Argues that good action research carefully utilizes action and reflection because knowledge is acquired through a reciprocity between thought and action. (SRT)

Argues that a democratic, emancipatory research model consisting of collaborative and explicit statements of purpose, design, data collection, analysis, publication, implications for practice and future research is possible and ideal for the educational community. Argues that this model has evolved to overcome the limitations of the rationalistic…

Defines the value of classroom research in terms of three paradoxes: (1) it steps back by taking an intimate look; (2) it yields a holistic view but also reveals the dynamics of its parts; and (3) it is a unique whole and a part of inquiry into language and learning. (RS)

Describes the experiences of one recipient of a teacher researcher grant from the National Council of Teachers of English as her research began to inform her teaching and her teaching influenced her research. (SRT)