The Journal of Practitioner Research (JPR), a double-blind, peer-reviewed, open-access journal, includes manuscripts that represent the traditions of action research, teacher research, practitioner inquiry, teacher inquiry, and other traditions that target the same type of knowledge production. The journal features the work of practitioner researchers or about practitioner research across disciplines and levels. As a forum for such research, we invite submissions by practicing educators such as pre-service teachers, in-service teachers, teacher education faculty, educational leadership faculty, and school administrators.
See the About This Journal for further information about coverage of the journal.
Current Issue: Volume 6, Issue 1 (2021) Exploring Inquiry During the COVID-19 Pandemic: When a Crisis Becomes an Opportunity
Introduction to the Special Issue: Inquiring Into, About, and During Covid-19
Nancy Fichtman Dana and Karen L. Kilgore
Addressing Student Isolation During the Pandemic: An Inquiry into Renewing Relationships and Reimagining Classroom Communities on Remote Instruction Platforms
Elizabeth Davis, Angela Flavin, Melanie M. Harris, Laura Huffman, Dicy Watson, and Kristin M. Weller
Students’ Lived Experiences During the Pandemic: Their Expressions through Art and Poetry
Blake Beckett and Susan I. Johnson
Building Resiliency with Students of Color During the Pandemic: Providing Remote After-School Activities
John Bell and Marcus McDonald