: A literature review. Handbook of Research on Teachers of Color.
Mills, T., Villegas, A, & Cochran-Smith, M. Research on the Preparation of Preservice Mainstream Teachers for Linguistically Diverse Classrooms. Teacher Education Quarterly, 47(4), 33-55.
Cochran-Smith, M., Keefe, E.S., Carney, M.C., Olivo, M., & Jewett Smith, R. Teacher preparation at new graduate schools of education: Studying a controversial innovation. Teacher Education Quarterly, 47(2), 8-37.
Cochran-Smith, M. Accountability and initial teacher education reform: A perspective from abroad. Wales Journal of Education, 22(1), 59-81.
Cochran-Smith, M. Teacher education for justice and equity: 40 years of advocacy. Action in Teacher Education, 42(1), 49-59.
Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. Educating Teacher Educators: International Perspectives. The New Educator, 16(1), 5-24.
2019
Cochran-Smith, M. Teacher education for equity and justice: 40 years of advocacy. Invited article. Action in Teacher Education.
Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. Educating teacher educators: International perspectives. The New Educator, 16(1), 5-24.
Chávez-Moreno, L. C., Villegas, A. M., & Cochran-Smith, M. The experiences and preparation of teacher candidates of color: A literature review. Handbook of research on teachers of color.
Chang, W-C., Ludlow, L. H., Grudnoff, L., Ell, F., Haigh, M, Hill, M., & Cochran-Smith, M. Measuring the complexity of teaching practice for equity: Development of a scenario-format scale. Teaching and Teacher Education, 82, 69-85.
2018
Cochran-Smith, M., Keefe, E.S., Carney, M.C. Teacher Educators as Reformers: Competing Agendas. European Journal of Teacher Education.
Cochran-Smith, M., Keefe, E.S., Carney, M.C., Burton, S. Chang, W-C., Fernández, B., Miller, A., & Sánchez, J.G. Democratic Accountability in Teacher Education: Now More Than Ever. Teacher Education and Practice. 31(2): 178-206.
Cochran-Smith, M., Keefe, E.S., Chang, W-C, & Carney, M. C. NEPC Review: 2018 Teacher Prep Review (National Council on Teacher Quality.) Boulder, CO: National Education Policy Center.
Cochran-Smith, M., Keefe, E.S., Chang, W-C, & Carney, M. C. NEPC Review: 2018 State Teacher Policy Best Practices Guide. (National Council on Teacher Quality.) Boulder, CO: National Education Policy Center
2017
Cochran-Smith, M., Baker, M. Burton, S. Carney, M., Chang, W., Fernández, B., Keefe, E.S., Miller, A., & Sánchez, J.G. “The accountability era in US Teacher Education: Looking back, Looking Forward.” European Journal of Teacher Education. 1-16
Cochran-Smith, M., Baker, M., Chang, W-C., Fernandez, M. B., & Keefe, E. S. (2017). Review of Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep. National Education Policy Center: Boulder, CO.
Cochran-Smith, M., Burton, S., Carney, M.C., Miller, A., & Sánchez, J.G. NEPC Review: A New Agenda: Research to Build a Better Teacher Preparation Program. National Education Policy Center: Boulder, CO.
Cochran-Smith, M., Baker, M. Burton, S. Carney, M. C., Chang, W., Fernández, B., Keefe, E.S., Miller, A., Sánchez, J.G., & Stern, R. Teacher quality and teacher education policy: The U.S. case and its implications. In Akiba, M. & LeTendre, G. (Eds.). The Routledge international handbook of teacher quality and policy. New York, NY: Stringer Publications.
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. Mapping a Complex System: What Influences Teacher Learning during Initial Teacher Education? Asia Pacific Journal of Teacher Education. 4.
Ludlow L. H., Fiona, E., Cochran-Smith, M., Newton, A., Trefcer, K., Klein K., Grudnoff L., Haigh M., & Hill M. (2017) Visualizing teacher education as a complex system. Complicity: An International Journal of Complexity and Education, 14(1), 36-79.
