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.
Current Issue: Volume 4, Issue 1 (2019) Practitioner Research in a Changing Educator Preparation Landscape: Exploring Tensions and Reimagining Possibilities
Sustaining a Continuous Improvement Culture in Educator Preparation: A Higher Education Network Based on Data Wise
Sara Quay and Meghan Lockwood
Building Capacity in Teacher Preparation with Practitioner Inquiry: A Self-Study of Teacher Educators’ Clinical Feedback Practices
Sherry Dismuke, Esther A. Enright, and Julianne A. Wenner
Inquiring about Inquiry: A Research Journey
Margery S. Miller Ed.D. and Valerie Harlow Shinas Ph.D.
Networking Practitioner Research: Leveraging Digital Tools as Conduits for Collaborative Work
Nicholas E. Husbye, Julie Rust, Christy Wessel Powell, Sarah Vander Zanden, and Beth Buchholz
Syncing Our Cycles: An Inquiry-Based Coaching Model for Distant Supervision
Stephanie Schroeder and Elizabeth Currin