• Online Sites and Collections
• Practitioner Research Networks
• Journals
• Chapters & Articles
• Books

ONLINE SITES and COLLECTIONS OF STUDIES
While each of the sites has been checked to be sure they are accessible, in some cases it is not possible to navigate directly to the site by typing in the address.  In those cases, it may be necessary to go to the primary site initially, and toggle through the site to arrive at the appropriate page, or just Google the name of the site or a supporter of the site.  It is worth the investigative effort to access these sites. 

Action Research Links
This list of sites offering links and resources relevant to action research, action learning, and other related topics is maintained by Bob Dick, Adjunct Professor, School of Social and Workplace Development, Southern Cross University, Australia.
www.scu.edu.au/schools/sawd/ari/links.html  

ActionResearch.net
This is a site created by Jack Whitehead at University of Bath, United Kingdom.  It contains links to papers, theses, upcoming events, and Jack Whitehead’s writings. 

Action Research Network, Ireland
This network is made up of a variety of researchers—people who work in schools, colleges, banks and civil service among others. The site contains recommended readings, news, and links to other sites.
www.ireland.iol.ie/~rayo/   

Action Research Page
This is a listing of links to articles and other resources connected to action research. It is developed and maintained by Martin Ryder, Instructional Technology Staff, School of Education, University of Colorado at Denver. For more information, e-mail Ryder at mryder@www.cudenver.edu.
www.cudenver.edu/~mryder/itc/act_res.html   

Adult Education Teacher Inquiry Projects and Related Research Resources
This site contains information about, and reports of, locally (Rhode Island, USA) undertaken practitioner-based inquiry and research work, as well as links to information developed around the world related to language and literacy development. You may need to click from Brown University to Swearer Center to Programs and Partnerships to Language and Literacy, to Literacy Resources to Inquiry Projects.
www.brown.edu/Departments/Swearer_Center/Literacy_Resources/inquiry.html

Alaska Teacher Research Network
There are three volumes of the collected work of network teachers, entitled, The Far Vision, The Close Look (1990, 1992, and 1994). To order, contact Shirley Kaltenbach, University Park Elementary School, Fairbanks North Star Borough School District, Box 83094, Fairbanks, AK 99708, (907) 455-6239, or upkfsak@northstar.k12.ak.us  or Terri Austin at tla@ptialaska.net  

Allan Feldman’s Reading List and Course Syllabus
Allan is a science educator who has placed online the materials he uses to teach an action research course at University of Massachusetts.
Contact Allan at:  afeldman@educ.umass.edu
http://people.umass.edu/afeldman/  

Alliance for Achievement: Teacher Action Research Network Project Descriptions This work, sponsored by the Annenberg Foundation, and directed through the Academic Development Institute, supported teachers at three Chicago, IL schools as they conducted action research projects.  Norman Weston, professor, National-Louis University served as action research advisor to the teachers.  This site contains descriptions of twenty-two projects completed at the three schools as well as information about a community newsletter, a journal (The School Community Journal) and a book of highlights from the journal (Community of the School).  There is a chapter in the book about Norm Weston’s work on the project.
www.adi@adi.org/journal/cots/CommunityoftheSchool.html
www.adi@adi.org  

Action Research and Evaluation Online (AREOL)

This is a 15-week online course offered as a public service by Southern Cross University and the Institute of Workplace Research Learning and Development in Australia. 

www.elmo.scu.educ.au/schools/sawd/areol/areol-home.html
Full text papers and case studies associated with the online course are located at:  www.elmo.scu.edu.au/schools/sawd/arr/arr-home.html
 

Action Research at Queens University
This site contains resources related to action research, links to other action research web sites, papers from AERA 2000, and action research reports from course offered during the 1999-2000 school year.
www.educ.queensu.ca/~ar/  

Action Research Books
The following site is a compilation of books on action research put together by Bob Dick, Adjunct Professor, Southern Cross University, www.scu.edu.au/schools/gcm/ar/arp/books.html
For more information about any of the sites maintained by Southern Cross University (scu.edu.au) contact Mr. Bob Dick at telephone: 02 6620 3359 or bdick@scu.edu.au  

Actlist-L
This is an action technologies mailing list that covers action research, action learning, action science and related research methodologies maintained at Southern Cross University, Australia.
www.scu.edu.au/schools/sawd/ari/atlist.html  

Adult Education Teacher Inquiry Projects
Literacy Resources/RI and the Office of Adult Education
Rhode Island Department of  Education
Rhode Island  Adult Education Teacher Inquiry Projects have been supported by funding obtained through section 353, Special Projects /Professional  Development, of the National Literacy Act of 1991, as well as by leadership funding through the Workforce Investment Act. A first round of projects  was undertaken in the spring of 1996, followed by a second round the following spring. Participants meet regularly; at the end of each cycle, they come together to share their findings with one another and with the larger adult education community.  Reports of many projects undertaken since1996 are available online. For  more information, contact Janet Isserlis, janet_isserlis@brown.edu, (401) 863-2839
http://www.brown.edu/lrri/inquiry.html 

Ask ERIC Homepage

This site is invaluable to practitioner researchers who can locate publications from their home computer. The site contains research reports, conference reports, U.S. funded educational study findings, U.S. government statistics, curriculum guides, and pamphlets. There are some practitioner research reports accessible through ERIC. Some are available in full text at the following two addresses.  http://askeric.org/  and http://ericir.syr.edu/Eric/      

Bread Loaf Rural Teacher Network
Each summer Bread Loaf assembles communities of teachers and learners for graduate studies in four locations.  Bread Net is an extension of this experience, a national network that links the classrooms of Bread Loaf teachers.  A series of online conferences are described, some public, others private, and there is a magazine published twice a year by the network.  Begin with the Bread Loaf School of English site, then select “Bread Net” for online conference information and “BLRTN (Teacher Network) Magazine” for more about the publication.
www.breadnet.middlebury.edu   

CASAS OAR Database
This collection of online action research (OAR) reports and summaries written by adult education practitioners in the United States is part of a project the U.S. Department of Education has awarded to the Pelavin Research Institute in conjunction with the Comprehensive Adult Student Assessment System (CASAS). CASAS, a non-profit organization, is responsible for developing a national action research network and database for adult educators. The OAR project is an opportunity to share results of action research with other professionals in adult education, network with other adult educators doing action research, and contribute to the growing collection of action research in adult education. Studies can be searched by state, topic, or research setting.  Learn more about OAR, how to use the database, and how you can submit studies by visiting the CASAS website, selecting “Research & Development,” then “OAR home.”
www.casas.org/  

Center for Action Research in Professional Practice at University of Bath, U. K.
This site offers access to professors Peter Reason’s and Jack Whitehead’s web sites, publications, description of the postgraduate program in action research offered at University of Bath, and archives of action research reports.
www.bath.ac.uk/carpp/
Or download abstracts and articles.
www.bath.ac.uk/~edsajw  

