This article shares what the author has learned as a high school English teacher and researcher from speaking with teachers and high school and college students over the past five years about what sort of feedback has been most helpful in students' development as writers. When examining the data and looking for overlapping themes in responses, six…

The word "data" connotes math, science, and technology: digits and quantifiable units. Data imply objectification--reducing ideas, and perhaps even students and teachers, to products that can be measured and compared. Ironically, however, this conception of data is itself reductive, and it minimizes the richness and potential of data.…

This article introduces a new framework for teaching adolescents to read: Connected Reading. By sharing instructional practices and describing digital tools, the authors argue that a mindful, social model of connected reading is a crucial part of any research activity. As teacher-researchers, the authors led teens through lessons on digital…

The author began her career teaching kindergarten. All 38 of her students showed up to school excited to be there and eager to learn. When she moved to the middle school, it was an entirely different story. She was stunned when most of her students didn't care whether or not they were successful academically. She encountered the same attitudes…

The teacher-researchers have made digital portfolios and blogging the centerpieces of their group as ways to share their research and get input from their peers. The effect of this collaborative project, the digital portfolio, on their teaching is discussed.

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)

Educator and researcher Robert J. Sternberg's two theories, the theory of successful intelligence and theory of wisdom, are discussed. The teachers who wish to nurture students' expertise should take care of their analytical ability, creative and practical thinking.

Discusses the research carried out by a classroom teacher which investigated students' composing processes when they are asked to observe their own process of writing. Noted three kinds of reactions--anxiety, euphoria, and normal responses. Found that the research project helped motivate students. (ARH)

Reviews the literature on teacher-researchers published in "English Journal" since 1974--a total of 31 citations. (NKA)

Argues that teachers can find solutions to problems and answers to questions by conducting their own classroom inquiries and explorations. Discusses four types of classroom research in which teachers can engage: "test-teach-retest,""survey,""observation," and "looking into the past." (EL)

Contains descriptions of completed and ongoing research projects written by six of the teacher researchers who participated in the l984 NCTE Teacher Researcher Program. Lists teachers who were selected for the l985-86 research awards and presents application information for those interested in applying for the l986-87 year. (EL)

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)

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)

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)