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Teacher Research and the Problem of Practice


by Frances O'Connell Rust — 2009

In this article, teacher action research is positioned as a bridge connecting research, practice, and policy—as an important and practical way to engage teachers as consumers of research, as researchers of their own practice, as designers of their own professional development, and as informants to scholars and policy-makers regarding critical issues in the field.


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Cite This Article as: Teachers College Record Volume 111 Number 8, 2009, p. 1882-1893
http://www.tcrecord.org ID Number: 15506, Date Accessed: 10/22/2017 8:04:10 AM

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About the Author
  • Frances Rust
    Erikson Institute
    E-mail Author
    FRANCES O'CONNELL RUST is Senior Vice President for Academic Affairs and Dean of Faculty at Erikson Institute. Previously a professor of teacher education at New York University's Steinhardt School of Education, she has directed undergraduate and graduate-level teacher education programs. She has published widely on topics related to teacher preparation and quality, teacher-driven action research, and school improvement. Recent publications include participation in Chapters 3 (Human Development), 8 (Assessment), and 10 (Curriculum) in Darling-Hammond and Bransford (2005), Preparing Teachers for a Changing World, and “Early Childhood Education: Early Childhood Curriculum/Programs” in T. Good, C. Ames, D. Berliner, J. Brophy, L. Corno, and M. McCaslin (Eds.), 21st Century Education: A Reference Handbook (Sage, 2008).
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