Collaborative Action Research Network (CARN)
CARN is an international network committed to supporting and improving the quality of professional education practice.  The site offers information about joining the network, access to a listserv, publications, links to other sites, newsletters and conference proceedings.  The site is maintained at the University of East Anglia, United Kingdom.
www.did.stu.mmu.ac.uk/carn/  

COMM-ORG
This page offers links to action research resources and projects involving communities, sometimes in partnership with universities, committed to changing the social and economic conditions inside and outside of their communities. This page is maintained at the University of Toledo, Ohio. Access by Googling COMM-ORG.
Comm.-org.utoledo.edu

CRESS Center Teacher Research Site
The Collaborative Research and Extension Services for Schools (CRESS) Center at University of California, Davis has designed this site for teacher researchers.  It includes a program description, a calendar of events, introduction to currently running teacher research groups, a sample recruitment flyer, information on the annual CRESS conference in Northern CA, institutes offered to teacher researchers supported by the center, descriptions of funded CRESS Presidential Grants, anthologies of selected teacher research studies, CRESS guidelines for publication, ethical standards for research, listserv links, and a bibliography.  Select “Programs and Projects”, then “CRESS Teacher Research Program.”
www.education.ucdavis.edu/cress/   

CRESS Center Teacher Research Studies
The Cooperative Research and Extension Services for Schools (CRESS) Center, at  University of California, Davis, has published a series of anthologies of selected studies entitled Windows on Our Classrooms.  Some of these publications are dedicated to particular content areas such as writing or science and math, others are collections of outstanding studies. To order, contact CRESS Center, Division of Education, University of California, Davis, CA 95616-8729. 

East St. Louis Action Research Project
This site describes the action research activities since 1990 of faculty and students from the University of Illinois at Urbana-Champaign who work with the Illinois Cooperative Extension Service and East St. Louis neighborhood groups on highly tangible and visible projects that address immediate and long term needs of some of the city’s poorest communities.  Information about completed projects and works in progress is available.
www.eslarp.uiuc.edu  
 

Educating as Inquiry
This is a site developed by Judith Newman, educational consultant and author of Interwoven Conversations and other works about teacher action research, who lives in Halifax, Nova Scotia and teaches distance education and online courses.  From this site links to other action research sites, access to studies by teachers who took a course from J. Newman, links to articles, and papers from a 1998 online conference on The Reflective Practitioner and dedicated to Donald Schoen are accessible.
www.lupinworks.com/ar/index.html
 

Education-line
This is part of the electronic libraries program from Brotherton Library, University of Leeds, UK. It contains conference proceedings, news, and slideshows, some of which address action research issues.
www.leeds.ac.uk/educol/  
 

Educational Action Research
Information about this international fully refereed journal concerned with exploring the unity between educational research and practice is available online.  The journal is published three times per year.  Subscription and submission information, related websites, and journal contents are available at the site.
http://www.tandf.co/uk/journals/triangle.asp  

Fairfax County Public Schools, Fairfax, VA
To access these studies, begin with a bibliography of abstracts entitled, Teaching, Learning, and Collaborative School Planning, A Bibliography of Indexed Abstracts of Articles and Studies by Fairfax County Teachers and Administrators, which contains information about studies or articles written since 1985 as a result of teacher-researcher and collaborative groups in Fairfax County schools. This compilation is largely the work of Marion MacLean and Gretchen Portwood.  To order a copy, contact Fairfax County Schools, Office of Research and Policy Analysis, Walnut Hill Center, 7423 Camp Alger Ave., Falls Church, VA 22042. Once you have located an article you would like to read from the abstracts, copies of the individual studies are available from the librarian at the Fairfax County Public Schools Professional Library at Fairfax High School (703) 503-7420.  Also, search studies by author or topic on the web site and contact the author for more information by E-mail.
http://www.fcps.k12.va.us/DIS/OSDT/tchrindex.htm  

George Mason University
The Graduate School of Education has created a Teacher Research, Action Research site that provides information about the process, history, issues and links to similar sites.
http://gse.gmu.edu/research/tr/TRaction.shtmlI  

Improving Instruction Through Inquiry and Collaboration (IITIC)
This site is supported by the Coalition for Essential Schools (CES) and the project Improving Instruction Through Inquiry and Collaboration (IITIC).  It is a product of a project through which the Southern Maine Partnership and the CES Northwest Center each work with three local schools to assess and improve classroom instruction. The site offers a variety of materials including early drafts of teacher questions, criteria for researchable questions, ways to refine research questions, what counts as data, etc.
http://www.essentialschools.org/cs/rousources/view.htm  

Initiatives for Educational Transformation (IET)
IET publishes individual and collaborative teacher research studies produced in the Master in Education program at George Mason University.
To learn more, contact Sharon Gerow, Director, Teacher Researcher Center, c/o IET George Mason U-Prince William, 7946 Donegan Dr. Manassas, VA 20109, Phone: (703) 993-8320, or E-mail: sgerow@gmu.edu

Japanese Approach to Action Research
A publication called “The Link” contains articles that address issues such as this one, of interest to practitioner researchers.
http://www.edvantia.org/publications/pdf/link213.pdf  

Knowledge Loom / Best Practices Online Focus Groups Summary (July 1999)
This site contains data collected through an online focus group discussion conducted by LAB at Brown University from March-July 1999. Questions and summary responses are available for perusal.
http://www.lab.brown.edu/bpo/focus/welcome.shtml  

League of Professional Schools
An update on the League is available online.  Contact Lew Allen for more information at: lewallen@uga.edu
http://www.leagueschools.com  

Madison Metropolitan School District
This web page, developed and maintained by the school district, contains Voices of Madison, abstracts of Madison classroom action research studies completed since 1989 articles about action research, and copies of the Action Research of Wisconsin Network (AROW) Newsletter. Locate these materials by selecting “staff development” and then “classroom action research.”
www.madison.k12.wi.us  

National Teacher Research Panel

Summaries of teacher research showcased at the 2006 National Teacher Research Panel are available for download free of charge.  Summaries from the 2004 conference are also available.
http://www.standards.dfes.gov.uk/ntrp  
 

National Center for the Study of Adult Learning and Literacy (NCSALL)

This center has ended its dissemination efforts, however there are still some sites for review of teacher research projects.  The Practitioner Dissemination and Research Network (PDRN) was the predecessor to this work.
Practitioner Research, Practitioner Knowledge: http://www.ncsall.net/?id=967 Adult Multiple Intelligences Study: http://www.ncsall.net/?id=26#mip

Participatory Action Research Sites
Ronald Stutzman, department of sociology, social work and anthropology at Goshen College, Indiana, provides numerous links to other sites of interest to action researchers.
www.goshen.edu/soan/soan96p.htm  
 

Queen’s University Action Research Site
This is a listing of Books, Papers and Conferences on Teacher Research, created by the Faculty of Education at Queen’s University, Kingston, Ontario, Canada, have developed a collection of action research by experienced and pre-service teachers and placed it on a website.  Resources in action research and links to similar sites are provided.
www.educ.queensu.ca/~ar/  
 

