Teachers as action researchers: A discussion of developmental, organizational, and policy issues

Abstract

This view has come to characterize our work with teachers during the past several years and has been evidenced most recently in a collaborative effort of the University of Louisville and the Jefferson County Public Schools Gheens Professional Development Academy. In this article, we chronicle the evolution of the Classroom Research Study Group, describe how it functions, reflect on what we have learned about teachers' emergent roles as action researchers, and relate those reflections to issues concerning the professionalization of teaching.