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, by Barbara Brohagen, shows how action research and integrative curriculum support each other. (28 references) (MLH)