Cawthorne Professor of Teacher Education for Urban Schools
Marilyn Cochran-Smith has been a teacher education scholar and practitioner for more than 40 years. Her major area of expertise is teacher education research, practice, and policy, both in the United States and in many countries around the world. Among her areas of expertise are topics relating to equity, justice, and inquiry in teacher education and teacher learning.
Cochran-Smith came to the Lynch School of Education and Human Development as a Professor in 1996. She directed the doctoral program in Curriculum and Instruction from 1996-2017. She is the Chair of Norway’s International Advisory Panel on Teacher Education, a group that makes policy and practice recommendations to the Ministry of Education and Research and to teacher education institutions in Norway. She also served as an adjunct professor of education at the University of Auckland, New Zealand, from 2011-2019.
Cochran-Smith is an elected member of the National Academy of Education; she recently finished a term on its Board of Directors. In addition, she is a former president of the American Educational Research Association (AERA), an AERA Fellow, and a Laureate member of the Kappa Delta Pi education honor society. Cochran-Smith has written ten books, seven of which have won national awards, and more than 200 articles, chapters, and editorials about teacher education, teaching, and teacher learning through inquiry over the professional lifespan.
Cochran-Smith, M., Baker, M. Burton, S. Carney, M. C., Chang, W., Fernández, B., Keefe, E.S., Miller, A., Sánchez, J.G., & Stern, R. (2018). Teacher quality and teacher education policy: The U.S. case and its implications. In Akiba, M. &; LeTendre, G. (Eds.). The Routledge international handbook of teacher quality and policy. New York, NY: Stringer Publications.
Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education.
Cochran-Smith, M., Stern, R., Sánchez, J.G., Miller, A., Keefe, E.S., Fernández, B., Chang, W-C., Carney, M. C., Burton, S., & Baker, M. (2016). Holding teacher education accountable: A review of claims and evidence. Boulder, CO: National Education Policy Center.
Cochran-Smith, M., Villegas, A.M., Abrams, L., Chavez Moreno, L., Mills, T. & Stern, R. (2016). Research on teacher preparation: Charting the landscape of a sprawling field. In Gitomer, D. & Bell, C. (Eds.). Handbook of Research on Teaching (5th ed., pp.439-547). Washington, DC: American Educational Research Association.
Cochran-Smith, M. (2016). Teaching and teacher Education: Absence and presence in AERA presidential addresses. Educational Researcher, 45(2), 1-8.
Cochran-Smith, M. & Villegas, A.M. (2015). Studying teacher preparation: The questions that drive research. European Education Research Journal. 14(5): 379-394.
Cochran-Smith, M. (2015). Teacher communities for equity. Kappa Delta Pi Record. 51:109-113.
Cochran-Smith, M. & Villegas, A.M. (2015). Preparing teachers for diversity and high poverty schools: A research-based perspective. In Lampert, J. & Burnett, B. (Eds.) Teacher Education for High Poverty Schools. New York: Springer Press.
Cochran-Smith, M., Villegas, A.M., Abrams, L., Chavez Moreno, L., Mills, T. & Stern, R. (2015). Critiquing Teacher Preparation Research: An Overview of the Field, Part 2. Journal of Teacher Education. 65(5): 109-121.
Cochran-Smith, M. & Villegas, A.M. (2014). Framing Teacher Preparation Research: An Overview of the Field, Part 1. Journal of Teacher Education. 65(4): 7-20.
Cochran-Smith, M. & Stern, R. (2014). The role of inquiry in teacher leadership. In Bond, N. (Ed.). Perspectives on teacher leadership. Indianapolis: Phi Delta Kappan Publications, 196-209.
Cochran-Smith, M. & Stern, R. (2014). Imagining schools as centers for inquiry. In Reynolds, L. (Ed.). Imagine It Better: Visions of What Schools Might Be. Portsmouth, NH: Heinemann Books, 85-96.
Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L., Haigh, M., & Hill, M. (2014). When complexity theory meets critical realism: A platform for research on initial teacher education. Teacher Education Quarterly. 41(1): 105-122
Cochran-Smith, M. & Power, C. (2013). Preparing Teachers for Tomorrow’s America, in Kysilka, M.L., & Davis, O.L., Jr. (Eds.), Schooling for Tomorrow’s America, (pp. 89-105), Charlotte, N.C., Information Age Publishing, Inc.
Cochran-Smith, M., & Power, C. (2013). Preparing Teachers for Diversity: A Global Issue. Mondi Migranti, 5(2), 81-98.
Cochran-Smith, M., Dudley-Marling. C. (2013). Crossing the Divide?: Diversity Issues in Teacher Education and Special Education: A Response to Leah Wasburn-Moses. Journal of Teacher Education, 64(3), 279-282.
Cochran-Smith (2013). Teacher Education Challenges: National and International Perspectives in Olstern, A., Smith, K., Ryghaug, T., Kruger, T., and Postholm, M.G. (Eds), Teacher Education Research between National Identity and Global Trends. NAFOL Year Book 2012 (pp. 121-135) Norway, Akademika Publishing.
Cochran-Smith, M., Piazza, P. & Power, C. (2013). The Politics of Accountability: Assessing Teacher Education in the United states. The Educational Forum 77(1): 6-27.
Cochran-Smith, M. (2013). Trends and challenges in teacher education: National and international perspectives in Waldron, F., Smith, J., Dooley, T., & Fitzpatrick, M. (Eds.) Reimagining initial teacher education: Perspectives on transformation (pp. 29-53). Dublin, Liffey Press.