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Curriculum & Instruction Ph.D. Program Website

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EDUCATION

Ph.D., University of Pennsylvania

EXPERTISE/INTERESTS

Teacher education research, practice and policy; practitioner inquiry and teacher learning across the professional lifespan; teaching/teacher education and issues of equity, diversity and social justice

HONORS/PUBLICATIONS/PROFESSIONAL ACTIVITIES

2012, Doctor Honoris Causa.  (Honorary Doctoral Degree) University of Alicante, Alicante, Spain

2011, AACTE David C. Imig Award for Outstanding Contributions to Teacher Education for Inquiry as Stance (M. Cochran-Smith and S.L. Lytle)

2009, NAE Elected Member

2008, AERA Inaugural Fellow

2007, AERA Award for Relating Research to Practice for Policy, Practice and Politics in Teacher Education (Corwin Press, 2006)

2006, C.J.Koh Endowed Distinguished Professorship – Inaugural holder of National Institute of Education’s Koh Chair, Nanyang Technological University, Singapore

Selected Recent Publications

Journal Articles and Chapters in Handbooks/Edited Books

In press Cochran-Smith, M. & Dudley-Marling, C. Diversity in Teacher Education and Special Education: The Issues That Divide.  Journal of Teacher Education.

In press Cochran-Smith, M. Composing a Research Life.  Action in Teacher Education.

In press Cochran-Smith, M., Cannady, M., McEachern, K., Mitchell, K., Piazza, P., Power, C., Ryan, A.  Teachers’ Education and Outcomes: Mapping the Research Terrain. Teachers College Record.

In press Cochran-Smith, M., McQuillan, P.J., Mitchell, K., Terrell, D., Barnatt, J., D’Souza, L., Jong, C., Shakman, K. Lam, K., Gleeson, A.M. A Longitudinal Study of Teaching Practice and Early Career Decisions: A Cautionary Tale. American Education Research Journal.

2011 Cochran-Smith, M. Does Learning to Teach Ever End? The Record, 22-24, pubs@kdp.org

2011 Cochran-Smith, M. Teaching in New Times: What Do Teachers Really Need to Know? The Record, 11-12.

2011 Cochran-Smith, M., Cannady, M., McEachern, K.P., Piazza, P., Power, C., Ryan, A. Teachers’ Education, Teaching Practice, and Retention: A Cross-Genre Review of Recent Research. Journal of Education, 191(2), 19-31. www.bu.edu/journalofeducation/

2011 Cochran-Smith, M., Fries, K. “Teacher Education Policy and Social Justice,” In P. Earley, D. Imig & N. Michelli (Eds.), Teacher Education Policy in the United States: Issues and Tensions in an Era of Evolving Expectations (pp. 182-207. New York, NY: Routledge.

2011 Cochran-Smith, M. & Fries, K. Teacher Quality, Teacher Education and Diversity: Policy and Politics. In Ball, A., & Tyson, C. (Eds.). Studying Diversity in Teacher Education. New York: Roman and Littlefield, pp. 337-359.

2011 Cochran-Smith, M., Lytle, S.L. Changing Perspectives on Practitioner Research. Learning Landscapes, 4(2), 17-23.

2011 Reagan, E.M., Pedulla, J., Cannady, M., Cochran-Smith, M., Jong, C. Measuring Practices of Teaching for Social Justice in Elementary Mathematics Classrooms.  Educational Research Quarterly. 34(3): 15-39.

2010 Cochran-Smith, M. The Debate about Teacher Quality: Policy, Politics and Social Justice. In sj Miller and d. Kirkland (Eds.) Change Matters: Critical Essays on Moving Social Justice Research from Theory to Policy. Peter Lang, Publishers: 181-187.      

2010  Cochran-Smith, M.  Toward a theory of teacher education for social justice. In M. Fullan, A. Hargreaves , D. Hopkins, & A. Lieberman (Eds.), The International Handbook of Educational Change (2^nd ed.): pp. 445-467

 2010 Cochran-Smith, M., Gleeson, A.M., & Mitchell, K. Teacher Education  for Social Justice: What’s Pupil Learning Got To Do With It? Berkeley Review of Education.  1(1). Retrieved from: http://escholarship.org/uc/item/35v7b2rv

2010 Cochran-Smith, M. & Power, C. New Directions for Teacher Preparation. Educational Leadership. 67(8): 6-13.

2010 Jong, C., Pedulla, J., Regan, E.M., Salomon-Fernandez, Y., & Cochran-Smith, M. Exploring the Link between Reformed Teaching Practices and Pupil Learning in Elementary School Mathematics. School Science and Mathematics Journal. 110(6): 309-368.

2010 Ludlow, L.H., Mitescu, E., Pedulla, J., Cochran-Smith, M., Cannady, M., Enterline, S. & Chappe, S.  An Accountability Model for Initial Teacher Education. Journal of Education for Teaching.  36(4): 353-368.

2009 Cochran-Smith, M. & the Boston College Evidence Team.  Reculturing Teacher Education: Inquiry, Evidence and Action.  Journal of Teacher Education. (to appear in November/December, 2009 issue).

2009 Cochran-Smith, M., Mitescu Reagan, E. Shakman, K., and the BC TNE Evidence Team. Just Measures: Social Justice as a Teacher Education Outcome. Teacher Education and Practice.  22(3): 237-263.

2009 Cochran-Smith, M. & Demers, K. “Preparing Teachers for the 21st Century: Research and Teacher Learning.” In O. Kwo (Ed.), Teachers as Learners: Critical Discourse on Challenges and Opportunities. Hong Kong: CERC/Springer.

2009 Cochran-Smith, M., Barnatt, J., Friedman, A., Pine, G.  Inquiry on inquiry: Practitioner research and students’ learning. Action in Teacher Education.

2009 Cochran-Smith, M., Shakman, K., Jong, C., Barnatt, J., Terrell, D., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115 (3): 3347-377.

2009 Cochran-Smith, M., Barnatt, J., Lahann, R., Shakman, K., & Terrell, D. “Teacher Education for Social Justice: Critiquing the Critiques.” In Ayres, W., Quinn, T., & Stovall. D. (Eds.) The Handbook of Social Justice in Education. Taylor and Francis, Publishers, 625-639.