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 3, Issue 2 (2018)
Beyond Reflection: Using Word Clouds to Support Metacognitive Processes in Preservice Teacher mathematics education
Monica Cavender Dr. and Karim Medico-Letwinsky Dr.
Collaborating across National Boundaries for Narrative Teaching and Learning
Haji Karim Khan and Theresa Y. Austin
A Framework for Reflective Practice
Diana L. Moss, Claudia Bertolone-Smith, and Teruni d. Lamberg
What First-Year Teachers Really Want from Principals During Their Induction Year: A Beginning Teacher Study Group's Shared Inquiry
Patricia J. Norman and Sara A.S. Sherwood