Describes the efforts of one teacher-researcher to explore the effectiveness of different peer response strategies in the writing class. Notes that teacher-researcher projects can help to develop and assess writing curricula in ways that are outside the scope of specialists and external evaluators. (MM)

Describes the effects on the teacher and students of a collaborative teaching/research project in which the basic-writing students researched their own writing with the teacher. Notes that the basic writers became more interested in their own writing and learning. (RS)

Outlines research done by teachers on writing apprehension and concludes that teachers are natural researchers because they continually pose questions about the nature of their students and the effectiveness of their teaching. (SRT)

Describes a high school composition teacher's research comparing researchers' observations on students' composing attitudes and habits against those of her own students. Emphasizes the importance of classroom teachers' involvement in research. (ARH)

Describes how a teacher-as-researcher project led the author to create more opportunities for remedial high school students to "talk out" their writing as a prewriting exercise. (MM)

Describes what the author (a former high school English teacher) learned about teaching spelling to secondary students through a collaborative research project with a group of elementary school teachers. Analyzes four kinds of classroom-based data from that instruction, resulting in eight recommended teaching practices. Argues that well-targeted…

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