The validity of classroom research literature, centering on content, methodology, and audience, and the appraisal process for teachers are examined. Those engaged in classroom observation should be aware of the limitations of research. The concept of action research provides an alternative to the study of teachers and classrooms that recognizes teachers as researchers and asserts their professionalism. Appraisal and professional development should decrease teacher isolation and provide more time for reflection on action outside and inside the classroom. Unless teachers have personal and professional involvement in the design, processes, and outcomes of appraisal and feel some ownership in the process, there will inevitably be problems of adoption and utilization of research fundings. Appraisal systems that do not fully involve teachers act against their best learning interests. Fifty-two references are listed. (SLD)