Skip to main content

Main menu

  • Home
  • About
    • Description
    • Editorial Board
    • Review Process
    • Aims and Scope
    • Announcements
    • Contact Us
  • Content
    • Current Issue
    • Archive
  • For Authors
    • Guidelines for Authors
    • Submit
  • For Subscribers
    • Subscribe
    • Orders
    • Alerts
  • Resources
    • For Readers and Subscribers
    • Permissions
    • FAQs for Fall 2025

User menu

  • Login
  • My alerts

Search

  • Advanced search
A journal of Harvard Education Publishing Group
  • Login
  • My alerts

A journal of Harvard Education Publishing Group

Advanced Search

  • Home
  • About
    • Description
    • Editorial Board
    • Review Process
    • Aims and Scope
    • Announcements
    • Contact Us
  • Content
    • Current Issue
    • Archive
  • For Authors
    • Guidelines for Authors
    • Submit
  • For Subscribers
    • Subscribe
    • Orders
    • Alerts
  • Resources
    • For Readers and Subscribers
    • Permissions
    • FAQs for Fall 2025

Error message

  • Unable to create CTools CSS cache directory. Check the permissions on your files directory.
  • Unable to create CTools CSS cache directory. Check the permissions on your files directory.
Research Article

Learning to Teach against the Grain

Marilyn Cochran-Smith
Harvard Educational Review September 1991, 61 (3) 279-311; DOI: https://doi.org/10.17763/haer.61.3.q671413614502746
Marilyn Cochran-Smith
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
  • Article
  • Info & Metrics
  • References
  • PDF
Loading

