NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1110799
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1550-1175
Teacher-Researcher-Leaders: Intellectuals for Social Justice
Storm, Scott
Schools: Studies in Education, v13 n1 p57-75 Spr 2016
This essay examines the author's experiences with becoming a teacher-researcher-leader across many years within two contrasting urban public school contexts. The article works against a traditional "myth" that views teaching as de-professionalized, low-skill and instead argues for teaching as professional, collaborative, political, and intellectual. The essay makes this argument by offering thick description of various teacher research projects and teacher leadership moves to illustrate how teacher inquiry can be used to improve student learning, improve teacher practice, and work toward equity and justice in classrooms, schools, and society.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A