Involving teachers in classroom research can result in improved instruction, more reflective learners, professional growth, and collegial sharing. A seventh-grade teacher-researcher, weighing various strategies for mainstreaming learning-disabled students into her science classes, also ponders the implications of more reflective political practice…

This response to a work, "Researching Language," from a field linguist working with little-to-unknown indigenous languages suggests that the work is welcome and should prove very useful in articulating the debate over power and method in social science research. (VWL)

Prabhu's writing about ways in which second-language students, teachers, and specialists influence events that take place during classroom lessons is critiqued. It is suggested that greater recognition of second-language theorists and pedagogical specialists is in order. Prabhu acknowledges the suggestions. (42 references) (LB)

Ways of describing the past of science and studying the evolution of scientific ideas are presented. Sociology and scientific ideas, the use of the history of science, historians of science, and why the history of science is needed are discussed. (KR)

Presents an alternative model that gives the employee offered tenure the option of rejecting it for a substantial salary increase. The model aims at increasing the flexibility of both the institution and the individual faculty and at increasing the attractiveness of the profession. (JOW)

Without feasible integration strategies, the institutional researcher and decision maker remain isolated from each other, to the ultimate disadvantage of the higher education institution. Practical and achievable strategies for the researcher include knowledge of the institutional climate and norms, developing communication skills, and practicing…

Discusses the trend toward the redefinition of the role of the professoriate as outlined in Ernest L. Boyer's book, "Scholarship Reconsidered." Critiques Boyer's description of American higher education. Shows how Boyer's argument applies only to a minority of elite institutions. (HB)

Demonstrates the centrality of the anecdote in productive teacher talk. Argues for its wider recognition in educational research that has as its aim better teaching and learning. (RS)

Describes the establishment of a hermeneutic circle of portfolio researchers (writing teachers from Alaska to Florida) acting as "outside readers" for each other--six months into the project, the group established an e-mail network called "Portnet." Contemplates the group's experiences during Portnet's first year. (PA)

An African-American researcher is spearheading a black biomedical research movement to urge more African Americans to investigate the health issues affecting their communities. His research focuses on the acquired immune deficiency syndrome (AIDS) virus, but he is encouraging general expansion of the black researcher population. (MSE)

How researchers view the teacher informants with whom they work on studies of educational improvement was examined by placing the researchers themselves in the roles of informants. Responses of approximately 40 researchers show differing attitudes, but the teacher informant was not generally considered a true research partner. (SLD)

Presents dual perspectives on the experience of a pilot phase of school-based research. Focuses on the methodological difficulties that occurred before and during research. Discusses concrete ways to improve the study and reflects on the teacher/researcher interaction. (Author/SJR)

Describes the dual-focus approach to creating bilingual measures. This approach includes indigenous researchers from the culture studied as members of a team to develop a concept-driven, rather than translation-driven, research plan and protocol. Illustrates the approach with examples of creating new measures in Spanish and English. (SLD)

Examines characteristics of educational knowledge produced by educational researchers and considers how this impacts on educational research. Reviews the negative and positive consequences of this structurally egalitarian and substantively divergent knowledge production in education schools. (MMU)

Two case studies demonstrate how interaction with practitioners influences educational researchers' view of teaching and of the uses of research. Sustained interaction between the microworlds of research and practice may allow researchers to refine and recast their conceptual frameworks. (SK)