Harvard Educational Review
  1. Winter 1992 Issue »

    Teacher Research as a Way of Knowing

    Susan L. Lytle and Marilyn Cochran-Smith
    A knowledge base for teaching that includes the emic perspective of the teacher researcher is proposed in contrast to the knowledge base that privileges only the knowledge of the university researcher. School-based teacher researchers are a primary source of generating knowledge about teaching and learning for themselves and others.

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    Winter 1992 Issue

    Abstracts

    Challenging Venerable Assumptions
    Literacy Instruction for Linguistically Different Students
    Maria de la Luz Reyes
    Teacher Research as a Way of Knowing
    Susan L. Lytle and Marilyn Cochran-Smith
    Labels, Literacy, and Enabling Learning
    Glenn's Story
    Colleen M. Fairbanks
    Teaching as a Profession
    The Rochester Case in Historical Perspective
    Christine E. Murray
    A Hearing Teacher's Changing Role in Deaf Education
    Patricia J. Saylor
    Teaching Narratives
    A Source for Faculty Development and Evaluation
    Diane R. Wood
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