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 2 (2019)
Differentiated homework: Impact on student engagement
Gearoid Keane and Manuela Heinz
Practitioner Experiences in Teacher Education Partnerships: Examining Practice in an Accredited Professional Development School
Jennifer J. Roth, Derek Decker, and Donna D. Cooner
Using Embodied Practices with Preservice Teachers: Teaching and Reflecting Through the Body to Re-think Teacher Education
Emily Klein, Monica Taylor, and Rachel Forgasz
Supervisor Facilitation of Action Research: Fostering Teacher Inquiry
Rachel Solis and Stephen P. Gordon