One way for women to participate in the creation of a new reality in teaching is to explore themselves as teacher/researchers in order to understand their roles as creators and not just dispensers of knowledge. (MT)

Reviews the literature concerning teachers as researchers, noting questions about whether teachers are capable of conducting research in their own classrooms, and demanding a definition of "research." (ARH)

Makes the case for teacher research in the academy. Hopes that English department faculty will become willing and active coconstructors of connections between the work of sociolinguists and their own worlds. Suggests that teaching at any level is fundamentally about worlds and stories in contact--worlds which are made and remade through language.…

Clarifies the concept of professional development in the context of lifelong learning. Considers professional development as essential for researcher/teachers in higher education and discusses teaching as scholarship. (SK)

Compares Carr and Kemmis' view of action research, linked to the emancipatory political ideology of critical theory, with Dewey's pragmatic epistemology, focused on moving from a problem identified in experience through a means-end continuum that guides inquiry. (Contains 28 references.) (SK)

Increased use of practitioner research in literacy education is opening new vistas for grassroots knowledge. Such research affords new possibilities for professional growth, an improved image of literacy, and the potential to reduce illiteracy to minimal levels. (JOW)

Provides some observations and reflections on what was presented in this volume concerning the scholarship of teaching and speculates on how future work could be built on these findings. (EV)

The overall segregationist milieu of the educational enterprise serves to forestall movement in the search of a comprehensive theory of literacy and literacy instruction. Building such a theory mandates a democratically disposed, pluralistic research community. Sociologically, the theory-to-practice norm sustains an artificial hierarchy within the…

Proposes a model for teacher action research: (1) develop an action plan; (2) implement the plan; (3) observe effects in the classroom; and (4) reflect on effects. Gives examples of application in classrooms using technology. (SK)

Argues that teacher researchers are reflective practitioners searching for insights to improve their teaching practice, which does not exclude them from "proving" generalizable truths. Argues that different interpretations of the term "teacher researcher" enrich the debate. (RS)

Discusses what the term "teacher as researcher" means in the 1990s. Considers the term's value in the field of reading. Suggests that teacher research is a valuable enterprise. (RS)

Describes how new knowledge about teachers and teacher education has been created through narrative studies. Shows how biography, autobiography, and personal narratives are used in the construction and reconstruction of a teacher's personal practical knowledge. (SK)

Discusses impediments in collaboration between college researchers and teachers. Using case studies, the paper describes how differences can enrich research initiatives and enhance the collaboration. The paper examines "fair trade" as a beginning for negotiations between outsiders and insiders, highlighting the negotiation of fair roles…

The new concept of research on teaching includes such methods as storytelling, narrative, and autobiography, relies on language and dialog, and affirms the centrality and wisdom of teachers. Teachers are able to express their views in their own language, and their knowledge and expertise are respected. (SK)

Practitioner research strengthens teachers as they learn how knowledge is made. The right time for teacher research is after initial training and some years of experience. (SK)