Inquiry As Stance: Practitioner Research for the Next Generation.

By Della R. Leavitt. 2010

1,283 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bf96716c1c026d21fca90d24312161e96fc0ab1f

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Citations in the corpus

Roles, Responsibilities, and Concerns of Paraeducators (2012, background): “…of local communities of practice where researchers, teacher educators, and K–12 practitioners— teachers and paraeducators—explore relevant and meaningful questions of practice that emerge from and are studied in practice (Cochran-Smith & Lytle, 2009; DarlingHammond, 2009; Murrell, 2009).”
Teacher Educators’ Professional Development: Towards a Typology of Teacher Educators’ Researcherly Disposition (2014, background): “As will be argued, the development of a ‘researcherly disposition’, a concept strongly related to concepts such as ‘inquiry as stance’ (Cochran-Smith and Lytle, 2009) and ‘inquiry habit of mind’ (Bruggink and Harinck, 2012), offers a promising view on teacher educators’ professional development and…”
Teacher leadership enactment in professional learning community contexts: towards a better understanding of the phenomenon (2015, result): “Furthermore, the findings suggest that teachers were involved in some form of ‘thinking through’ or theorising of the knowledge shared in PLCs and trying it out in their respective classroom teaching practices in the inter-linkages between teacher learning experiences in PLCs and classroom teaching ”
The Challenge and Promise of Complexity Theory for Teacher Education Research (2014, background): “Often, these studies use some version of a practitioner research design wherein the practitioner is also the researcher, and the site of practice is also the research site (Cochran-Smith & Lytle, 2009).”
Transformational leadership, leader–member exchange and school learning climate: Impact on teachers’ innovative behaviour in the Netherlands (2020, background): “The concept of IHoM is more a way of life – ‘(a) way of knowing and being’ (Cochran-Smith and Lytle, 2009: 113) – of how you learn and how you perform in all kind of situations, such as work.”
Race and Histories: Examining Culturally Relevant Teaching in the U.S. History Classroom (2013, background): “Moreover, I work from a position of inquiry as stance (Cochran-Smith & Lytle, 2009), which uses teacher research to question issues of power, equity, and social justice (Campano, 2007; Carr & Kemmis, 1986).”
Unstandardized Responses to a “Standardized” Test (2016, methodology): “This research project was motivated by the problem space around us, and we utilize an “inquiry as stance” approach (Cochran-Smith & Lytle, 2009).”
Making Practice Public: Teacher Learning in the 21st Century (2010, background): “…that learning is also social; therefore, changing professional learning for teachers demands a deeper understanding of the kinds of conditions and contexts that support and encourage such learning (Cochran-Smith & Lytle, 2009; Lieberman & Miller, 2008; McLaughlin & Talbert, 2001; Wenger, 1998).”
Analyzing a college course that adheres to the Universal Design for Learning (UDL) framework (2012, background): “Cochran-Smith and Lytle (2010) confirm that practitioner researchers that engage in inquiry opportunities about their teaching practice are inviting opportunities for creative ways to alter and adjust their instruction, consider the impact on their students, and continuously monitor their effectiven”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “First, it presumes that codified knowledge and practices of teaching are inherently problematic and need to be radically questioned and revamped (Cochran-Smith & Lytle, 2009).”
Language teacher research engagement (2010, background): “The work on teacher research of Cochran-Smith and Lytle has been very influential, particularly in North America (Cochran-Smith & Lytle 1990, 1993, 2009; Lytle & CochranSmith 1990, 1994).”
Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement (2014, background): “…effective when situated in a robust improvement cycle in which assessment data is gathered and jointly interpreted for problems and related solutions and then strategies are shared, enacted, and evaluated in classroom practice (Blanc et al., 2010; Cochran-Smith & Lytle, 2009; Goertz et al., 2009).”