References

  1. Aronowitz, S., & Giroux, H. (1985). Education under siege. New York: New World Foundation.Education under siege.
  2. Berlak, A., & Berlak, H. (1981). Dilemmas of schooling: Teaching and social change. London: Methuen.Dilemmas of schooling: Teaching and social change.
  3. Beyer, L. (1984). Field experience, ideology and the development of critical reflectivity. Journal of Teacher Education, 35(3), 36-41.Field experience, ideology and the development of critical reflectivity. Journal of Teacher Education 35:36–41.
  4. Beyer, L. (1986). Critical theory and the art of teaching. Journal of Curriculum and Supervision, 1(3), 221-232.Critical theory and the art of teaching. Journal of Curriculum and Supervision 1:221–232.
  5. Borko, H., Livingston, C., McCaleb, J., & Mauro, L. (1988). Student teachers' planning and post-lesson reflections: Patterns and implications for teacher preparation. In J. Calderhead (Ed.), Teachers' professional learning (pp. 55-83). London: Falmer Press.Student teachers' planning and post-lesson reflections: Patterns and implications for teacher preparation. Teachers' professional learning, 55–83.
  6. Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43-52.Reflective teaching and teacher education. Teaching and Teacher Education 5:43–52.
  7. Carini, P. (1986). Prospect's documentary processes. Bennington, VT: Prospect Center and School.Prospect's documentary processes.
  8. Carter, K. (1988). Using cases to frame mentor-novice conversations about teaching. Theory into Practice, 27(3), 214-222.Using cases to frame mentor-novice conversations about teaching. Theory into Practice 27:214–222.
  9. Clift, R., Veal, M. L., Johnson, M., & Holland, P. (1990). Restructuring teacher education through collaborative action research. Journal of Teacher Education, 41(2), 52-62.Restructuring teacher education through collaborative action research. Journal of Teacher Education 41:52–62.
  10. Cochran-Smith, M. (1989). Of questions not answers: The discourse of student teachers and their school and university mentors. Paper presented at annual meeting of American Educational Research Association, San Francisco.
  11. Cochran-Smith, M. (1990). Student teachers and teacher research: Learning to think like a teacher.Paper presented at annual meeting of American Educational Research Association, Boston.
  12. Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42 (2), 104-118.Reinventing student teaching. Journal of Teacher Education 42:104–118.
  13. Cochran-Smith, M., Larkin, J., & Lytle, S. (1990). Network of new and experienced urban teachers. Unpublished yearly report to the Fund for the Improvement of Post-Secondary Education, Washington, DC.
  14. Cochran-Smith, M., & Lytle, S. L. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher, 19(2), 2-11.Research on teaching and teacher research: The issues that divide. Educational Researcher 19:2–11.
  15. Cochran-Smith, M., & Lytle, S. (in press). Communities for teacher research: Fringe or forefront? American Journal of Education.
  16. Corbett, H. D. (1980). Using occupational socialization research to explain patterns of influence during student teaching. Journal of Teacher Education, 31(6), 11-13.Using occupational socialization research to explain patterns of influence during student teaching. Journal of Teacher Education 31:11–13.
  17. Edmundsen, P. J. (1990). A normative look at the curriculum in teacher education. Phi Delta Kappan, 71(9), 717-722.A normative look at the curriculum in teacher education. Phi Delta Kappan 71:717–722.
  18. Erickson, F., & Schultz, J. (1981). When is a context? Some issues and methods in the analysis of social competence. In J. Green & C. Wallat (Eds.), Ethnography and language in educational settings (pp. 147-159). Norwood, NJ: Ablex Publishing.When is a context? Some issues and methods in the analysis of social competence. Ethnography and language in educational settings, 147–159.
  19. Evertson, C. M. (1990). Bridging knowledge and action through clinical experiences. In David D. Dill and Associates (Ed.), What teachers need to know (pp. 94-109). San Francisco: Jossey-Bass.Bridging knowledge and action through clinical experiences. What teachers need to know, 94–109.
  20. Feiman-Nemser, S. (1983). Learning to teach. In L. S. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150-170). New York: Longman.Learning to teach. Handbook of teaching and policy, 150–170.
  21. Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 212-233). New York: Macmillan.Teacher preparation: Structural and conceptual alternatives. Handbook of research on teacher education, 212–233.
  22. Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87(1), 53-65.Pitfalls of experience in teacher preparation. Teachers College Record 87:53–65.
  23. Fenstermacher, G. (1990). Some moral considerations on teaching as a profession. In J. Goodlad, R. Soder, & K. A. Sirotnik (Eds.), The moral dimensions of teaching (pp. 130-151). San Francisco: Jossey-Bass.Some moral considerations on teaching as a profession. The moral dimensions of teaching, 130–151.
  24. Ginsburg, M. (1988). Contradictions in teacher education and society: A critical analysis. Philadelphia: Falmer Press.Contradictions in teacher education and society: A critical analysis.
  25. Giroux, H. (1984). Rethinking the language of schooling. Language Arts, 61(1), 33-40.Rethinking the language of schooling. Language Arts 61:33–40.
  26. Gitlin, A., & Teitelbaum, K. (1983). Linking theory and practice: The use of ethnographic methodology by prospective teachers. Journal of Education for Teaching, 9, 225-234.Linking theory and practice: The use of ethnographic methodology by prospective teachers. Journal of Education for Teaching 9:225–234.
  27. Goodlad, J. I. (1984). A place called school. New York: McGraw-Hill.A place called school.
  28. Goodlad, J. I. (1990). Studying the education of educators: From conception to findings. Phi Delta Kappan, 71(9), 698-701.Studying the education of educators: From conception to findings. Phi Delta Kappan 71:698–701.
  29. Goodman, J. (1986a). Making early field experience meaningful: A critical approach. Journal of Teacher Education, 12(2), 109-125.Making early field experience meaningful: A critical approach. Journal of Teacher Education 12:109–125.
  30. Goodman, J. (1986b). University education courses and the professional preparation of teachers: A descriptive analysis. Teaching and Teacher Education, 2(4:), 341-353.University education courses and the professional preparation of teachers: A descriptive analysis. Teaching and Teacher Education 2:341–353.
  31. Gramsci, A. (1916/1977). Indifference. In Q. Hoare (Ed.), Antonio Gramsci: Selections from political writings 1910-1920 (pp. 17-18). London: Lawrence and Wishart.Indifference. Antonio Gramsci: Selections from political writings 1910-1920, 17–18.
  32. Grant, C. A., & Secada, W. G. (1990). Preparing teachers for diversity. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 403-422). New York: Macmillan.Preparing teachers for diversity. Handbook of research on teacher education, 403–422.
