Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

The Tacit Knowledge of Productive Scholars in Education

by Megan Tschannen-Moran & Nancy Nestor-Baker - 2004

This 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 appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase The Tacit Knowledge of Productive Scholars in Education
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 106 Number 7, 2004, p. 1484-1511
https://www.tcrecord.org ID Number: 11581, Date Accessed: 9/17/2021 5:40:34 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • 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 P12 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
Member Center
In Print
This Month's Issue