A study interviewed 15 teacher educators who have used case-based instruction (CBI) and have presented research on the topic. Perceived benefits of CBI included the development of generalizable skills by the students, while perceived barriers included the amount of time instructors needed to develop and use CBI. (Contains references.) (Author/CR)

Illustrates how Exploratory Practice (EP), a form of practitioner research, offers a successful and coherent approach to doctoral research and how learner and teacher/researcher understanding can be developed together. EP principles were used to integrate teaching practices and research in an applied setting to aid both the students and the…

Explains how learning the benefits of doing classroom research during student teaching can give aspiring practitioners an opportunity to appreciate the benefits of classroom investigation and gain knowledge of research methods. Proposes that such investigations be undertaken as a collaborative venture between a student teacher and a cooperating…

This article identifies personal practical theories (PPT) held by a teacher educator and several of his students in a graduate curriculum course. Implications of including action research in graduate coursework for inservice teachers, student projects, and a curriculum development model are discussed. (IAH)

An eighth-grade language-arts teacher describes action research she conducted with her class of "bums." She sought to determine what environmental factors in the classroom might influence motivation and what types of rewards are effective. (IAH)

The potential contribution of action research to professionalizing teaching is discussed and related to three types of collaboration which are distinguished by roles of participants, degree of institutional support, topics addressed, and type of focus. Also considered is the potential role of action research in encouraging reflective practice.…

Describes a research project to evaluate the progress of adult beginning readers. States that the project gave the authors insight into designing and carrying out research; broadened their understanding of how students learn about the learning process; enriched their teaching; and helped them view others' research in a new light. (RS)

Describes the struggle one teacher educator shared with three friends who joined her in studying the teacher and researcher roles of someone becoming a teacher educator. The intense self-study examined tensions, issues, and dilemmas that emerged as these teachers interacted with others in the context of academia. (SM)

Reviews three books that encourage practioners to be researchers of their own practice. Discusses absolutist and relativist approaches to research by examining assumptions related to questions the research generates. Recommends unification of practitioner and researcher roles through a dialectic, critical, reflective orientation that strives for…

Study investigated the development of elementary teachers' professional knowledge while involved in a qualitative research process. Teachers took the graduate course "Trends and Issues in Education" which involved them as researchers. They kept journals and recorded class sessions and individual conferences, discovering that as…

Suggests ways music teachers can improve their teaching and solve instructional problems by using existing research and conducting their own. Also offers strategies to help music district supervisors encourage effective use of research. Identifies several useful publications as sources of research reports. Includes a chart listing reasons and…

Based on the author's experience with a Rust Belt high school literacy-development project, this article discusses how teachers use process-centered innovations in language arts classrooms, the pedagogical impulses behind the innovations, and their contributions to student learning. Rather than diminishing students' learning, inquiry-based…

Describes an approach to enhancing teachers' classroom critical-thinking and decision-making skills. The approach emphasized teacher-initiative research to develop an understanding of the meaning of becoming problem solvers and to help teachers learn from their experiences how to identify, define, solve, and assess solutions to their concerns. (SM)

Describes a summer program which brought together high school, college, and university teachers to do collaborative research that constitutes a cross between teaching and research as traditionally understood. The learning communities in the workshops worked effectively because they drew upon the educational experiences of participating teachers…

Describes the development of a program fostering prospective and practicing elementary school teachers' research on their science-teaching practices, discussing the science-education community's recognition of the importance of teacher research, examining beliefs underlying development of the program, describing the program's setting, summarizing…