AveryC. (1990). Learning to research/researching to learn. In OlsonM. (Ed.), Opening the door to classroom research (pp. 32–44). Newark, DE: International Reading Association.
2.
BinkleyJ. (1994). Editorial: Escaping from academic prose. Journal of Reading, 38, 4–5.
3.
BoothD.Thornley-HallC. (1991). The talk curriculum.Portsmouth, NH: Heinemann.
BuckinghamB. (1926). Research for teachers.Silver, Burdett.
6.
Cochran-SmithM.LytleS. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher, 19(2), 2–11.
7.
Cochran-SmithM.LytleS. (1993). Inside outside: Teacher research and knowledge.New York: Teacher's College Press.
8.
DonahueZ. (1994, May). On teacher's journey into classroom inquiry about science teaching and science writing. Paper presented at the meeting of the International Reading Association, Toronto.
9.
HitchcockG.HughesD. (1989). Research and the teacher: A qualitative introduction to school-based research.London: Routledge.
10.
HollingsworthS. (1990). Teachers as researchers: Writing to learn about ourselves and others. Quarterly of the National Writing Project and Center for the Study of Writing, 12, 10–18.
11.
HollingsworthS.MillerJ. (1994). Rewriting “gender equity” in teacher research. In HollingsworthS.SocketH. (Eds.), Teacher Research and Educational Reform. Ninety-third yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.
12.
HopkinsD. (1994). A teacher's guide to classroom research.Buckingham, England. Open University Press.
13.
HouserN. (1990). Teacher-researcher. The synthesis of roles for teacher empowerment. Action in Teacher Education, 12, 55–60.
14.
IsaksonM.BoodyR. (1993). Hard questions about teacher research. In PattersonL.SantaC.ShortK.SmithK. (Eds.), Teachers are researchers: Reflection and action (pp. 26–34). Newark, DE: International Reading Association.
15.
LatherP. (1986). Research as praxis. Harvard Educational Review, 56, 257–277.
16.
LytleS.Cochran-SmithM. (1989). Teacher researcher: Toward classifying the concept. Quarterly of the National Writing Project and the Center for the Study of Writing, 11, 1–17.
17.
MoormanG. (1993, December). Involving teachers in research. Paper presented at the meeting of the American Reading Forum, Sanibel Island, FL.
18.
MyersM. (1985). The teacher-researcher: How to study writing in the classroom.Urbana, IL: National Council of Teachers of English.
19.
NewmanJ. (1987). Learning to teach by uncovering our assumptions. Language Arts, 64, 727–737.
20.
OgleD. (1986). K-W-L. A teaching model that develops active reading of expository text. Reading Teacher, 39, 546–570.
21.
OlsonM. (1990). Opening the door to classroom research.Newark, DE: International Reading Association.
22.
PattersonL.SantaC.ShortK.SmithK. (1993). Teachers are researchers: Reflection and action.Newark, DE: International Reading Association.
23.
PattersonL.ShannonP. (1993). Reflection, inquiry, action. In PattersonL.SantaC.ShortK.SmithK. (Eds.), Teachers are researchers: Reflection and action (pp. 7–11). Newark, DE: International Reading Association.
24.
PattersonL.StansellJ.LeeS. (1990). Teacher research: From promise to power.Katanah, NY: Richard Owen.
25.
PattonL. (1993). Into the woods: The impact of pre-reading activities. In PattersonL.SantaC.ShortK.SmithK. (Eds.), Teachers are researchers: Reflection and action (pp. 130–136). Newark, DE: International Reading Association.
26.
PearsonJ.SantaC. (1995). Students as researchers of their own learning. Journal of Reading, 38, 462–469.
27.
RichardsonV. (1994). Teacher inquiry as professional staff development. In HollingsworthS.SocketH. (Eds.), Teacher research and educational reform. Ninety-third yearbook of the National Society for the Study of Education (pp. 186–199). Chicago: University of Chicago Press.
28.
SagorR. (1993). How to conduct collaborative action research.Alexandria, VA: Association for Supervision and Curriculum Development.
29.
SamuelsJ.JonesL. (1990). A model of teaching and instructional improvement. In OlsonM. (Ed.), Opening the door to classroom research (pp. 126–140). Newark, DE: International Reading Association.
30.
SantaC. (1988). Changing teacher behavior in content reading through collaborative research. In PearsonP. D.SamuelsJ. (Eds.), Changing school reading programs (pp. 185–204). Newark, DE: International Reading Association.
31.
SantaC. (1990). Teaching as research. In OlsonM. (Ed.), Opening the door to classroom research (pp. 64–76). Newark, DE: International Reading Association.
32.
SantaC. (1993). Renewing inspiration through research. In PattersonL.SantaC.ShortK.SmithK. (Eds.), Teachers are Researchers: Reflection and Action (pp. 95–97). Newark, DE: International Reading Association.
ShannonP. (1990). Commentary: Teachers are researchers. In OlsonM. (Ed.), Opening the door to classroom research (pp. 141–154). Newark, DE: International Reading Association.
35.
StricklandD. (1988). The teacher as researcher: Toward the extended professional. Language Arts, 65, 754–764.
36.
WellsG. (1992, November). Language and the inquiry-oriented curriculum. Presented at the meeting of the National Council of Teachers of English, Louisville, KY.
37.
WellsG. (1994). (Ed.). Creating schools from within: Creating communities of inquiry.Ontario: Ontario Institute for Studies in Education.
38.
WellsG.Chang-WellsG. L. (1992). Constructing knowledge together.Portsmouth: Heinemann.
39.
WoodK. (1993). A case study of a writer. In PattersonL.SantaC.ShortK.SmithK. (Eds.), Teachers are researchers: Reflection and action (pp. 106–114). Newark, DE: International Reading Association.