Background: The field of higher education abounds with qualitative research aimed at highlighting the needs, struggles, strengths, and motivations of academically struggling students. However, because of the small-scale nature of these studies, they rarely enter the public debate or impact institutional policy concerning access, remediation,…

Background/Context: A charge heard repeatedly, especially in contemporary media by neo-conservatives such as David Horowitz and George Will, maintains that there is a "liberal bias" in North American academe. The primary grievance is that students in higher education are being indoctrinated into a left-wing ideology that discriminates against…

Background: Higher education researchers have much to say about the transition to college. This field focuses primarily on inequities in college participation and completion, the relative importance of high school preparation, and the utility of financial aid in promoting enrollment. This literature's strongest conceptual emphasis is on…

This study investigates the tacit knowledge of prolific educational scholars. These scholars were motivated by a clear set of values that led them to make research a priority in the midst of competing demands and to persist through the more tedious or arduous parts of the research process. The participants learned to manage not only their time but…

This article illustrates the contradictions between the collaborative paradigm and the real world by analyzing a recent experience in a collaborative curriculum inquiry. (MT)

Discusses the importance of teachers and researchers learning to appreciate one another's professional roles to bridge the gap between research and practice. Information comes from meetings between teachers and researchers as part of a three-year study to discover how moral concerns permeate school life. (SM)

Discusses three theoretical structures (those of Michael Polanyi, Maxine Greene, and Ann Berthoff) which consider the role of personal interpretation central to ultimate meaning-making. The article proposes them as useful frameworks for teachers who are beginning deliberate classroom research. (IAH)

Systematic intentional inquiry by teachers makes accessible some of teachers' expertise and provides universities and schools with unique perspectives on teaching and learning. A four-part working typology of teacher research is proposed, with examples of the four types: journals, essays, oral inquiry processes, and classroom studies. (IAH)

Suggests that highly scholarly active faculty exist in substantial numbers on select college campuses and that such faculty are more likely to be perceived as effective teachers than faculty who are not scholarly active. Presents some findings from an ongoing reseach project as an argument about faculty priorities. (SM)