Reading Online
This is an electronic journal published by the International Reading Association.  It contains articles, monthly editorial features, ideas about applying technology in literacy instruction and online communities.  Some articles are teacher research studies.
www.readingonline.org  

Resources for Studying Your Own Teaching
The Center for the Scholarship of Teaching at Michigan State University supports a site that provides an introductin to resources to help teachers consider the potential of teachr research as one form of professional development and scholarship.  The site contains: reviews of popular action research textbooks; annotated bibliographies of resources on the history and theory or teachr research, published teacher research, teaching action research, and self-study in a university setting; and links to electronic resources.  Email questions to: Valerie Struthers, Research Assistant, struthe8@msu.edu
http://www.educ.msu.edu/cst/studying_your_own_teaching.htm

Self-Study of Teacher Education Practices
Herstmonceux Conference Papers, August 1996.
This site contains a collection of papers presented at the conference, conference notes and other resources on action and teacher research. It was edited by Janet Richards, University of Southern Missouri, and produced by Tom Russell, Queens University and Alan Hyde of Hyde Publications, Bournemouth, UK.
http://educ.queensu.ca/projects/action_research/castle.htm  

Self-Study of Teacher Education Practices
Self Study Special Interest Group, AERA, August 1998
Published papers presented at a gathering of this Special Interest Group (SIG) of the American Education Research Association (AERA). http://educ.queensu.ca/~sstep2/perselli.htm   

St. Louis Action Research Collaborative, “Show Me” Action Research Database
For more information on the Collaborative, see Practitioner Research Networks. Selected  reports are available.
http://info.csd.org/WWW/resources/arc/arc/html  

Swearer Center for Public Service
This website is supported by the Swearer Center, which is located at Brown University in Providence, Rhode Island.  The Center believes action research is an effective, innovative way to connect academic study with the vital concerns confronting the nation and world. The Center's web page provides a practical history of action research and resources for developing action research programs. Links to Action Research projects at Brown University have been included, as well as to a number of other web sites that involve work with action research.
www.brown.edu/Departments/Swearer_Center/academics/action.shtml  
   

Teacher Action Research at the Appalachia Educational Laboratory (AEL)
AEL is a nonprofit, regionally oriented education, research, development and service institution.  One activity engaged in by AEL is support of teachers in the West Virginia region as they engage in action research.  A number of resources are available at this site, including information on subscribing to an action research listserv, a searchable archive of discussion group messages, and description of Action Research supported by AEL.
www.edvantia.org  
 

Teacher Research Reports
This online forum allows teachers to share and read teacher research reports. The British Columbia Teachers’ Federation supports it. Guest editors are invited. Links to other sites are also provided.
www.bctf.bc.ca/publications  

Teacher Inquiry Communities (TIC)
TIC is a project formed in 1999 and supported by the National Writing Project (NWP).  It is a forum for developing and sustaining teacher inquiry communities at local sites.  There is a link to a TIC discussion group on the site. www.writingproject.org/Programs/tic/index/html
The NWP supports a number of other projects for teachers described at the new NWP home page location.
www.writingproject.org 

Teacher Research.net

This site contains books, websites, resources, book reviews and is created by Sarah Fletcher, Bath Spa University, Newton Park Campus, Bath.  There is a BERA-Teacher Researcher Discussion Group to join on the site as well.
www.teacherresearch.net
 

Teacher Research Reports
This online forum allows teachers to share and read teacher research reports. The British Columbia Teachers’ Federation supports it. Guest editors are invited. Links to other sites are also provided.
www.bctf.bc.ca/publications

Teacher Research Web site
This University of Mississippi maintained site highlights an index to current research projects and information about an annual teacher research conference.
www.olemiss.edu/cgi-bin/htsearch  
 

Teacher Researcher Network
The Office of Staff Development and Training at the Fairfax County, Virginia School District supports this web site.  Access to articles about the network, the Network newsletter, information on the annual conference, and an index of studies sorted by author or topic is available.  E-mail addresses of authors are provided to access more information about individual studies.
www.fcps.k12.va.us/DIS/OSDT/tchrindex.htm

PRACTITIONER RESEARCH NETWORKS

Alaska Teacher Research Network
Fairbanks, Alaska

The teachers in this network have retired and the network is no longer functioning. For historical purposes, the following description is provided. This network began in 1991 and is made up of a group of educators who work in a variety of settings: public and charter schools (K-8) and universities. The network offers opportunities and support for teachers doing classroom-based research. This group meets once a month to read and discuss teacher research studies, and to offer support to colleagues. In June, the group hosts a two-day retreat where members read, write, and respond to the work of colleagues.

The network published three volumes of the collected work of its members in The Far Vision, The Close Look (1990, 1992, and 1994).

For more information, contact Shirley Kaltenbach, (907) 455-6239, University Park Elementary School, Fairbanks North Star Borough School District, Fairbanks, AK 99708, upkfsak@northstar.k12.ak.us  or Terri Austin at tla@ptialaska.net

Teachers’ Union Supported Teacher Research
British Columbia Teachers’ Federation (BCTF)
British Columbia, Canada

Charlie Naylor of the BCTF has worked to develop pro-active research roles for teacher unions. Some of the ways this has been accomplished are outlined in the paper, Developing Pro-Active Research Roles for Teacher Unions, available at the web site: www.bctf.bc.ca/publications/ResearchReports/97TR)!.html

The union has supported a number of projects. One project engaged teachers in work with parents about ways to improve collaboration and early literacy. Another project involved groups of elementary teachers with whom two facilitators met monthly to share ideas and discuss progress. Another project connected the University of British Columbia, union management, and three local teachers’ unions by facilitating gatherings during which topics of professional interest were chosen to study. Ten days of release time were funded for each teacher researcher, primarily by the district with help from the union. Still another project provided funding for five teacher researchers to have five release days to document their action research on identification, assessment or programming for ESL students with special needs.

The union sponsors a two-day workshop before beginning each project. The workshop focuses on ways to do teacher research and conversations about why the process is a valid form of professional development. Teachers are facilitated as they complete their research through phone, e-mail, and face-to-face contact. At the close of each project year, teachers write reports of their experience and findings. The union provides both editing and publishing support for reports. Reports are available at an online forum supported by the union called the Teacher Inquirer at: http://www.bctf.ca/ProfessionalDevelopment.aspx

More information is available on the BCTF home page at: www.bctf.bc.ca/ at Professional Development to Quality Teaching to Action Research or Teacher Research.

Or contact Charlie Naylor at (604) 871-2294 or cnaylor@bctf.bc.ca

Developing Inquiring Communities in Education Project (DICEP)
Ontario Institute for Studies in Education (OISE) and University of Toronto
Toronto, Canada

This group consists of educational practitioners and university-based researchers committed to promoting inquiry as a key mode of learning and teaching at all levels in education. As an action research community with shared values and purposes, they aim to foster the collaborative construction of knowledge and the development of understanding about topics that are both individually and socially significant.

