Faculty Directory

Marilyn Cochran-Smith

Cawthorne Professor of Teacher Education for Urban Schools


TCS Teaching, Curriculum, and Society

  • Chair, International Advisory Panel on Teacher Education, Ministry of Education and Research, Norway
  • Recent international keynote addresses: 
    • Standing Committee on Teacher Education in North and South Ireland (SCOTENS, Ballyconnell, Ireland) 
    • British Educational Research Association (Manchester, England)
    • Advisory Panel Conference on Teacher Education (Oslo, Norway)
    • MOFET International Conference on Teachedr Education (Tel Aviv, Israel)
    • University of Auckland Faculty of Education and Social Work (Auckland, New Zeland)
    • Australia Association of Education Research (AAER, Sydney, Australia)
    • Oxford University Education Lecture Series (Oxford, England)


  • Cochran-Smith, M., Keefe, E.S., Carney, M.C., Olivo, M., & Smith, R.J. (2020). Teacher preparation at new graduate schools of education: Studying a controversial innovation. Teacher Education Quarterly.47(2):8-37.
  • Cochran-Smith, M. Accountability and initial teacher education reform: A perspective from abroad. (2020). Wales Journal of Education. 22(1): 59-81.
  • Cochran-Smith, M. Teacher education for justice and equity: 40 years oF Advocacy. (2020). Action in Teacher Education. 42(1), 49-59. 
  • Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. Educating Teacher Educators: International Perspectives. (2020)_. The New Educator. 16(1), 5-24. 
  • Ell, F., Cochran-Smith, M., Hill, M., Haigh, M., Grudnoff, L., Ludlow, L. (2019). Complexity theory as a guide to qualitative methodology in teacher education. In G. Noblit (Ed.) Oxford Research Encyclopedia of Education.  New York: Oxford University Press. ​
  • Cochran-Smith, M., Keefe, E.S., Carney, M.C. (2018). Teacher Educators as Reformers: Competing Agendas. European Journal of Teacher Education. 41(5), 572-590. 
  • Cochran-Smith, M., Keefe, E.S., Carney, M.C., Burton, S. Chang, W-C., Fernández, B., Miller, A., & Sánchez, J.G. Democratic Accountability in Teacher Education: Now More Than Ever. (2018). Teacher Education and Practice. 31(2): 178-206.
  • Cochran-Smith, M., Carney, M.C., Keefe, E.S., Burton, S. Chang, W.,Fernández, B., Miller, A., Sánchez, J.G., Baker, M. (2018). Reclaiming Accountability in Teacher Education. New York: Teachers College Press.
  • 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. & Aitken, G. (2014). The challenge and promise of complexity theory for teacher education research. Teachers College Record. 116 (5): 1-38.


  • 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.