Teacher as Researcher, Teacher as Scholar, and Teacher as Leader

Michael Ryan, Monica Taylor, Amanda Barone, Leslie Della Pesca, Sona Durgana, Kelly Ostrowski, Tonianne Piccirillo, Kelly Pikaard

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders.

Original languageEnglish
Pages (from-to)102-116
Number of pages15
JournalNew Educator
Issue number2
StatePublished - 3 Apr 2017


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