Proposes that art teachers become more informed about current research on art teaching and assume responsibility for initiating research on classroom teaching. States that teachers may (1) act as research subjects, (2) put research into practice, and (3) act as researchers. Discusses general considerations or conditions under which research can…

Points out that traditional report cards contain messages about the nature of reading and writing that need to be reexamined. Describes the process that a group of reading clinicians went through to develop a meaning-centered checklist to evaluate the reading and writing of elementary school children. (ARH)

This book describes the essential components of any teacher-researcher group. Part I describes an experience, a process, that aids teacher-researchers in completing a study. Part II reexamines the issues and questions surrounding teacher research, as they have both shifted and steadied over the years. Part III consists of research articles written…

This paper describes how Western Washington University's Woodring College of Education designed an elementary Master in Education program to meet the needs of practicing teachers. Data gathering activities included systemic review of the graduate catalog's programs and enrollment; surveys of administrators and educators who completed Master's…

This study examined the beliefs of 21 experienced teachers who implemented individual action research projects as part of a graduate degree program in teacher leadership, focusing on the extent to which they believed that action research is a viable mechanism for change. Participants consisted of primary, middle, secondary, postsecondary, and…

This paper examines systematic studies of teacher research as professional development activity, identifying specific aspects of this experience that relate to positive teacher and student learning. Section 1 discusses variations in teacher research related to motivation, structural conditions and context, study format and content, incorporation…

This booklet contains a synopsis of eight action research projects undertaken by educators from various Utah public schools presented at a series of workshops. Twenty-seven educators representing 19 schools, 9 school districts, and the Utah State Office of Education (USOE) attended the series of 4 full-day workshops held during October, February,…

Action research can take on different characteristics because underlying it are differing epistemological assumptions, which in turn shape methodological choices as well as how problems are formulated. This article examines three perspectives, and their accompanying methodologies, common to action research: positivism, interpretivism, and critical…

Action Research on Change in Schools, a two-year National Institute of Education funded collaborative action research project, is described. The following aspects of action research are examined: conditions or requirements for successful collaborative action research, the process of collaboration, and expected theory/practice and staff…

Argues that classroom research helps teachers (1) explore in a focused way what works with their students; and (2) discover if a problem will be solved by changing the classroom environment. Presents examples of classroom research. Describes procedures for conducting classroom research. (RS)

Offers insights gathered while supervising two school-based, action-research investigations. Conceptualizes reflective teaching and practitioner research. Analyzes why a loosely conceived investigation generated developments in staff expertise and curriculum innovation, while a more rigorous project attracted academic praise and dust. Debates…

Describes a continuously evolving, successful Wisconsin model of action research that relies on the collaborative work of schools and universities to improve K-12 programs. The entire collaborative action research model is possible without any reassignment of responsibilities for teachers or faculty. (SM)

Reports on a year-long study implemented in grade seven life-science classes with the students' regular teacher serving as a teacher researcher. Results suggest that concept mapping may be useful in assessing declarative and procedural knowledge. Contains 43 references. (DDR)

Presents three research stories from participants in Project ASSIST (All Students in Supported Inquiry-Based Science with Technology), an effort designed to improve the achievement of students with disabilities in the general science curriculum in grades K-6. Describes the project's attempts to bridge the gap between research and practice through…

Describes a classroom-based research project that introduced explicit writing pedagogy with students whose previous experience was with process writing. Finds improvement and suggests a successful literacy pedagogy (1) is underpinned by the functional view of language and is taught explicitly and systematically; (2) combines instruction with…