Frank Smith and Kenneth Goodman were the most frequently cited authors; Bond and Dykstra's "The Cooperative Research Program in First Grade Reading Instruction" and Chall's "Learning to Read: The Great Debate" the most frequently cited works in a survey that asked graduate faculty in reading to name "classics" in reading research. (FL)

Draws on the Teachers Learning Collaborative (a network of three teacher study groups across southeastern Michigan) to illustrate the potential of teacher research for informing the field, as well as to demonstrate a particular model within which such research can be accomplished. (SG)

Presents an analysis of teacher research studies that illustrates the variety of choices teachers make in exploring questions within their own classrooms. Concludes with a representation of an array of possibilities from which teacher researchers might choose or use to guide them as they select or invent their own methodological solutions within…

Describes teacher inquiry in the University of Georgia's National Reading Research Center's School Research Consortium (SRC). Discusses reasons to formalize the teaching and reflecting process by conducting research, how SRC members are becoming researchers, and what impact SRC research is having. (SR)