Describes the author's experiences as a researcher working with a second grade teacher to implement change in the literacy curriculum, arguing that educational researchers need to engage in collaborative pedagogy with classroom teachers to develop a "theory of use." (HTH)

Responds to an article by Dorothy Strickland (same issue) concerning the teacher as researcher. Argues that the debate over whether teachers do research should focus on epistemological and political issues, and not on methodology, since research is a way to know, as well as a matter of whose knowledge is valued. (RS)

Presents observations concerning teachers as researchers organized around such issues as the roots of teacher research, the new interest in the topic, how teacher researchers are viewed by researchers, how they conduct research, what conditions support such research, and the value of such research. (RS)

Describes a collaboration between a researcher and a fifth grade teacher, and how the teacher progressed gradually from a beleaguered instructor to a "researching teacher" capable of solving problems. (HTH)

States that a teacher-researcher is an observer, a questioner, and learner. (DF)

Raises the issue of the separation existing between the world of teacher and the world of educational research. Argues that teachers and academic researchers live in two parallel universes, both of which are committed to the improvement of education and the well-being of children, but only one of which is privileged as a source of knowledge about…

Notes that because teachers and researchers operate in different professional communities, teachers may have different views about the usefulness of research findings for the classroom. Argues that deliberation between teachers and researchers allows teachers control over the interpretation of findings and gives researchers new perspectives and…

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)

Looks at some of the core perspectives in teacher research, situates the movement in a wider context, and examines some of its explicit or implicit premises along with typical methodologies. Discusses the opportunities of teacher research; the craft-artistry perspective; communities of exchange, support, and inquiry; and warrants for knowledge in…

Examines the range of meanings evoked by a particular photograph as a means of challenging readers to consider the complexity of teacher research. (SR)

Presents reports from five educators on the research studies that influenced them most. (JL)

Presents, in their own words, teachers in the process of becoming researchers. Shows how research is not just neatly laid out end-products of new knowledge but is also the ticks of discomfort arising from new awareness. Notes that all of the teachers featured were going about their normal daily tasks when they experience major changes as…

Focuses on three books that tackle what it means to effectively organize classrooms for literacy instruction. Notes that these texts emphasize the role of teachers as researchers working in collaboration with one another and with university researchers. (SG)

Explores the different perspectives classroom teachers and researchers bring to any collaboration, noting that the relationship between the two should be symbiotic and that the problems of practice should inform the questions that researchers ask, while the issues addressed in research should help teachers obtain a clearer perspective on teaching.…

Reacts to Frederick Burton's response (same issue) to her article on teachers as researchers. Emphasizes the value of collaborative research projects, the need for teacher researchers not to imitate the work of traditional researchers, and the use of local forums to give teacher researchers recognition. (RS)