Surveys and analyses teacher research, arguing that pedagogical knowledge is generated ""outside-in"", that is, from the university to be applied in schools. Contributors explore the meaning and significance of the teachers' researches and findings.
Provides a thoughtful conceptual frame-work for reading and understanding teacher research, exploring its history, potential, and relationship to university-based research. In the second half, the voices of teacher researchers contrast, engage, and combine as contributors explore the meaning and significance of their approaches and findings. These authors enter into the "national conversation about school reform, teacher professionalism, multicultural curriculum and pedagogy, and language and literacy education."