Supported initially by a grant from the Spencer Foundation, some members teach or pursue graduate studies at the University of Toronto. Participants cover a wide range of educational interests at all levels -- 1st grade to university -- and consider themselves both teachers and learners. Some have worked together for many years, some have joined the community more recently, and they actively welcome new members from metropolitan Toronto. Members met monthly as a group to share their inquiries, and collaborate on publications and conference presentations. Between meetings members maintain strong connections through an e-mail network.

For more information contact OISE by mail at: OISE/UT, 252 Bloor Street West, Toronto, Ontario, Canada M5S 1V6, or phone (416) 923-6641. A back issue of the magazine Orbit, published by OISE is dedicated to the network. For a glimpse at the introduction, a table of contents for the issue, a sample article and ordering information visit: www.oise.utoronto.ca/orbit 

Teacher Action Research Project (TAR)
Bay Area IV Professional Development Consortium
San Francisco Bay Area, California

This network no longer exists, but the description remains for historical perspective.

TAR is a state-funded effort designed to simultaneously support professional development and school reform in the San Francisco Bay area. The project involves mixed levels of cohorts of elementary, middle, and high school teachers from urban, rural, and suburban settings. Teacher researchers participate as members of a team of two or more teachers from a school. All the researchers meet with Anna Richert, a faculty member at Mills College, for at least 10 days during two years.

Meetings focus on developing research and inquiry skills, building community across school sites, and learning about school reform by systematically investigating the process of change. TAR researchers are expected to create two written products: a "story of practice" which the teacher writes and analyzes for its connection to a larger set of school wide issues, and a school change study which is collaboratively written by the research team.

Richert has identified certain program features that most promote teacher development. These include a sense of collective responsibility for school reform promoted by the project, the story writing process that begins the research work, the ownership that teachers have of their research questions and study designs, the "audience" factor that teachers associate with the publication process at the end of the project, and the respect within the program for the knowledge and values that teachers bring to the research experience.

For more information, contact Anna Richert, Mills College, Phone: (510) 430-3160, E-mail: anna@mills.edu , or the Bay Area Professional Development Consortium, Alexa Hauser, Director, at E-mail: ahauser@smcoe.k12.ca.us

Teacher Research Program
Collaborative Research and Extension Services for Schools (CRESS) Center
University of California-Davis
Davis, California

This network has been going through a transition of leadership, and is being reframed. The former description is included for historical perspective.

The CRESS teacher research program offers yearlong seminars for teachers interested in conducting systematic research in their own classrooms or schools. The program supports a regional network of teacher research groups. Each group is facilitated by an experienced teacher researcher and, taken together, the groups support teachers of all grade levels and from all disciplines.

Most CRESS teacher research groups consist of four to twelve teachers. In these groups, teacher researchers examine different approaches to classroom inquiry, focusing on methods teachers can use to investigate student learning and their own development as teachers. A few of the twenty or so groups are discipline-based; most are school-based. The teacher participants are committed to improving their own practice and the success of their students.

CRESS staff works with teacher researchers to prepare teacher research papers for publication in Windows On Our Classrooms, collections of teacher research studies. There are currently eight volumes available (see Collections of Practitioner Research Studies). Recent papers have focused on teachers’ investigations of primary grade student writing, discipline-based arts instruction, and middle school homework policies.

Groups meet twice a month for about 2 1/2 hours each time. The yearlong course is available for credit through the university. During the fall quarter, teachers begin keeping field notes of events in their classrooms, recording observations and reflections, and collecting samples of student work if pertinent. During meetings, they discuss patterns and themes that emerge from field notes and generate research questions that they then examine in more detail during the remainder of the year. Throughout the year, teachers continue to observe students, collect data, analyze their findings, and talk with colleagues. They prepare draft reports in the spring for review with their colleagues and do subsequent revision before submitting completed studies in June.

CRESS supports teacher research in a number of ways. Group facilitators are invited to monthly meetings to discuss their group’s activities and to receive information regarding upcoming events. Two or three meetings are scheduled each year to address special areas of interest, such as portfolio assessment or grant writing. These special interest meetings are open to the entire network and their guests. Each spring, CRESS sponsors a weekend symposium on teacher research, “Voices from the Classroom,” in Northern California that attracts teachers from all over California, parts of Nevada, and has sponsored visits from action researchers from Wisconsin. The culminating activity each year is a supper seminar when teachers share their work with one another. Selected studies are published as anthologies (see Collections of Studies).

For more information, visit the CRESS web site at: http://education.ucdavis.edu/cress/  Then select “Programs and Projects,” then “CRESS Teacher Research Program.” The web site offers information about projects and programs supported by the center, a bibliography of books in the CRESS Teacher Resource Library, and CRESS “Guidelines for Conducting and Publishing Teacher Research,” etc.

For more information about the network, contact Teacher Research Program, CRESS Center, Division of Education, University of California-Davis, Davis, CA 95616.

http://education.ucdavis.edu/cress  To Teacher Research.

Action Research for School – Community Partnerships
Milwaukee Public Schools
University of Wisconsin-Milwaukee, Center for Urban Community Development
Milwaukee, Wisconsin

This innovative community education project engages community members in a yearlong planning effort among schoolteachers, administrators, parents, community residents, and representatives of a neighborhood organization. This collaborative effort brings together teachers, administrators, parents, and community residents to design and implement projects to meet their common interests.

One project involved designing and implementing a dual K-8 campus. The two campuses include an elementary school and the opening of a second school facility that was originally owned by the Catholic archdiocese. The school/community planning focused on broadening K-8 schooling into after-school programs for youth, adult education, community services and related activities. As part of this planning effort, an action research seminar was organized for the participants. This class provided a vehicle within which the participants could reflect and assess the progress being made in their planning efforts. The class also provided a place to raise, discuss, and resolve difficult issues that surfaced. As a learning community, members assessed their needs, set goals, designed and undertook projects, and collected information to assess their performance and the impact on the school, families, and community.

For more information, contact Dan Folkman, University of Wisconsin-Milwaukee at (414) 227-3285.

Classroom Action Research (CAR) Program
Madison Metropolitan School District (MMSD)
University of Wisconsin, Madison
Madison, Wisconsin

The CAR program is administered as part of comprehensive staff development in MMSD. In 1990, after two small pilots, money was obtained to support teachers* meetings by linking classroom action research to district priorities. Eight teachers became a core beginning group of action researchers. The funds were used to provide release time for teachers to meet, reflect, research, and write.  Both program administrators and participants consider the meeting times during the school day a vital component of the process. (Caro-Bruce & McCreadie, 1995).
The program grew from one initial group in 1990-91 to eight groups during the 1999-2000 school year. More than 300 teachers in the district have been involved in CAR. Participants apply each spring for the following school year. The group funding, primarily for substitutes, materials, and anthology printing costs has evolved into a complex grid of support from up to a dozen different sources of both soft and hard money.
Groups range in size from four to ten participants, and are guided by pairs of facilitators who are experienced action researchers and are either teachers or district staff developers. Facilitators create a safe environment for collaboration, provide information about action research, guide the development of research plans and support participants.

