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 8, Issue 2 (2023)
Practitioner Research
When questions guide the work: Voices of passionate teachers
Randall B. Wisehart and Deborah Rickey
Catalyzing Change for Equitable Participation
Liza Bondurant and Seema Rivera
Grades or No Grades? Promoting Deeper Learning in a Middle Level Mathematics Methods Course
Shelli L. Casler-Failing
Practitioner Inquiry for Turbulent Times: Learning to Take an Inquiry Stance Toward Teaching Difficult Topics Through a Teacher Inquiry Community
Logan Rutten, Danielle Butville, Wendy Lane Smith, and Boaz Dvir