The centerpiece of this book are four cases which illustrate classroom research in the context of various learning issues in college classrooms. The cases are intended for discussion by readers of: (1) how the students in the hypothesized situation perceive what is going on; (2) possible hypotheses about what is interfering with student learning; (3) possible information available from research on learning; (4) and sources of more information about the relevant learning issues. Chapter 1 provides an introduction to classroom research in the context of four approaches to instructional improvement: the assessment movement, traditional educational research, faculty development, and the scholarship of teaching. The first three cases then address the following learning issues: prerequisite knowledge; metacognition and learning strategies; self-confidence and motivation; learning goals; deep and surface learning; student ratings of instruction; peer learning; intellectual development; and critical thinking. The fourth case study is offered as an exercise illustrating all the previously covered learning issues. Each case study, plus attendant hypotheses and synopses of relevant research, is followed by examples of how classroom research techniques might be used to investigate the hypotheses and to collect further information. (Contains 225 references) (JLS)