Constructing Outcomes in Teacher Education

Marilyn Cochran-Smith

ISSN 1068-2341

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

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About The Author

Marilyn Cochran-Smith
Boston College

Marilyn Cochran-Smith is Professor of Education and Director of the Doctoral Program in Curriculum & Instruction at the Lynch School of Education at Boston College. She is immediate past Vice President of AERA for Division K (Teaching and Teacher Education, 1998-2000). Cochran-Smith is the Editor of the Journal of Teacher Education and co-chair (with Ken Zeichner) of the AERA National Consensus Panel on Teacher Education as well as co-editor (with Susan Lytle) of the Teachers College Press book series on Practitioner Inquiry. She is also a member of the advisory board for the Carnegie Foundation for the Advancement of Teaching's CASTL project (Carnegie Academy for the Scholarship of Teaching and Learning) as well as the new Teacher Education Committee of the National Academy of Education. She has written extensively about inquiry-based teacher education, race and diversity issues in teacher education,and teacher research as both professional development and knowledge generation.

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