The Journal of Practitioner Research (JPR), a double-blind, peer-reviewed, open-access journal, includes manuscripts that represent the traditions of action research, teacher research, practitioner inquiry, teacher inquiry, and other traditions that target the same type of knowledge production. The journal features the work of practitioner researchers or about practitioner research across disciplines and levels. As a forum for such research, we invite submissions by practicing educators such as pre-service teachers, in-service teachers, teacher education faculty, educational leadership faculty, and school administrators.
See the About This Journal for further information about coverage of the journal.
SPECIAL ISSUE CALL FOR SUBMISSIONS
Manuscript Submission Deadline: April 1, 2018
Current Issue: Volume 2, Issue 1 (2017)
Beyond Charlotte: Reflection for Continuous Improvement of Practice
Barbara S. Rieckhoff and Sharon J. Damore
Critical Collaborative Inquiries in Social Studies: Fostering Inclusion, Engagement and Literacy
Sara Lewis-Bernstein Young Ed.D.
“Inquiry is Confidence”: How Practitioner Inquiry Can Support New Teachers
Rachel Wolkenhauer and Angela Hooser
Teaching Principals to Be Action Researchers: The Indiana Principal Leadership Institute Coaching Model
Nancy Fichtman Dana, Linda Marrs-Morford, Shelley Roberts, and Kelly Laffoon