  33. Greene, M. (1986). Reflections and passion in teaching. Journal of Curriculum and Supervision, 2(1), 68-81.Reflections and passion in teaching. Journal of Curriculum and Supervision 2:68–81.
  34. Griffin, G. (1986). Clinical teacher education. In J. Hoffman & S. Edwards (Eds.), Reality and reform of teacher education. New York: Random House.Clinical teacher education. Reality and reform of teacher education.
  35. Hursh, D. (1988). Liberal discourse and organizational structure as barriers to reflective teaching: An ethnographic study. Unpublished manuscript, Swarthmore College.
  36. Knoblauch, C. H., & Brannon, L. (1988). Knowing our knowledge: A phenomenological basis for teacher research. In L. Z. Smith (Ed.), Audits of meaning: A festschrift in honor of Ann E. Berthoff (pp. 17-28). Portsmouth, NH: Boynton/Cook.Knowing our knowledge: A phenomenological basis for teacher research. Audits of meaning: A festschrift in honor of Ann E. Berthoff, 17–28.
  37. Kohl, H. (1989, November 6). Teach by number schools. The Nation, pp. 537-538.
  38. Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55, 178-194.How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review 55:178–194.
  39. Lanier, J. E. (1986). Research on teacher education. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 527-569). New York: Macmillan.Research on teacher education. Handbook of research on teaching, 527–569.
  40. Larkin, J. M. (1990). Reinventing urban teacher education. Paper presented at annual meeting of American Association of Colleges of Teacher Education, Chicago.
  41. Lieberman, A., & Miller, L. (1984). Teachers, their world and their work. Washington, DC: Association for Supervision and Curriculum Development.Teachers, their world and their work.
  42. Little, J. W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educators' handbook: A research perspective (pp. 194-218). New York: Longman.Teachers as colleagues. Educators' handbook: A research perspective, 194–218.
  43. Lytle, S. L., & Cochran-Smith, M. (1990). Learning from teacher research. Teachers College Record, 92(1), 83-103.Learning from teacher research. Teachers College Record 92:83–103.
  44. Lytle, S. L., & Cochran-Smith, M. (1991). Teacher research as a way of knowing. Paper presented at annual meeting of American Educational Research Association, Chicago.
  45. Lytle, S. L., & Fecho, R. (1989). Meeting strangers in familiar places: Teacher collaboration by cross-visitation. Paper presented at annual meeting of American Educational Research Association, San Francisco.
  46. Richardson-Koehler, V. (1988). Barriers to the effective supervision of student teachers: A field study. Journal of Teacher Education, 39(2), 28-34.Barriers to the effective supervision of student teachers: A field study. Journal of Teacher Education 39:28–34.
  47. Rochester City Schools/University of Rochester Ford Foundation Report. (1988-1989). Professional development site: A community of learners. Part A. Rochester, NY.
  48. Ross, D. (1988). Action research for preservice teachers: A description of why and how. Peabody Journal of Education, 64, 131-150.Action research for preservice teachers: A description of why and how. Peabody Journal of Education 64:131–150.
  49. Schön, D. A. (1983). The reflective practitioner. San Francisco: Jossey-Bass.The reflective practitioner.
  50. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.Educating the reflective practitioner.
  51. Smyth, W. J. (1987). A rationale for teachers' critical pedagogy: A handbook. Victoria, Australia: Deakin University Press.A rationale for teachers' critical pedagogy: A handbook.
  52. Stallings, J. A., & Kowalski, T. (1990). Research on professional development schools. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 251-263). New York: Macmillan.Research on professional development schools. Handbook of research on teacher education, 251–263.
  53. Su, Z. (1990). The function of the peer group in teacher socialization. Phi Delta Kappan, 71(9), 723-727.The function of the peer group in teacher socialization. Phi Delta Kappan 71:723–727.
  54. Tabachnick, B. R., & Zeichner, K. (1984). The impact of the student teaching experience on the development of teacher perspectives. Journal of Teacher Education, 35, 28-36.The impact of the student teaching experience on the development of teacher perspectives. Journal of Teacher Education 35:28–36.
  55. Tom, A. R. (1985). Inquiring into inquiry-oriented teacher education. Journal of Teacher Education, 36(5), 35-44.Inquiring into inquiry-oriented teacher education. Journal of Teacher Education 36:35–44.
  56. Wilbur, T. P., Lambert, L. M., & Young, M. J. (1988). School college partnerships: A look at the major national models. Washington, DC: National Association of Secondary School Principals.School college partnerships: A look at the major national models.
  57. Willis, P. E. (1978). Learning to labour. Hampshire, Eng.: Gower.Learning to labour. Hampshire.
  58. Zeichner, K. (1986). Preparing reflective teachers: An overview of instructional strategies which have been employed in preservice teacher education. International Journal of Educational Research, 7(5), 565-575.Preparing reflective teachers: An overview of instructional strategies which have been employed in preservice teacher education. International Journal of Educational Research 7:565–575.
  59. Zeichner, K., & Liston, D. (1985). Varieties of discourse in supervisory conferences. Teaching and Teacher Education, 1, 155-174.Varieties of discourse in supervisory conferences. Teaching and Teacher Education 1:155–174.
  60. Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57, 1-22.Teaching student teachers to reflect. Harvard Educational Review 57:1–22.
  61. Zeichner, K., Liston, D., Mahlios, M., & Gomez, M. (1988). The structure and goals of a student teaching program and the character and quality of supervisory discourse. Teaching and Teacher Education, 4, 349-362.The structure and goals of a student teaching program and the character and quality of supervisory discourse. Teaching and Teacher Education 4:349–362.
  62. Zeichner, K., Tabachnick, B., & Densmore, K. (1987). Individual, institutional and cultural influences on the development of teachers' craft knowledge. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 21-59). London: Cassell.Individual, institutional and cultural influences on the development of teachers' craft knowledge. Exploring teachers' thinking, 21–59.
  63. Zumwalt, K. I. (1989). Beginning professional teachers: The need for a curricular vision of teaching. In M. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 173-184). New York: Pergamon Press, for the American Association of Colleges for Teacher Education.Beginning professional teachers: The need for a curricular vision of teaching. Knowledge base for the beginning teacher, 173–184.
PreviousNext
Back to top

