Educational researchers are accustomed to institutional review board (IRB) requirements (e.g., protecting participants) with students often identified as the only "vulnerable population" for IRB purposes. However, as practitioner research has gained more prominence, the vulnerability of teacher-researchers themselves has begun to…

Suggests a symposium of teacher researchers represents benefits educators can reap when they take charge of their own professional development, but it also represents barriers they can encounter when they seek to create structures where decisions are negotiated and multiple perspectives heard. Explores these tensions and considers implications.…

Considers the role of teacher-researchers, who try to analyze their own teaching and their students' learning for the purpose of benefiting both. Narrates the development of a teacher-researcher's projects and the program of reading informing the projects. Presents a picture of the teacher-researcher movement at a crucial moment in its emergence.…

Discusses the gap between the perspectives and practices of (1) teachers in classrooms where writing and reading are being learned and put to good use and (2) those who test students' language competence. Considers ways to narrow this gap, including the notion of teachers acting as tester-researchers. (JD)

Presents the problem of teachers who are unwilling to examine critically their teaching practices, evaluate their efficacy, and make changes where necessary in the face of criticism, and suggests that part of the problem lies in the way teacher educators model teaching styles. (JC)