Reflections on the Impact of Teacher-Researcher Collaboration
Bibliographic Data
| ID | 10816262 |
|---|---|
| Authors | Margaret R Hawkins (0000-0001-6766-247X, University of Wisconsin–Madison), Lynn L Legler (Milwaukee Metropolitan Sewerage District) |
| Year | 2004 |
| Volume | 38 |
| Issue | 2 |
| Pages | 339 |
| Publication date | 2004-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3588386 |
| OpenAlex | W2162361203 |
| Language | EN |
| Citations received | 4 |
| References cited | 3 |
from http://nces.ed.gov/pubs2002/2002606.pdf Patterson, L., Minnick Santa, C., Smith, KI, & Short, K. (1993). Teachers are researchers: Reflection and action. Newark, DE: International Reading Association. Shagoury Hubbard, R., & Miller Power, B. (1999). Living the questions: A guide for teacher researchers. Portland, ME: Stenhouse. Sharkey, J., & Johnson, K. (2003). The TESOL Quarterly dialogues: Rethinking issues of language, culture, and power. Alexandria, VA: TESOL. U.S. Department of Education. (2002). No child left behind. Retrieved May 17, 2004, from http://www.ed.gov/nclb/landing.jhtml
Mathematics education · Pedagogy · Sociology · Educator Training and Historical Pedagogy · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies
| Unique citing works | 4 |
|---|---|
| Citations per year | 0.24 |
| Citation span | 2009 - 2025 (17) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |