Susan L Lytle

Biographic Data

ID1604919
NAMESusan L Lytle
GIVEN NAMESSusan L
FAMILY NAMELytle
SIGNATURELYTLE S L
AFFILIATIONSUniversity of Pennsylvania
VERIFIEDNo
TOTAL WORKS9
TOTAL CITATIONS262
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1990
LATEST PUBLICATION YEAR2008
H-INDEX4

  • At Last

    Susan L LytleARTICLEResearch in the Teaching of English2008

    In this At Last essay, Susan Lytle addresses issues of teacher research, work that is shaped by and that shapes the complexity of teachers’ knowledge and learning, and is based on the accumulation of robust and meaningful experiences leading to classroom expertise. Assuring her readers that teacher research is alive and well, even in the current politically charged atmosphere of scripted instruction and curriculum-driving mandated testing, Lytle …

  • Relationships of Knowledge and Practice

    Marilyn Cochran‐smith, Marilyn Cochran-Smith et al.ARTICLEReview of Research in Education1999

  • Chapter 8

    Open AccessMarilyn Cochran‐smith, Marilyn Cochran-Smith et al.ARTICLEReview of Research in Education1999

  • The Teacher Research Movement

    Marilyn Cochran‐smith, Marilyn Cochran-Smith et al.ARTICLEEducational Researcher1999Cited by: 128References: 10

    In this article, we discuss the latest renewal of interest in the U.S. in teacher research and other forms of practitioner inquiry, a movement that is now a little more than a decade old. We argue that part of what makes the current wave of interest a movement and not just the latest educational fad is that teacher research stems from several different, but in some ways compatible, intellectual traditions and educational projects. We identify fiv…

  • Conversations with Collaborators, Colleagues, and Friends

    Renée T Clift, D Jean Clandinin et al.ARTICLEEducational Researcher1994

  • Communities for Teacher Research

    Marilyn Cochran‐smith, Marilyn Cochran-Smith et al.ARTICLEAmerican Journal of Education1992Cited by: 9

    There are many obstacles to teacher research in schools, teacher groups, school-university partnerships, and regional and national forums. This article argues that overcoming these obstacles requires the building and sustaining of intellectual communities of teacher-researchers, or networks of individuals who enter with other teachers into a collaborative search for definition and satisfaction in their work lives as teachers and who regard resear…

  • Teacher Research as a Way of Knowing

    Susan L Lytle, Susan Lytle et al.ARTICLEHarvard Educational Review1992References: 7

    In this article, Susan Lytle and Marilyn Cochran-Smith, two university-based teacher educators, argue for a different theory of knowledge for teaching - one that is drawn from the systematic inquiry of teachers themselves. In contrast to a knowledge base for teaching that privileges only the knowledge of the university researcher, the authors propose a knowledge base that includes the emic perspective of the teacher researcher,whose questions and…

  • Interrogating Cultural Diversity

    Open AccessMarilyn Cochran‐smith, Marilyn Cochran-Smith et al.ARTICLEJournal of Teacher Education1992Cited by: 4References: 21

    There are no monolithic solutions to the complex and often unique problems of understanding and responding to the increasing cultural diversity in schools and classrooms in the United States. Preservice and in service teacher education programs need processes that prompt teachers and teacher educators to raise questions about issues of race, class, and ethnicity and to develop courses of action that are valid for particular communities. Teacher r…

  • Research on Teaching and Teacher Research

    Open AccessMarilyn Cochran‐smith, Marilyn Cochran-Smith et al.ARTICLEEducational Researcher1990Cited by: 121References: 13

    Neither interpretive nor process-product classroom research has foregrounded the teacher's role in the generation of knowledge about teaching. What is missing from the knowledge base for teaching, therefore, are the voices of the teachers themselves, the questions teachers ask, the ways teachers use writing and intentional talk in their work lives, and the interpretive frames teachers use to understand and improve their own classroom practices. L…