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Cognition and Instruction Volume 40, 2022 - Issue 1: Teacher-Researcher Collaborations as Contexts for Learning
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Articles

Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect

Iris TabakDepartment of Education, Faculty of Humanities and Social Sciences, Ben-Gurion University of the Negev, Beer-Sheva, IsraelCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7646-2346
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Pages 171-177 | Published online: 16 Feb 2022

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Nathalie Popa, E. R. Anderson, J. Denner, S. McKenney & D. J. Peurach. (2023) Belonging to a research-practice partnership: Lessons from 15 think-pieces about the COVID-19 pandemic and a call for action. Journal of the Learning Sciences 0:0, pages 1-23.
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Susan R. Goldman, Cindy E. Hmelo-Silver & Eleni Α. Kyza. (2022) Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue. Cognition and Instruction 40:1, pages 1-6.
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Articles from other publishers (2)

Li Ke, Patricia Friedrichsen, Rebecca Rawson & Troy D. Sadler. (2023) Teacher learning through collaborative curriculum design in the midst of a pandemic: A cultural historical activity theory investigation. Teaching and Teacher Education 122, pages 103957.
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Kyo Yamashiro, Laura Wentworth & Moonhawk Kim. (2022) Politics at the Boundary: Exploring Politics in Education Research-Practice Partnerships. Educational Policy 37:1, pages 3-30.
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