Responds to an article by Dorothy Strickland (same issue) concerning the teacher as researcher. Argues that the debate over whether teachers do research should focus on epistemological and political issues, and not on methodology, since research is a way to know, as well as a matter of whose knowledge is valued. (RS)

Book review recommends "Teachers and Teaching," edited by Tom Russell and Hugh Munby, to educators who envision a symbiosis of professional practice and research to promote teacher researchers, suggesting that the book's strength lies in its diversity of forms of enquiry--from narrative dialogs between educators, to case studies, to more…

In a collaborative approach to supervision of student research, students engage in key themes: mirroring, personal process of inquiry, appropriate methods, internal to external engagement, action to reflection, intellectual competence, and communication. Research supervisors engage in noticing, reflecting, scanning for other themes, and leaving…

The direct influence of student affairs professionals is not being assessed in student outcomes research nor is it being differentiated from peer influences. Conceptual arguments based on current theories, evidence of direct influence, and approaches to the inherent methodological challenges are presented to encourage researchers to consider the…

Three times in a six-week period, British secondary students gave class presentations and they rated their lessons weekly. Most said that student presentations made the lessons more involving and stimulating. The study illustrated a process of collaborative research among practicing teachers. (SK)

An action-inquiry strategy that colleges, universities, and state agencies can use to design and test new approaches to tuition and student aid is proposed. Several institutional aid policy case studies are examined from two perspectives: as a process of rethinking the theories underlying current policy, and from the viewpoint of communication…

Discusses mathematics education research on multiplication and division which implies that instruction should emphasize development of a sound conceptual basis for multiplication and division rather than memorization of tables and rules. Presents action research ideas. (10 references) (MKR)

Thinking Mathematics is an American Federation of Teachers program that united teachers and researchers in face-to-face dialogue aimed at translating mathematics research into professional development material for teachers. Teachers played an increasingly prominent role, evolving into the primary decision makers about content, style, and the…

Zeichner, a teacher educator specializing in multicultural and moral education, discusses his educational background and his continuous efforts to raise the issues of equity and social justice to students preparing to become teachers. He explains the importance of reflective teaching and action research which emphasize respect for the teacher.…

A discussion of classroom research to promote instructional improvement at the college level looks at how it can be effective in faculty development and describes several research projects. Issues in research promotion, design, and methodology and the feasibility of such projects in instructional development units are considered. (Author/MSE)

The paper describes various epistemological assumptions underpinning three accounts of action research (technical, practical, and emancipatory) found in the physical education literature. It examines the problematic nature of language and meaning-making and recognizes that what stands for action research has been interpreted differently by many…

In a recent survey, experienced teacher-researchers stated that their research brought them many personal and professional benefits, including increased collegiality, a sense of empowerment, and increased self-esteem. However, most stated their research role was not permanent, because of lack of administrative and district support. A sidebar…

Action research exhibits great variety because of the many possible discourses and different ways in which it can be theorized and practiced. The paper describes the discourse of the researcher and of the facilitator; neither incorporates a critical theorization of subjectivity which can help create change through action research. (SM)

Explores and advocates the role of teachers as researchers, specifically within the field of drama. Outlines approaches useful for drama educators. Lists issues involving drama education that might form useful content for teacher research inquiries. (HB)

The article discusses the use of action research as a means of professional development. After describing action research and its benefits, the article explains the cyclical, collaborative process of action research, notes its possible applications, and presents implications for school reform. (SM)