A guiding principle of the Madison CAR program is that teachers are trusted to take control of the research process, building on a key belief that practitioners have the capacity to find answers to questions that they are pursuing and will do so in a thoughtful, systematic, and practical manner. Facilitators are supported through regular meetings with the district CAR coordinator and are provided a homegrown facilitation handbook and other materials to share with their research groups.  Groups meet away from school campuses in professional buildings that minimize distractions, maximize focus, and contribute to a sense that the work being done is important. The district originally provided six full days of release time for each participant, split over six mornings and three full days. With recent budget cuts, the ability to provide teachers time away from school has been severely impacted, and as a result most CAR groups now meet after school.  Research group meetings occur once a month over the school year, and university graduate credit is offered.  Final written studies for each group are published as an anthology and posted online as pdf files. See “Online Sites and Collections of Studies” for location of the studies. Participants are encouraged to share their research at staff meetings, conferences, and submit articles for publication elsewhere as well.

An end-of-year Classroom Action Research Forum is held, giving action researchers the opportunity to talk to colleagues about their studies, learn from others, and dialogue about how the work can impact future directions for the school district.  Principals, district program coordinators, and UW faculty are invited to participate and learn about the work of action researchers.  

A recent book, Creating Equitable Classrooms Through Action Research (2007, Corwin), situates 10 Madison CAR studies within broader district efforts to narrow educational inequity. In the late 1990s, a consortium of representatives from Madison area schools, colleges, and universities gathered to further conversation about opportunities for teacher professional development.  Called the Action Research of Wisconsin (AROW) Network, the group developed a mission statement, supported an annual action research conference, and developed a newsletter.  This group is no longer in existence.

For more information, contact Mary Klehr, Classroom Action Research
Coordinator, Madison Metro School District, 545 W. Dayton Street,
Madison, WI 53703, (608) 663-1911,  mklehr@madison.k12.wi.us; or Ken
Zeichner, University of Wisconsin-Madison, (608) 263-4651,
zeichner@education.wisc.edu.

Greater St. Louis Action Research Collaborative (ARC)
Educators in the St. Louis Area Affiliated with a variety of institutions
St. Louis, Missouri

This network no longer exists, but the description remains for historical perspective. In fall 1992, teacher educators from several universities and colleges began meeting together for a number of reasons. They wanted to develop a forum to discuss their individual teaching, dilemmas within their teaching, and receive feedback. They wanted to learn from each other’s work to expand their own perspectives. Finally, they hoped to share their action research work and explore possibilities of forming a wider action research consortium in the community.

Since then, St. Louis area educators have been supporting, learning about, and sharing the action research process in many ways. The collaborative was formalized in 1994 with the hiring of a coordinator, formation of an executive committee made up of four teachers and two teacher educators, and receipt of private foundation support. The St. Louis community has five teacher-professional development programs, which integrate action research into their teaching/learning process (Teachers’ Academy, Educational Leadership and Action Research, Landmarks, Gateway Writing Project, and National-Louis University). Members of each of these were concerned that graduates of these programs had no network with which they could continue to discuss their continued action research. The collaborative was designed to fill that void.

The collaborative has initiated and supported activities that range from interest groups to conference sponsorship. Over five years, the collaborative awarded more than 100 mini-grants to teachers in greater St. Louis who study their practice. Groups that have been supported include a teacher educator interest group that shared papers and articles related to action research, an administrator’s group which considered structural issues and barriers to implementing action research and listened to teacher researchers present their work, and a teacher interest group focused on issues of conducting research while teaching.

In addition, a Reflective Practice Seminar series, a Developing Leadership in Action Research Institute and an Action Research Evaluation strand have emerged. The Evaluation group has created a manual of standards for action research and has reviewed over one hundred action research reports. The full text of 24 reports is available on the Collaborative's web site at: http://into.csd.org/www/resources/arc/arc.html .

For information, contact Marilyn Cohn, Washington University, (314) 935-6780.

Teachers Network Leadership Institute (TNLI) was established to improve student achievement by bringing the teachers' voice to education policymaking. Through action research, TNLI teachers seek to bring their experience and expertise to current debates on education policy. Teachers Network Leadership Institute (TNLI) is comprised of hundreds of teachers from 14 nationwide affiliates. TNLI MetLife Fellows--teachers with full-time classroom teaching responsibilities--research policy issues and develop recommendations, document their work in papers and publications, and disseminate their work locally and nationally. Fellows’ action research studies address the direct link between policymaking and its effects on student achievement in their classrooms. teachersnetwork.org/tnli/index.htm

Teacher Study Groups
The Lawrence School
Brookline, Massachusetts

For over a decade, the Lawrence School, a culturally diverse public elementary school in Brookline, has been a very active place for teacher research. Three teachers started the program and continue to organize and facilitate two after-school study groups. The study groups -- one focused on individual students and the other on children's literature -- have involved fifteen Lawrence teachers, all volunteers.

The individual child study group uses a highly structured protocol faithfully adhered to at each meeting. The protocol consists of informal conversation, followed by a focus on a particular word or question. Chairperson and note taking responsibilities rotate among group members. A particular talk protocol called "rounds" is then used to structure the discussions, which involves everyone in the circle having a chance to speak before any cross-circle discussions are allowed. At the end of each session, the chair summarizes the content of the meeting.

In contrast, the children's literature group uses an informal conversation style rather than following a structured protocol. The topics of these meetings involve discussions of children and their learning in relation to commonly read texts or theme-based literature.

Although both study groups provide significantly different models of teacher inquiry, both create a physical and intellectual space away from the hectic pace of the school day where teachers can slow down and reflect about issues of teaching and learning.

Several key factors have been linked to the success of the Lawrence School program. Attendance is voluntary and sustained over a long period of time. The knowledge teachers bring to the experience is valued. Teachers are encouraged to problematize their assumptions. Group sessions have a focused mission known by all participants. Teachers autonomously control this professional development process leading to a commitment to invest in self-examination and improvement.

For more information, contact Karen Gallas at kgallas@bsfcs.org .

The Inquiry Seminar
The Learning / Teaching Collaborative
Edward Devotion School, a Brookline public elementary school
Graduate School at Wheelock College
Harvard Graduate School of Education
Brookline, Boston and Cambridge, Massachusetts

The Collaborative is a teacher-initiated Professional Development School started in 1987 by two classroom teachers, Vivian Troen and Katherine Boles, in the Edward Devotion School, a Brookline public elementary school. The collaborative's goals are to improve the work of teachers, reform pre-service education, and mainstream special needs students more effectively into regular classrooms (Boles, 1991). Troen and Boles arranged a partnership with the Graduate School at Wheelock College to conduct intense pre-service teacher education at the school site. They designed a team-teaching model that altered the organization of instruction, mainstreamed special needs children, and created new professional roles for classroom teachers in research, curriculum development, and teacher training during the school day. They call this last component Alternative Professional Time (APT), which provides classroom teachers with one day a week (six hours) away from teaching duties to assume alternative roles as curriculum writer, researcher, or student-teacher supervisor/college teacher.

