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 7, Issue 1 (2022)
“Math Talks are Like an Alarm Clock Waking You Up”: Language’s Crucial Role in Mathematics
Gabriella M. Wasser
Standing Their Ground: How a Field Supervisor Helped Student Teachers Implement Classroom Management Strategies That Work
Anita B. Sunseri and Mary Anne Sunseri
Fresh Beginnings: Promoting a Culture of Teacher Inquiry through Passion in the Profession
Jonathan Hart and Divonna Stebick