Discusses the benefits of teachers becoming researchers the field of education rather than researchers telling teachers what needs to be done and how. (MG)

Summarizes studies that received awards at the 1982 International Reading Association Convention. (FL)

Argues that researchers and classroom teachers need not be adversaries and uses examples from the area of domain knowledge to demonstrate how teachers can adapt research findings to their reading lessons. (FL)

Argues that a zealous focus by reading researchers on differences creates the impression of utter chaos in the field, and serves students, teachers, and the public poorly. Argues that researchers can contribute to educational policy (rather than forever nullifying one another) by focusing on the considerable consensus about literacy. (SR)

Notes the need for researchers in schools who conduct studies to provide data for decision making, cull research literature for information needed for problem solving, and generate new ideas for practice based on current research. Outlines components of programs for educating school-based researchers. (ET)