In spring 1995, ten teachers from the Edward Devotion School made a commitment to form the seminar as a vehicle for enhancing their APT work. Mieko Kamii, director of the Center on College, School, and Community Partnerships at Wheelock agreed to share her broad knowledge of teacher learning and became the seminar’s facilitator. The groups meet during the school day once every three weeks in three-hour sessions for the presentation of individual members’ research. The seminar format includes forming an agenda and having two or three members present their work. Participants prepare by reading material prepared by each presenter. The Tuning Protocol (Allen & McDonald, Coalition of Essential Schools) provides a structure for reflecting out loud about a teacher-presenter’s work and consists of: asking clarifying questions, giving “warm” supportive feedback, providing “cool” more distanced comments, providing time for presenter reflection and response, and group debrief and discussion (Allen, 1995).

For more information, contact Katherine Boles, Learning and Teaching, Coordinator of Spencer Research Training Program, Harvard Graduate School of Education, Cambridge, MA, (617) 496-0948 or katherine_boles@harvard.edu  Also see Troen, Kamii & Boles (1997).

Practitioner Dissemination and Research Network (PDRN)
National Center for the Study of Adult Learning and Literacy (NCSALL)

This network no longer exists, but the description remains for historical perspective. This network connects researchers from Harvard University, Rutgers University, Portland State University, University of Tennessee, and World Education, with practitioners in Rhode Island, Massachusetts, New Hampshire, Vermont, Maine, Virginia, Kentucky, Georgia and Tennessee. Plans are to expand to twenty states by the end of a five-year period.

Launched in 1997, the network seeks to function as a channel for communication and collaboration between NCSALL researchers and practitioners by disseminating information, developing working relationships, and sharing ideas on making research accessible to practitioners.

NCSALL is a collaboration between the Harvard Graduate School of Education and World Education. The organization pursues basic and applied research in adult basic education, builds partnerships between researchers and practitioners, disseminates research and best practices to practitioners, scholars, and policymakers, and works with the field to develop a comprehensive research agenda.

NCSALL produces two publications aimed at improving communication among researchers and practitioners. Focus on Basics is a quarterly magazine featuring articles written by practitioners, researchers, policy makers and staff developers. Subscriptions are $8 per year, or texts can be downloaded free from the NCSALL web site at: http://gseweb.harvard.edu/~ncsall/  The annual Review of Adult Learning and Literacy features scholarly reviews of major issues, current research and best practices of adult learning and literacy. Information on this publication is also accessible from the web site.

Besides its publications, NCSALL has created the Practitioner Dissemination and Research Network as a direct link between research and practice. Through the network, practitioners can provide input on research design and dissemination, apply research, field test models and assist with research projects. Briefs of projects are available, with invitations to practitioners to collaborate.

For more information, contact David Hayes at (401) 331-9261 or PDRNRI@aol.com . Visit this web site and navigate the numerous links to related resources and projects: www.brown.edu/Departments/Swearer_Center/Literacy_Resources/pdrn.html .

Adult Education Teacher Inquiry Projects
Literacy Resources/RI and the Office of Adult Education

Rhode Island Department of  Education

Rhode Island  Adult Education Teacher Inquiry Projects have been supported by funding obtained through section 353, Special Projects / Professional  Development, of the National Literacy Act of 1991, as well as by leadership funding through the Workforce Investment Act. A first round of projects  was undertaken in the spring of 1996, followed by a second round the following spring. Practitioners throughout the state have been invited to submit questions they wish  to explore during each round of the inquiry process.  They participate in an orientation session at the beginning of each round of inquiry when information about  practitioner-based inquiry is shared, suggestions are made, and guidance is  given towards the development of their projects.  Participants meet regularly; at the end of each cycle, they come together to share their findings with one another and with the larger adult education community.  Reports of many projects undertaken since1996 are available online. For  more information, contact Janet Isserlis, janet_isserlis@brown.edu, (401) 863-2839
www.brown.edu/lrri/inquiry.html

LAB at Brown Action Research Program
Northeast and Islands Regional Educational Laboratory (LAB)
Brown University
Providence, R.I.

The federally funded Northeast and Islands Regional Educational Laboratory at Brown University initiated their action research program in 1997. The program grew out of a desire to guide educators in using action research as a professional development tool to help bridge the gap between educational research and classroom practice, specifically in linguistic and cultural diversity. School or district collaborative teams consisting of classroom teachers, curriculum developers, curriculum coordinators, bilingual and ESL directors and administrators from New York, New England, Puerto Rico, and the Virgin Islands are eligible to apply for participation in the Institute for Cultural and Linguistic Diversity sessions on action research. Selected cross-disciplinary teams also receive ongoing technical assistance from a LAB researcher who acts as an on-site coach, and a $1,000 discretionary stipend. Participants can choose to receive three graduate credits from Providence College at minimal cost by completing extra written assignments.

In 1998, the LAB at Brown sponsored twelve schools in yearlong projects. Teams identified a research focus in cultural and linguistic diversity areas such as student assessment, parent / community involvement, or bilingual literacy. They attended informational institutes in order to learn from school-based practitioners and educational experts about action research processes. LAB research coaches facilitated regular team meetings. Teams conducted topic-related literature reviews, collected and analyzed data from their school sites, shared stories with other institute participants, and in some cases, wrote reports.

An account of a 1998-99 project, "Dissecting my classroom: A teacher experiments with action research,'' by Julie Nora, ESL teacher at Roger Williams Middle School, Providence, RI, is available at: www.lab.brown.edu/public/voices/3grt1999/actref.shtml#SUBMIT .

For more information, contact Don Bouchard by mail: Northeast and Islands Regional Educational Laboratory at Brown University, 222 Richmond Street, Suite 300, Providence, RI 02903-4226, Phone: (401) 274-9648, (800) 521-9550, FAX (401) 421-7650, or E-mail: info@lab.brown.edu

Teacher Researcher Network
Fairfax County Public Schools
Fairfax, Virginia

This grassroots, teacher-driven network provides time for teachers to work with colleagues on research projects with assistance from experienced teacher researchers. Teachers develop research questions based on their curiosity about teaching and learning in their classrooms and examine their underlying assumptions about teaching and learning. They systematically collect data from and with their students, analyze and interpret data with the support of fellow teacher researchers, write about their research, share findings with students, colleagues, and members of the educational community, and assume responsibility for their own professional growth.

