Selected Publications
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as Stance: Practitioner Research for the Next Generation. New York, NY: Teachers College Press.
Lytle, S. L., Portnoy, D., Waff, W., & Buckley, M. (2009). Teacher research in urban Philadelphia: Twenty years working within, against, and beyond the system. Educational Action Research, 17, 23-42.
Cochran-Smith, M., & Lytle, S. L. (2009). Teacher Research as Stance. In B. Somekh and S. Noffke (eds.), Handbook of Educational Action Research. SAGE, pp. 39-49.
Lytle, S. L. (2008). At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on "Better". Research in the Teaching of English, 42, 373-379.
Cochran-Smith, M., & Lytle, S. L. (2007). Everything’s ethics: Practitioner inquiry and university culture. In A. Campbell & S. Groundwater-Smith (eds.), An Ethical Approach to Practitioner Inquiry. London and New York: Routledge.
Cochran-Smith, M., & Lytle, S. L. (2006). Troubling Images of Teachers and Teaching in No Child Left Behind. Harvard Educational Review, 76, 668-697.
Lytle, S. L. (2006). The Literacies of Teaching Urban Adolescents In These Times. In D. Alvermann (ed.), Reconceptualizing the Literacies in Adolescents’ Lives. 2nd Edition. Mahweh, NJ: Lawrence Erlbaum.
Cochran-Smith, M., & Lytle, S. L. (2004). Practitioner Inquiry, Knowledge, and University Culture. In J. Loughran, et al (eds.), International Handbook of Research in Self-Study of Teaching and Teacher Education Practices. Kluwer Publishers, pp. 601-650.
Cochran-Smith, M., & Lytle, S. L. (2002). Teacher Learning Communities. In J. Guthrie (eds.), Encyclopedia of Education 2nd Edition. New York, NY: Macmillan.
Gold, E., Rhodes, A. Brown, S., & Lytle, S. (2001). Clients, Consumers, or Collaborators? Parents and their Roles in School Reform During Children Achieving. 1995-2000. Philadelphia: Consortium for Policy Research in Education.