Are you using interviews in your classroom? Carolyn Frank's new book on interviewing is a powerful tool for teachers and educational researchers. Through an anthropological frame, this book explains techniques for ethnographic interviews and observations in and out of the classroom. Carolyn Frank shows how teachers in particular can use…

Teacher research is an extension of good teaching, observing students closely, analyzing their needs, and adjusting the curriculum to fit the needs of all. In this completely updated second edition of their definitive work, Ruth Shagoury and Brenda Miller Power present a framework for teacher research along with an extensive collection of…

Presents an interview between a researcher and a teacher who was the subject of two studies. Discusses the teacher's impressions of each study, the researchers, and what was learned from each experience. Describes problems with research methods and interpersonal factors. Concludes that participating in research is a valuable experience for…

This article explores two issues in conducting qualitative research: (1) the essentials of data collection, and (2) the unique role of the researcher in the data collection process. The author's own research study on use of health and medical information by various members of a classroom team for special education students is used to illustrate…

This article addresses issues in successful classroom research, especially single-subject research, including selecting the research topic, choosing a research design, maintaining a sufficient number of participants, management and logistical problems, creating classroom conditions favorable to research, and scheduling time for research. (DB)

Suggests lessons and ideas about teaching and research that can be drawn from a teacher's experiences in two research projects. Considers developmental and situational dynamics in teaching. Describes how researchers' intentions and expectations frame and focus research findings. Explains how the description of teaching can become an intervention…

Imbalances existing between theoretical and practical research and between experimental and naturalistic research can be corrected by teacher educators who conduct research on what they are already doing as part of their professional assignments. These educators are persons whose expertise typically includes several years in the classroom prior to…

This paper represents an initial exploration of researcher-informant relationships which develop when naturalistic researchers spend long periods of time watching and recording the details of classroom activity for which a teacher has basic responsibility. The goals of this paper are to present a discussion of the significance of…

Asserts that the teacher as researcher movement increased awareness of the human interventionary nature of teaching. Maintains that the human interventions of regular classroom practice must be subject to the same ethical scrutiny that applies to all professional endeavors. (CFR)

Reports on a single subject research study conducted by a speech clinician in a public school setting and describes the experience of the dual role of clinician and investigator. Although the two students' correct articulation efforts in the regular classroom dramatically improved during the intervention, the rate at follow-up was similar to that…

Noting that raising standards for teaching is a key to education reform, this guide outlines a tested plan for helping practicing teachers upgrade and fine-tune their own performance by systematically studying their own classroom methods and the student learning that results. Following an introduction, the guide discusses research group…

A collaborative approach to educational research was used by an elementary school principal and a university researcher. The principal's daily activities were studied, as was the relationship of the roles she performed to instructional leadership. Data were collected mainly from participant observation and field notes. The principal performed six…

Reports on a citation analysis study of the characteristics of knowledge included in the "Handbook of Research on Social Studies Teaching and Learning." Finds that the field relies largely upon its own scholarship, rather than drawing on the social sciences as its knowledge base. (CFR)

Surveying a project that was conducted through the Center for the Study of Writing at Carnegie Mellon University, this book details the classroom inquiries conducted during the 4-year project (1988-1992) by 33 teacher-researchers from secondary and postsecondary classrooms. The articles and their authors are: (1) "Teachers as Theory…