In this issue

Harvard Educational Review
Vol. 61, Issue 3
1 Sep 1991
  • Table of Contents
  • Index by author
Download PDF
Email Article

Thank you for your interest in spreading the word on A journal of Harvard Education Publishing Group.

NOTE: We only request your email address so that the person you are recommending the page to knows that you wanted them to see it, and that it is not junk mail. We do not capture any email address.

Enter multiple addresses on separate lines or separate them with commas.
Learning to Teach against the Grain
(Your Name) has sent you a message from A journal of Harvard Education Publishing Group
(Your Name) thought you would like to see the A journal of Harvard Education Publishing Group web site.
Citation Tools
Learning to Teach against the Grain
Marilyn Cochran-Smith
Harvard Educational Review Sep 1991, 61 (3) 279-311; DOI: 10.17763/haer.61.3.q671413614502746

Citation Manager Formats

  • BibTeX
  • Bookends
  • EasyBib
  • EndNote (tagged)
  • EndNote 8 (xml)
  • Medlars
  • Mendeley
  • Papers
  • RefWorks Tagged
  • Ref Manager
  • RIS
  • Zotero
Share
Learning to Teach against the Grain
Marilyn Cochran-Smith
Harvard Educational Review Sep 1991, 61 (3) 279-311; DOI: 10.17763/haer.61.3.q671413614502746
Twitter logo Facebook logo Mendeley logo Bluesky logo
  • Tweet Widget
  • Facebook Like
  • Google Plus One
Bookmark this article

Jump to section

  • Article
  • Info & Metrics
  • References
  • PDF

Related Articles

  • No related articles found.
  • Google Scholar

Cited By...

  • No citing articles found.
  • Google Scholar

Similar Articles

  • Facebook
  • LinkedIn
  • Instagram
  • Youtube
  • Follow herp on BlueSky

Harvard Education Press

  • About Harvard Education Press

Harvard Educational Review

  • Home
  • New Article

Connect

  • Contact Us

Site help

  • Privacy Policy
  • Terms and Conditions

Copyright

©2025 President and Fellows of Harvard College. All Rights Reserved
Powered by HighWire