Proposes a model for teacher action research: (1) develop an action plan; (2) implement the plan; (3) observe effects in the classroom; and (4) reflect on effects. Gives examples of application in classrooms using technology. (SK)

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)

Discusses what the term "teacher as researcher" means in the 1990s. Considers the term's value in the field of reading. Suggests that teacher research is a valuable enterprise. (RS)

The new concept of research on teaching includes such methods as storytelling, narrative, and autobiography, relies on language and dialog, and affirms the centrality and wisdom of teachers. Teachers are able to express their views in their own language, and their knowledge and expertise are respected. (SK)

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…

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…

Action research activity enables the teachers to find out questions about their teaching habits, their students learning ability, where the good teachers are constantly involved in this process to know what happens in the class. Action research is a valuable tool in the hands of the teachers, which helps them to know more about teaching and…

This book explores the wide range of contexts in which research into creating connections in learning and teaching may take place. Creating connections can encompass making links, crossing divides, forming relationships, building frameworks, and generating new knowledge. The cognitive, cultural, social, emotional and/or physical aspects of…

As educators seek to bridge the gap between research and practice, action research empowers teachers to inform others of the results found in their own schools. This paper describes a step-by-step approach to help teachers and administrators conduct classroom action research in their own schools. The five steps are as follows: (1) problem…

Narrative study of teachers and teaching is seen as sited at the intersection of many current intellectual and professional concerns. These include not only classroom practice and professional careers, but also the Self, Experience, Memory, Identity, Autobiography, Life History, Agency, and Structure. Narrative as genre presents post-modernist…

Building on research, literature, and practical experience, this book shows how academic research can be connected to academic teaching activity in such a way as to ensure that neither operates in a vacuum, and that each can be enhanced by the other. The chapters are: (1) "Overview: Reshaping Teaching in Higher Education To Support the Links…

Demonstrates the centrality of the anecdote in productive teacher talk. Argues for its wider recognition in educational research that has as its aim better teaching and learning. (RS)

The Best Practice Research Scholarship programme (BPRS) was one of a series of initiatives designed by the English Department for Educational Studies (DfES) between 2000 and 2003, to support teachers' continuing professional development. Each year, around 1,000 Scholarships of up to 3,000 British pounds each, were awarded to serving classroom…

This article discusses the dearth of qualitative and quantitative research in "Religious Education." There is a growing concern in educational journals that the field must respond to the needs of practitioners and publish what has been called "really useful knowledge" (Johnson 1988, 21-22). In "Religious Education," 86.5% of the published articles…