Discusses teachers who question the happenings in their classrooms and answer their questions through classroom research. Argues that these teachers will continue to learn about their students and the teaching/learning that occurs within their classrooms, schools, and profession. Offers suggestions on how to initiate a teacher/researcher effort.…

At this point, the most persistent question concerns the relationship of teacher research to knowledge for and about teaching. This article analyzes some epistemological and methodological issues being discussed in the literature. The movement's success depends on opening dominant research and knowledge development paradigms to new, provocative…

Since the publication of the first edition of "Studying Your Own School", practitioner action research has become an established professional development practice in schools and teacher education programs.While the fundamentals of practitioner action research have not changed, the challenges of large scale reform have dramatically…

The essays in this collection bring together the experiences and insights of teachers involved in teacher research and learning to work with others. The essays provide an unvarnished view of the tensions that arise between teachers and their university collaborators and the problems involved in balancing teaching and research agendas. The…

This report introduces a yearlong teacher research project, planned and implemented by a group of high school English teachers from districts in and around Albany, New York, which resulted in six reports that serve as "portraits" of high school literature classrooms. The question directing the research was: how do the "best"…

Presents a questioning guide for identifying specific classroom issues, then devising a research question that can be systematically researched in the classroom. (HTH)

This chapter elaborates on some guidelines for and methodological variations of action research approaches to the study and creation of change in mathematics education. Focus is on the interplay between evolving research on and change in mathematics practice that occurred in schools and classrooms of experienced high school mathematics teachers.…

This collection contains four papers that describe action research projects in different settings. The first paper, "Action Research: An Approach Called DATA-DATA," by John M. Peters, is a guide to action research for practitioners. The DATA-DATA model integrates features of reflective practice and formal research methodology. The model, suited to…

The distinction between first-order and second-order research in action research is explored in the context of work on the Management for Organizational and Human Development (MOHD) project in Italy. Researchers worked with two groups of heads of primary schools in Italy to develop a path of reflection and research on their roles and functions and…

This paper discusses research methods used to examine children's art. The first part of the paper presents information on four theoretical approaches to the examination of children's art and discusses the teacher's role within that approach: (1) psychological approach, using art to discover the child's inner conflicts; (2) behavioral psychological…

This guide introduces the skills and dispositions necessary to participate in educational action research. It targets teachers, administrators, college faculty, graduate students, state professional organizations, and state administrators. Chapter 1, "Understanding Action Research as a Tool for Professional Growth and Organizational Development,"…

This paper describes the guided inquiry process by which graduate students in the Master of Science in Education Program at Northwestern University produce a formal "master's project." This project is a piece of individual or group research completed by students in the teacher preparation program. The preparation to do the inquiry runs…

Reacts to Frederick Burton's response (same issue) to her article on teachers as researchers. Emphasizes the value of collaborative research projects, the need for teacher researchers not to imitate the work of traditional researchers, and the use of local forums to give teacher researchers recognition. (RS)

The mythical purity of research and scientific method leads to limited practice. Teacher researchers should question the universality of findings and recognize their position as researchers and as classed, raced, and gendered subjects, moving the focus away from policymakers and toward a wider constituency. (SK)

The purpose of this article is to examine the teacher research movement from the perspective of three generations of teacher researchers within the context of a unique collaborative science teacher action research group. The question that guided the study was the following: In what ways do three generations of science teachers perceive their…