Teacher as Researcher, Teacher as Scholar, and Teacher as Leader
Document Type
Article
Publication Date
4-3-2017
Journal / Book Title
The New Educator
Abstract
Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders.
DOI
10.1080/1547688X.2016.1144120
MSU Digital Commons Citation
Ryan, Michael; Taylor, Monica; Barone, Amanda; Della Pesca, Leslie; Durgana, Sona; Ostrowski, Kelly; Piccirillo, Tonianne; and Pikaard, Kelly, "Teacher as Researcher, Teacher as Scholar, and Teacher as Leader" (2017). Department of Teaching and Learning Scholarship and Creative Works. 127.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/127
Published Citation
Ryan, M., Taylor, M., Barone, A., Della Pesca, L., Durgana, S., Ostrowski, K., ... & Pikaard, K. (2017). Teacher as researcher, teacher as scholar, and teacher as leader. The New Educator, 13(2), 102-116.