The manner in which Marco, one of the less proficient readers in his class, is profoundly influenced by opportunities to observe and interact with other readers and writers is discussed. Marco's story illustrates the importance of close observation of learners as teacher researchers come to understand young readers.

Presents the authors' varying perspectives as teacher researchers reflecting on their first-time implementation of a cross-age, primary-grade literacy project. Identifies several themes as important sites of difference among the teacher-researchers. (SR)

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)

The various stages of the teacher research group to experience what professional development committed to social justice looks like and sounds like over a four-year period are explored. The complex relationships between professional development and social transformation are discussed.

This article describes the author's efforts to engage teachers in language study in a graduate course involving graduate students in Literacy Studies and TESOL programs. In the course "Language, Culture, and Identity: Issues for Teachers and Children," teachers study language like linguists: looking closely at language in use through in-class…

Describes how a group of language arts teachers established a year-long research project in collaboration with a university, and how, through participation in the project, they transformed their teaching, became more active professionally, and became critical, responsive users of current research. (ARH)

Describes how a teacher researcher invited her students to be detectives on the lookout for language and to take a critical perspective on how it varies with each speaker, purpose, and context. Suggests that educators need to be careful about how they present language varieties so that their students appreciate them as more than "quaint artifacts…

Argues that a democratic, emancipatory research model consisting of collaborative and explicit statements of purpose, design, data collection, analysis, publication, implications for practice and future research is possible and ideal for the educational community. Argues that this model has evolved to overcome the limitations of the rationalistic…

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)

Discusses how teachers in six primary classrooms taught children to synthesize information (regarding reading, social studies, math, science, and social skills). Notes the central role that talk played in both the childrens' learning to synthesize and in the teachers' clarifying what they were researching and how they could best help the children.…

Presents a questioning guide for identifying specific classroom issues, then devising a research question that can be systematically researched in the classroom. (HTH)

Examines the observations of one participant in an inservice teacher education course on classroom research in the writing process. Discusses what happened to the teacher/researchers as they engaged in the research process, what happened in their teaching, and implications for research and teacher education. (HTH)