Wednesday, March 10
Cochran-Smith's perspective on practitioner research is intended to challenge the current school focus on testing and outcomes and to raise questions about the role of practitioners in educational change and initiatives for social justice. Her presentation will blend conceptual frameworks for defining and understanding practitioner research with compelling examples from teachers and administrators in
Marilyn Cochran-Smith is the Cawthorne Professor of Teacher Education for Urban Schools and Director of the Doctoral Program in Curriculum and Instruction at the Lynch School of Education at Boston College. She is an elected member of the National Academy of Education and a former President of the American Educational Research Association (AERA). Cochran-Smith is co-editor (with Ken Zeichner) of Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education and co-editor (with Sharon Feiman Nemser, John McINtyre, and Kelly Demers) of the Third Handbook of Research on Teacher Education.
She is a member of the National Research Council’s committee on teacher preparation in the U.S.. She was the first C.J. Koh Endowed Chair at the National Institute of Education in Singapore. Cochran-Smith was editor of the Journal of Teacher Education from 2000-2006. She writes and speaks frequently about teacher education research practice and policy as well as practitioner research, teacher learning, and social justice. Cochran-Smith has written nine books, four of which have won national awards, and more than 150 articles, chapters, and editorials. Her most recent book is Inquiry as Stance: Practitioner Research for the Next Generation, which was co-authored with Susan Lytle in 2009.
Admission is free and a ticket is not required