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The Tacit Knowledge of Productive Scholars in Education by Megan Tschannen-Moran & Nancy Nestor-Baker — 2004This study investigates the tacit knowledge of prolific educational scholars. These scholars were motivated by a clear set of values that led them to make research a priority in the midst of competing demands and to persist through the more tedious or arduous parts of the research process. The participants learned to manage not only their time but also their emotions when coping with the pressures of academic life, the criticism inherent in the peer review process, and the politics of organizational life. They formed collaborative networks for both emotional support and intellectual challenge. By making these knowledge structures more explicit, others may benefit from the thinking behind these scholars' success to improve scholarship in the field.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Megan Tschannen-Moran
College of William and Mary
E-mail Author
MEGAN TSCHANNEN-MORAN an assistant professor in Educational Policy, Planning, and Leadership at the College of William and Mary. Her research interests include the social psychology of schools, including trust, self-efficacy beliefs, and collaboration. She has published reviews on both trust and teachers' efficacy beliefs in the Review of Educational Research as well as a recent article on constructive controversy in the Teachers College Record.
- Nancy Nestor-Baker
The Ohio State University
NANCY NESTOR-BAKER is director of the P–12 Project at Ohio State University. Her research interests include individual and organizational tacit knowledge, teacher effectiveness, and cross-institutional collaboration. Her publications on tacit knowledge have appeared in the Journal of Educational Administration and Educational Administration Quarterly
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