The Network supports practicing teacher researchers and educates others about their work. Its newsletter, available on the web, links teachers. A database directory of other local teachers engaging in research and information about their studies, programs to educate administrators, teachers, and parents about the work of teacher researchers, and a course for school-based teacher research leaders have been developed. Each spring, Fairfax County Public Schools sponsors a conference in collaboration with the Greater Washington Reading Council, and the Northern Virginia Writing Project. This conference provides a forum for over 40 presenters and 250 educators to discuss research studies on teaching and learning.

Copies of completed studies by teachers from the network are available at the Professional Library by calling (703) 503-7420.

For more information, contact Denny Berry, Department of Instructional Services, Office of Staff Development, Fairfax County Public Schools, (703) 208-7825, or e-mail network coordinators Betsy Sanford at betsy_sanford@fc3.fcps.k12.va.us  or Kathy Hermann at hermann@fc.fcps.k12.va.us . Visit the web site at www.fcps.k12.va.us , press index, then press teacher research, or go directly to: www.fcps.k12.va.us/DIS/OSDT/tchrindex.htm  

School Research Consortia (SRC)
University of Georgia and surrounding school districts
University of Maryland and surrounding school districts

Two consortia exist as collaborations between universities and teacher research groups in school districts surrounding them. From the outset, researchers at both universities have been committed to full partnership with teacher researchers. The National Reading Research Center (NRCC) supports the SRC connected with each site by providing funding and other requested support including workshops on research methods. In these groups, teachers “gather ‘round the kitchen table,” (Koskinen, 1995, Reading Teacher) and their talk alternates between personal and professional issues.

Patterns relating to reasons to meet, processes that evolve, and impact on educators and education have begun to emerge from study of the interactions between the 36 school-based and four university-based researchers in the University of Georgia-affiliated SRC. Teachers see an impact on students, and university-based researchers are learning new roles.

For more information, contact Patricia Koskinen by mail: National Reading Research Center, University of Maryland, 2102 J. M. Patterson, College Park, MD 20742 or E-mail: pk21@umail.umd.edu

League of Professional Schools
University of Georgia
Schools and Teachers in Georgia
Athens, Georgia

The focus of this League has changed, but this former description remains for historical perspective. The League website describes the current work of the League.

The League of Professional Schools, begun in 1989, is founded on a belief in the power of democratic purposes and principles to guide school renewal. Their mission is to create schools that are student-centered democratic learning communities that focus on improving teaching and learning for all. The League promotes a three-part framework for renewal that guides member schools in bringing its mission to life.

The framework consists of a (1) covenant of teaching and learning that is brought to life following a (2) shared governance process informed by the school’s own (3) action research. A covenant of teaching and learning captures the beliefs that people in a school and its immediate community hold about exemplary teaching and learning. A school’s goals, objectives, activities, curriculum, and instructional practices are filtered through the questions: Are they within the letter and spirit of our covenant?

Shared governance is the process through which people democratically decide what policies, activities, groups, and structures are put in place to bring their covenant of teaching and learning to life. The shared governance process includes agreements as to how decisions are made and what roles administrators, teachers, staff, students, parents, will assume, and community members.

Action research is the process of collecting data about the school and using the findings to make informed decisions about bringing some part of the school’s covenant to life. There are three basic kinds of action research that can be employed: (1) individual research, where a teacher conducts research on her/his work in bringing some part of the school’s covenant to life, (2) collaborative research, where several classroom teachers work together to bring some part of the school’s covenant to life, and (3) school wide research where everyone in the school works together to bring some part of the school’s covenant to life. For more information, contact Lew Allen, University of Georgia, (706) 542-2516, or lewallen@uga.edu
www.leagueschools.com

Pennsylvania Adult Literacy Practitioner Inquiry Network (PALPIN)
The Pennsylvania Adult Literacy Practitioner Inquiry Network (PALPIN) was initially funded in 1995 by the Pennsylvania Department of Education, Bureau of Adult Basic Literacy Education to develop a statewide delivery system for inquiry based professional development. The objective of PALPIN is to provide opportunities for practitioners to form communities to collaborate in posing key questions and discussing critical issues from practice.

While developing a question and implementing and writing an inquiry project are important in an inquiry group, it is crucial to remember that the project itself is only part of an inquiry process, which emphasizes:

Inquiry groups build on the knowledge and experiences of practitioners as they collectively reflect on and analyze issues of literacy, language, learning, and teaching. Through close observation, documentation, and sharing, participants in inquiry groups broaden and deepen their understanding of issues in their classroom, program, and field.

In practitioner inquiry:

The inquiry process also teaches practitioners a systematic method for data collection. A variety of "inquiry tasks" and strategies are used to investigate more deeply a question or problem that is particularly significant to the participants. Such questions are explored through the collection of data drawn from practice: a teacher journal, student writing samples, taped conversations with students or colleagues, surveys, program documents, etc. Analyzing the data involves a process of describing and making sense of it.

Inquiry groups can take on a variety of formats depending on the context in which they are formed. While all groups focus on the exploration of issues in teaching, learning, and administering ABE, GED, and ESL classrooms and programs, they can be online or face-to-face, they can be program-based (on-site) or cross-program-based (usually in a centrally located site). They can be intensive institutes or more spread out with periodic meetings. No matter the format utilized, each inquiry group aims to include four critical features.

The intention of The Pennsylvania Adult Practitioner Inquiry Network (PALPIN) is to facilitate professional development, build communities of practitioners, and change practitioners’ work relationships. These changes are dedicated to the notion that, individually and collectively, practitioners can and will improve practice and, in turn, the broader field. Inquiry projects, which come are sent to AdvancE, the state literacy resource center, and to ABLE Net for inclusion in the Learning from Practice website, are the links that allow for broader sharing of information.
Go to the LFP Archives: www.pafamilyliteracy.org/able/cwp/view.asp

Virginia Adult Education Research Network
www.aelweb.vcu.edu/publications/vaern/Donald_Finn.pdf 

The Adult Educator’s Research Network
http://www.aelweb.vcu.edu/inquiry/3action.htm#AERN

Adult Literacy Staff Development Project
University of Georgia, River’s Crossing
Athens, Georgia
For several years, the Adult Education Department at the University of Georgia has worked closely with the Office of Adult Literacy to design, implement, and continuously improve a statewide system of staff development for adult literacy educators. One component is a Statewide Practitioner Inquiry Network. The network consists of 15 full-time teachers from as many as fifteen school districts to create a community of teacher researchers in Georgia. The intent is to provide a long-term, intensive learning opportunity for teachers who exhibit the potential to devise solutions to complex local problems with implications for the larger field of adult literacy in Georgia. A web site for the network is currently under construction. Learn more by visiting: http://www.coe.uga.edu/adulted/staffdev/  and click on “Statewide Practitioner Inquiry Network.”

