This special issue of the Journal of Jewish Education marks a double milestone: one for the Journal itself, and one for the Mandel Teacher Educator Institute (MTEI), whose graduates are this issue’s authors. For the JJE, this is the first volume entirely devoted to practitioner research. For MTEI, this is the first publication of research done by graduates. I will share a bit about each of these enterprises before I introduce the articles which make up this special issue. The history of practitioner/action research in JJE has been complicated. As an associate editor for a decade, I saw that while practitioners submitted, the journal’s guidelines to authors and the articles that were submitted were not a good fit. As a result, except for a few notable exceptions, practitioner/action research has been absent from our journal. Practitioner research has had a voice in the field of education research since the 1980s, with a more prominent voice in the last two decades. Journals such as Education Action Research and the “Voices: Inside Schools” series in the Harvard Education Review appeared during the 1990s and reflected a new place for “insider” studies in education. The American Educational Research Association created an Action Research Special Interest Group (SIG) as well as Teacher As Researcher and Self-Study SIGs. Cochran-Smith and Lytle (2009), educational leaders in theorizing and promoting practitioner research, describe this process. When practitioners investigate their practice and their students’ learning, the boundaries between research and practice and between the roles of researcher and practitioner blur. Inquiry and practice become interdependent and mutually informing. At its best, practitioner research not only generates local knowledge to improve local practice; it also generates formal knowledge that can contribute to broader understandings beyond the local context where the research was conducted. Often this takes the form of new concepts, distinctions, or interpretive frameworks, which offer new ways of thinking. In addition, Cochran-Smith, Lytle and others also highlight the benefits of practitioner research as a form of professional development. When practitioners investigate problems of practice in the company of colleagues, they

中文翻译：

---

介绍我们的从业者和他们的研究

本期《犹太教育杂志》特刊标志着一个双重里程碑：一个是期刊本身，另一个是曼德尔教师教育学院 (MTEI)，该学院的毕业生是本期的作者。对于 JJE，这是完全致力于从业者研究的第一卷。对于 MTEI 来说，这是毕业生所做研究的第一本出版物。在介绍构成本期特刊的文章之前，我将介绍一下这些企业中的每一个。JJE 的从业者/行动研究的历史很复杂。作为十年的副主编，我看到当从业者提交时，该期刊的作者指南和提交的文章并不合适。因此，除了一些值得注意的例外，我们的期刊中没有从业者/行动研究。自 1980 年代以来，从业者研究在教育研究领域一直有发言权，在过去的 20 年中更为突出。《哈佛教育评论》中的教育行动研究和“声音：学校内部”系列等期刊出现在 1990 年代，反映了教育“内部”研究的新位置。美国教育研究协会创建了一个行动研究特别兴趣小组 (SIG) 以及教师作为研究员和自学 SIG。Cochran-Smith 和 Lytle (2009) 是理论化和促进从业者研究的教育领导者，他们描述了这个过程。当从业者调查他们的实践和学生的学习时，研究与实践之间以及研究人员和从业者角色之间的界限变得模糊。探究和实践变得相互依存，相互交流。在最好的情况下，从业者研究不仅可以产生本地知识以改进本地实践；它还产生正式的知识，有助于在进行研究的当地背景之外进行更广泛的理解。这通常采用新概念、区别或解释框架的形式，提供新的思维方式。此外，Cochran-Smith、Lytle 和其他人也强调了从业者研究作为一种专业发展形式的好处。当从业者在同事的公司调查实践问题时，他们 它还产生正式的知识，有助于在进行研究的当地背景之外进行更广泛的理解。这通常采用新概念、区别或解释框架的形式，提供新的思维方式。此外，Cochran-Smith、Lytle 和其他人也强调了从业者研究作为一种专业发展形式的好处。当从业者在同事的公司调查实践问题时，他们 它还产生正式的知识，有助于在进行研究的当地背景之外进行更广泛的理解。这通常采用新概念、区别或解释框架的形式，提供新的思维方式。此外，Cochran-Smith、Lytle 和其他人也强调了从业者研究作为一种专业发展形式的好处。当从业者在同事的公司调查实践问题时，他们