Raises the issue of the separation existing between the world of teacher and the world of educational research. Argues that teachers and academic researchers live in two parallel universes, both of which are committed to the improvement of education and the well-being of children, but only one of which is privileged as a source of knowledge about…

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…

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)

Asserts that becoming a teacher-researcher is one way to get better at teaching. Shows that teacher research is not as daunting as it may first appear. Examines three myths and three opposing realities regarding teacher research. (PRA)

Reports results of a content analysis of 61 narratives of classroom practice that appeared in "Language Arts," volumes 69-74 (1992-1997), as a way of illustrating that narratives that include the twists and turns of practice are more powerful and persuasive than narratives that report only success. (SR)