Action Research
Sage Journals Online
Action Research is an international, interdisciplinary, peer-reviewed journal which is a forum for the development of the theory and practice of action research. The aim of the journal is to offer a viable alternative to dominant 'disinterested' models of social science, one that is relevant to people in the conduct of their lives, their organizations and their communities. The journal publishes quality articles on accounts of action research projects, explorations in the philosophy and methodology of action research, and considerations of the nature of quality in action research practice.
http://arj.sagepub.com/

Action Research International (ARI)
ARI is a refereed online journal of action research. It has a distinguished international editorial panel and is sponsored by the Institute of Workplace Research Learning and Development within the Graduate College of Management at Southern Cross University and by Southern Cross University Press. The journal consists of an electronic discussion list to which papers can be submitted for comment and a further list, which carries papers on acceptance. You may submit papers or join the journal as a subscriber by visiting the Action Research Homepage and selecting “Action Research International.”
www.scu.edu.au/schools/gcm/ar/arhome.html

AR Expeditions: Action Research Journal
Michael Brody, Executive Editor
Department of Education
Montana State University - Bozeman
Action research is the reflexive process by which educators systematically study their problems in order to guide, correct and evaluate their decisions and actions regarding the improvement of teaching and learning in their individual professional context.
AREXPEDITIONS is an on-line professional journal promoting a creative and critical dialogue between members of the action research community including; educators in formal and informal settings, community members, university faculty, industrialists, politicians and administrators. AREXPEDITIONS includes articles describing action research projects as well as strategies for conducting action research. The journal hosts an on-line continuous dialogue about issues in action research and discussions of articles with the authors and editors of the journal. AREXPEDITIONS is designed to create a trusting, collegial, professional community in which action researchers acknowledge their individual expertise and accomplishments and are willing to share their risk taking, experimentation and new ideas in action research.
ISSN 1557-9719

Democracy & Education
This is a magazine for classroom teachers supported by the Colleges of Education of Ohio University, Athens, Ohio and National-Louis University, Evanston, Illinois. Democracy & Education is the main editorial outlet of the Institute for Democracy in Education (IDE) located at Ohio University, which also sponsors conferences and workshops and publishes curricular materials. For subscription and submission information, send mail to: Institute for Democracy in Education, College of Education, Ohio University, 313 McCracken Hall, Athens, OH 45701-2979, Phone: (740) 593-4531 or Email:democracy@ohiou.edu. To learn more about IDE visit the website:
www.ohiou.edu/ide

Educational Action Research
Educational Action Research is a fully refereed international journal concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis. The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.
Published By: Routledge
Print ISSN: 0965-0792
Online ISSN: 1747-5074

Education Review (ER)
This is a journal of book reviews for recently published books in education. ER contains sixteen departments covering the range of educational scholarship, and is intended to promote wider understanding of the latest and best research in the field. All articles are published online with current articles archived on the ER web page and disseminated via an email distribution listserv, which can be subscribed to separately. The listserv also provides a forum in which participants can discuss recent reviews and the books they address. If direct link to the page fails, access the site from the Arizona State University homepage at www.asu.edu, and select “Academic ProgramsèMain Campusè Educationè CoE websitesèEducation Review.”
www.coe.asu.edu/edrev/

Focus On Basics
This journal is dedicated to fostering constructive partnerships between research and practice. It is sponsored by the National Center for the Study of Adult Learning and Literacy (NCSALL), a collaborative effort between the Harvard University Graduate School of Education, and World Education, with partners at the University of Tennessee, Rutgers University and Portland State University. The journal is available online for free or as a paper copy for a minimal subscription cost. The web site contains subscription and submission information, access to a listserv, and an index to archived issues. Contact the publishers through email at FOB@WorldEd.org  or through the NCSALL web page.
www.gse.harvard.edu/~ncsall/index.html

Harvard Education Review
This journal welcomes the writing of adults and students who have first-hand experiences with teaching and learning. Editors are interested in articles focused on what teachers have learned through their practice and/or research. Submission and subscription information is available by mail: Harvard Educational Publishing Group, 8 Story Street, Fifth Floor, Cambridge, MA 02138, Phone: (800) 513-0763, FAX (617) 496-3584, E-nail: hepg@harvard.edu  or on the web page.
http://gseweb.harvard.edu/~hepg/her.html 

Networks: Online Journal for Teacher Research.
This journal is designed as a forum for teachers’ voices, a place where teachers working in classrooms, from pre-school to university, can share their experiences and learn from each other. It is sponsored by the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Each issue has feature length articles, short reports of work-in-progress, book reviews, and discussions on current issues in teacher research. Notes for contributors, and access to current and preview issues for free online are available on the web page. Submit articles online to: The Managing Editor, NETWORKS, Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, ON CANADA M5S 1V6

Or E-mail submissions to: networks-j@oise.utoronto,ca
www.oise.utoronto

Ontario Action Researcher (OAR)
OAR is a refereed electronic journal for elementary, secondary and university teachers. It is produced through a partnership of the Grand Erie District School Board, the Elementary Teachers’ Federation of Ontario, and Nipissing University. Although it is primarily designed to serve the teachers in Ontario, readership and writing from elsewhere in Canada and the world are welcomed. Issues, both new and archived are available free online. Criteria for submission are on the web page as well.
www.unipissing.ca/oar/ 

The Qualitative Resport
This is an online journal of qualitative research with action research sections.
www.nova.edu/ssss/QR/calls.html

Rethinking Schools
This is an independent journal written by parents, teachers, and education activists committed to achieving equity and social justice in public schools. Published by Rethinking Schools Limited, a non-profit, tax-exempt organization, it is listed in the Alternative Press Index. A one-year subscription is $12.50. Bulk order subscriptions are available at substantially reduced prices.

Contact by mail: Rethinking Schools, 1001 E. Keefe Ave., Milwaukee, WI 53212, Phone: (414) 964-9646, FAX: (414) 964-7220. Send editorial e-mail to: rethink@execpc.com  Send subscription and business e-mail to: RSBusiness@aol.com
Available online at: www.rethinkingschools.org

The School Community Journal
This journal is published by the Academic Development Institute, and published 24 action research studies facilitated by Norm Weston at National-Louis University which are archived at this site.
http://www.adi.org/journal

Teaching Today for Tomorrow
This journal is available free online. It is the work of a professional community that values dialogue, plurality and free expression of educational thought. The journal documents aspects of this ongoing professional conversation about learning and education. The Seven Oaks School Division, Winnipeg, Manitoba, Canada, publishes it. Educators may enter the on-going professional conversation by contributing. Articles vary from three to ten pages, and can be submitted on diskette, or pasted into an E-mail. For further submission information contact the editorial committee by E-mail: ttt@elmo.7oaks.org
www.7oaks.org/ttt/ 

Voices from the Field
This interactive web site is designed as a forum for telling stories of reform in the words of practitioners. It is developed and supported by the Northeast and Islands Regional Education Lab at Brown University. The purpose of this free publication is to present issues from the perspectives of teachers experiencing change, challenges and growth as education reform takes shape. Submissions of up to 500 words are invited. For more submission information and upcoming themes, visit the web site. www.lab.brown.edu/voices/index.shtml