Provides background information on the topic of service learning and discusses the two variations of service learning: (1) providing charitable services; and (2) engaging students in political organizing and social advocacy. Focuses on the Westside Outreach Center and the Urban Citizen Project at the University of Colorado (Denver). (CMK)

An informal survey of 71 teachers of the gifted participating in an in-service course on gifted education suggested that many teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they…

Describes on Israeli English-as-a-Foreign-Language teacher's action research project that focused on how to teach reading comprehension in English to a class of ninth grade boys. Outlines the teacher's goals, implementation of the project, and thoughts on the outcomes. (Author/VWL)

Defines action research and presents case construction as one form of research well suited to classroom investigations. Cases developed by beginning teachers are introduced, and the context for development and discussion of cases is presented. Cases themselves are analyzed to expand the knowledge about the beginning teaching experience. (SM)

Rather than focusing on "proven" practices, Washington State University and the faculties of more than 50 schools have collaborated on Project LEARN (League of Educational Action Researchers in the Northwest) to enhance teachers' professional lives. Teams of teachers actively pursue the answers to their own teaching and learning…

The progress of action research (as an innovation) can be viewed productively from a socio-politico-cultural perspective. Utilizing this perspective, the institutional impact of action research is discussed. (IAH)

Presents observations concerning teachers as researchers organized around such issues as the roots of teacher research, the new interest in the topic, how teacher researchers are viewed by researchers, how they conduct research, what conditions support such research, and the value of such research. (RS)

This article argues that if higher education pursues the new norms of scholarship proposed by Ernest Boyer in "Scholarship Reconsidered," a new kind of action research is required that would conflict with the epistemology of the existing research university. An illustration of this kind of research is offered, and the epistemological,…

Suggests that when teachers study their children in systematic ways to enhance classroom management, they are participating in action research. Discusses how data for action research are collected, for example teacher diaries and student portfolios. Presents two examples of action research: one on block play and the other on curriculum…

Documents the experiences of a classroom teacher and his students with drama. Investigates the extent to which context shaped these experiences in a study on drama structure in a junior high social studies classroom. Details interactions and discourse between teacher and students that should add to reflective teaching. Includes a commentary by…

In the American Federation of Teachers' Thinking Mathematics collaboration, teachers have become equal partners with researchers to create staff development aimed at mathematics instruction. Researchers and 5 visiting practitioners have cooperated to create mathematics foundations materials conceptualized in 10 guiding principles for mathematics…

Because educational research is the province of professors, knowledge available to people working within the schools is undervalued. Collaborative teacher-initiated inquiry capitalizes on teachers' insider knowledge and helps change the professional activities of researchers. For teacher-initiated research to prosper, it is best developed outside…

Discusses three theoretical structures (those of Michael Polanyi, Maxine Greene, and Ann Berthoff) which consider the role of personal interpretation central to ultimate meaning-making. The article proposes them as useful frameworks for teachers who are beginning deliberate classroom research. (IAH)

Consists of three sections bound together by a common theme and reference list. The first section, by Gail Burnaford, addresses teacher action research as essential for motivating students and giving teachers a voice in curriculum. Section 2, by James Beane, explores common assumptions behind action research and integrative curriculum. Section 3,…

This paper outlines challenges for community research endeavors such as avoiding exploitative relationships with research participants. It then outlines 10 values for community research and action, involving establishing collaborative relationships with research participants, determining research goals and methods, designing and disseminating…