This article elucidates what narrative inquiry is as a research method, what questions or puzzles it addresses, the research tools used, and ethical considerations in conducting this type of research. Published exemplars are provided to reveal how narrative inquiries are utilized in real-life education studies. As a storied format of personal…

There is an increasing movement in education towards closer collaboration between researchers and practitioners and research-practice partnerships (RPPs) are seen as one promising approach. However, some challenges still exist. To work in a new collaborative context such as RPPs, researchers and practitioners must adjust their roles in relation to…

In this paper, we present an argument for Practitioner Inquiry (PI). We briefly introduce PI, and we indicate how PI recasts the professional and political role of the Early Years Practitioner (practitioner). At the core of this article is the work of the early childhood pioneer, Friedrich Froebel (1782-1852). Froebel provided principles to…

In 2020, Miriam Ben-Peretz, the Israel Scholar of 2006 and a member of the U.S. National Academy (in addition to being a recipient of Israel's EMET Prize for Research in Education and an American Educational Research Association Fellow) passed away. Ben-Peretz, whose life patterned Israel's contested history (including its wars), was equally well…

Building on critical sociological models and action research traditions, our work theorizes a structurated model of action research to address the subjugation of knowledge within educational settings. We focus on the interplay between structure and agency and how these dimensions can co-evolve in teacher research. In this article, we examine how…

Teacher action research is an important element for democratizing educational research, yet teachers often view it as unmanageable atop their other priorities. Grounded in sociocultural theories of identity and situated practice, this paper employs qualitative methods to explore how 16 novice teacher-researchers navigated their distinct identities…

In this commentary, the authors aim to connect the provocative topic of this special issue--"'The Village and the World': Research with, for, and by Teachers in an Age of Data" to several key ideas about practitioner inquiry that they have developed and explored over the years. They begin by highlighting three dimensions of their concept…

Drawing on public writing from a pedagogical inquiry research project collaboration between three early childhood educators, a pedagogist-researcher, and preschool-aged children, this article debates how pedagogical inquiry research becomes "hard work." Against the backdrop of mainstream early childhood education in the lands currently…

The research-practice gap in music education has been discussed for decades. Many attempts have been made to explain the gap and offer recommendations for bridging it. However, few systematic examinations of the gap have been undertaken. The purpose of this article is to demonstrate how a model of brokerage structures can be applied to guide…

Calls to improve relationships between education research and practice abound, among them efforts to help researchers work in partnership with and communicate more effectively with policy and practice audiences. Recognizing this need, the U.S. National Academies of Science, Engineering, and Medicine have emphasized the importance of integrating…

In this paper, we set out a collaborative autoethnographic account of our reflective journey to deeper understandings of open, distance and e-learning (ODeL) through enrolling, participating and completing the first module in a course on technology-enhanced learning (TEL). As authors, we both enrolled for the course for different reasons. The…

This paper aims to review the research paradigms of action research, narrative inquiry, and teacher research, mainly through the writings of John Elliott; F. Michael Connelly and D. Jean Clandinin; and Marilyn Cochran-Smith and Susan Landy Lytle respectively, for conceptual possibilities for fruitful schoolteacher and University researcher…

Teacher inquiry is the process of applying action research to educational problems of practice, carried out by educational practitioners. The value of teacher inquiry--and all applications of action research--is that the research is being conducted by insiders, those who work directly with the problem being studied. It is based upon critical…

During my (Hafiz) childhood in Bangladesh, I experienced the negative impact of the educational system. My experiences initiated a process of conscientization leading to values-driven activism through the establishment of Education for Development and Sustainability (EDS), a child-friendly community of practice, with Trine and Alamin. In…

This paper introduces a partnership between researchers in Education Sciences and high school students and discusses the students' perceptions of the effects of taking on the role of researchers in Education Sciences. These partnerships were established to develop a project in which high school students researched their school's everyday life in…