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)

Investigates the rising phenomenon of teacher research among secondary English teachers. Discusses costs, benefits, kinds of opportunities, and ethical and monetary considerations. Includes a 12-item annotated list of published reports of such research. (HB)

Reviews and critiques two current books on the function and role of teachers as researchers: Marilyn Cochran-Smith's and Susan L. Lytle's "Inside/Outside: Teacher Research and Knowledge" and Ruth Shagoury Hubbard's and Brenda Miller Power's "The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. (HB)

Notes the trend in educational research away from the model of the physical sciences toward a view that sees teaching, development, and research as interrelated modes of inquiry. (JL)

Considers the emergence of teacher research. Discusses the difficulties and benefits teacher research. Provides comments by numerous teachers actively involved in teacher research. (HB)

Describes the way one English teacher used teacher research in her classroom to study writing, literature, her students, and herself. Explains her activities and some of her findings. Advocates teacher research as a natural activity that teachers, either consciously or unconsciously, engage in every day of their professional lives. (HB)

Describes the effects of an intercultural exchange of electronic mail, a research project carried out by a high school teacher and two student research assistants. Emphasizes the educational value of students' participation on the research team. (ARH)

Details the experiences of one teacher researcher who observed an 11th-grade English class over the course of a year. Describes the changes initiated by the teacher, along with their mixed results. Analyzes the student response to such innovations as writing workshops and shared interpretations of texts. (HB)

Describes the activities of nine English teachers who spent one school year observing and analyzing what went on in their classrooms. Defines the concept of teacher research. Provides comments on teacher research by those actively participating in it. Affirms the value and results of teacher research. (HB)

Discusses the benefits of a source of guidance for teachers: language arts research. Explores an authentic classroom experience using a socio-psycholinguistic theoretical orientation and an ethnographic approach to research. (EL)

Describes the experience of one English teacher who utilized teacher research to restructure and revitalize her teaching. Describes the dissatisfaction and disillusionment of her students, attitudes that prompted the changes. Narrates the particular events and techniques used by the teacher, especially with regard to her concept of cooperative…

Relates, in third-grade students' own words, the rewards and difficulties of creative writing in the classroom. (NKA)