Focusing on the staff development process, a study examined the use of research in teaching reading comprehension by six teachers at two Tucson, Arizona middle schools. The schools employed both individual and group staff development, but while one school was considered to have a positive school culture, the other school was predicted to have a difficult group of teachers to work with. Findings suggest that faculty social norms have a major influence on the success of constructivist, potentially collaborative staff development. Examination of staff development conversations revealed five levels of discourse: (1) sharing (a teacher's description of a recalled practice); (2) show and tell (explanation of a practice that a teacher applied since the last meeting); (3) lecture 1 (a depersonalized presentation of a practice that emanated from the literature or observation); (4) lecture 2 (a depersonalized presentation of a practice that grew out of discussion); and (5) a new suggestion (a practice that grew out of discussion, which is presented with its theoretical base). Teachers played a larger role in discussions at one school than at the other. Gender differences appeared to play a role. Future collaborative research may provide a context for critical feminist theory and criticism, and move it from assimilation to a reinterpretation of activities traditionally viewed as "women's work." A need for school based research, exists but there are few rewards or outlets for collaborative researchers. Perhaps research perspectives will develop that provide for all educators' voices to be heard. (Three tables are included; 14 references are attached.) (SG)