Dr. Richard Sagor is the Educational Leadership Program Director and a professor in the Department of Education at Lewis & Clark College in Portland, Oregon. Dr. Howard Tinberg is a professor of English at Bristol Community College in Fall River, Massachusetts, where he is also director of the Writing Lab. He is the editor of the journal…

Three issues emanating from the Bulterman-Bos article (2008) form the core of this commentary. First, the issue of relevancy is addressed from the standpoint of action research and other forms of practitioner inquiry. From this perspective, the divisions between the cultures of university and school are addressed both ways: Each can potentially be…

Most business schools expect faculty members to be good researchers or good teachers, but not both. Groomed to be successful at a research institution, there was little emphasis placed on the author's development as a teacher. In her first full-time job, she found that there were few rewards for effective teaching. Based on her own experiences in…

Characterizes the teacher as an interpreter, a critic, a producer and reproducer of education and ideology at the crossroads of social interaction. Emphasizes the fact that scholars cannot understand the specialization of the teacher's knowledge and work without referring to the teacher as an intellectual, and without revealing the vicissitudes of…

Presents the idea of teachers as researchers in Australia. Summarizes each study presented in Research in Science Education, volume 30. (YDS)

Differentiates the scholarship of teaching from other related constructs, and applies three perspectives on the meaning and development of expertise to teaching and the scholarship of teaching. (EV)

This short paper draws upon the work of Boyer (1990) to argue for a broader definition of research, a greater recognition of the role of service and the integration of teaching, research and service as interconnected scholarly activities. As a lecturer in management the author has carried out research on small firms and has been a business mentor…

Describes a collaboration between a researcher and a fifth grade teacher, and how the teacher progressed gradually from a beleaguered instructor to a "researching teacher" capable of solving problems. (HTH)

States that a teacher-researcher is an observer, a questioner, and learner. (DF)

Responds to a theme issue, "Research for Doctoral Students in Education (vol.30, 5), " asserting that the continua presented in the articles fail to legitimize research done by school practitioners on site. Discusses issues related to differences in rigor, status, and purpose between practitioner and other research. Recommends that education…

Critiques Anderson's response to the theme issue, "Research for Doctoral Students in Education," asserting that questions he raises have few straightforward answers. Agrees that because efforts to study and improve educational practice too often impose abstract findings on school and teachers, it is important to develop a literature based in…

Offers two scenarios which helped change the author's practice as a reading coordinator and helped her teachers explore personal research questions. (MG)

Raises the issue of the separation existing between the world of teacher and the world of educational research. Argues that teachers and academic researchers live in two parallel universes, both of which are committed to the improvement of education and the well-being of children, but only one of which is privileged as a source of knowledge about…

In this article we argue that understanding the identities that teacher educators construct for themselves is central to effecting innovation within a changing policy environment. The article begins with a theoretical perspective on the nexus of change and identity. It then discusses the central features of identity amongst a group of teacher…

After two decades of reform, faculty and administrators at research universities have not shifted their attention from teaching to learning. It is also evident that promotion and tenure decisions for faculty are not clear cut. The picture becomes even murkier for faculty with a more even balance between traditional disciplinary research and…