2016
Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. “Initial Teacher Education: What Does It Take to Put Equity at the Center?” Teaching and Teacher Education. 57: 67–78.
Cochran-Smith, M., Stern, R., Sánchez, J.G., Miller, A., Keefe, E.S., Fernández, B., Chang, W-C., Carney, M. C., Burton, S., & Baker, M. Holding teacher education accountable: A review of claims and evidence. Boulder, CO: National Education Policy Center.
Cochran-Smith, M., Villegas, A.M., Abrams, L., Chavez Moreno, L., Mills, T. & Stern, R. Research on teacher preparation: Charting the landscape of a sprawling field. In Gitomer, D. & Bell, C. (Eds.). Handbook of research on teaching (5th ed., pp. 439-547). Washington, DC: American Educational Research Association.
Cochran-Smith, M. Teaching and teacher Education: Absence and presence in AERA presidential addresses. Educational Researcher, 45(2), 1-8.
Grudnoff, L., Haigh, M., Hill, M., Cochran-Smith, M., Ell, F., & Ludlow, L. “Rethinking initial teacher education: Preparing teachers for schools in low socio-economic communities in New Zealand.” Journal of Education for Teaching. 42(4): 451-467.
2015
Cochran-Smith, M. & Villegas, A.M. Studying teacher preparation: The questions that drive research. European Education Research Journal, 14(5), 379-394.
Cochran-Smith, M. Teacher communities for equity. Kappa Delta Pi Record, 51, 109-113.
Cochran-Smith, M. & Villegas, A.M. 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, NY: Springer Press.
Cochran-Smith, M., Villegas, A.M., Abrams, L., Chavez Moreno, L., Mills, T. & Stern, R. Critiquing teacher preparation research: An overview of the field, part 2. Journal of Teacher Education. 65(5), 109-121.
2014
Cochran-Smith, M. & Villegas, A.M. Framing teacher preparation research: An overview of the field, part 1. Journal of Teacher Education, 65(4), 7-20.
Cochran-Smith, M. & Stern, R. The role of inquiry in teacher leadership. In Bond, N. (Ed.). Perspectives on teacher leadership (pp. 196-209). Indianapolis, IN: Phi Delta Kappan Publications.
Cochran-Smith, M. & Stern, R. Imagining schools as centers for inquiry. In Reynolds, L. (Ed.). Imagine it better: Visions of what schools might be (pp. 85-96). Portsmouth, NH: Heinemann Books.
Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L. & Aitken, G. The challenge and promise of complexity theory for teacher education research. Teachers College Record, 116(5), 1-38.
Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L., Haigh, M., & Hill, M. When complexity theory meets critical realism: A platform for research on initial teacher education. Teacher Education Quarterly, 41(1), 105-122
2013
Cochran-Smith, M. & Power, C. Preparing teachers for tomorrow’s America. In Kysilka, M. Davis, O. L. (Eds.) Schooling for tomorrow’s America (pp. 89-105). Charlotte, NC: Information Age Publishing.
Cochran-Smith, M. & Power, C. Preparing teachers for diversity: A global issue. Mondi Migranti, 5(2), 81-98.
Cochran-Smith, M. & Dudley-Marling, C. Crossing the divide? Diversity issues in teacher education and special education. Journal of Teacher Education, 64(3), 279-282.
Cochran-Smith, M. Teacher education challenges: National and international perspectives. In Olstern, A., Smith, K. Ryghaug, T. Kruger, T. and Postholm, M.B. (Eds.) Teacher education research between national identity and global trends. NAFOL year book 2012 (pp. 121-135). Norway: Akademika Publishing.
Cochran-Smith, M., Piazza, P. & Power, C. The politics of accountability: Assessing teacher education in the United States. The Educational Forum, 77(1), 6-27.
Cochran-Smith, M. Trends and challenges in teacher education: National and international perspectives. In Waldron, F., Smith, J., Dooley, T., & Fitzpatrick, M. (Eds.) Reimagining initial teacher education: Perspectives on transformation (pp. 29-53). Dublin, Ireland: Liffey Press.
