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Volume 111, Number 8 (2009)

 
by Debra Miretzky
An introduction to the special issue on teacher research.
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by Ann Lieberman
This paper is a commentary on the special issue on teacher research.
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by Frances O'Connell Rust
In this article, teacher action research is positioned as a bridge connecting research, practice, and policy—as an important and practical way to engage teachers as consumers of research, as researchers of their own practice, as designers of their own professional development, and as informants to scholars and policy-makers regarding critical issues in the field.
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by Leigh Mesler
This action research study explores the literature on grade retention and describes a case study in which a retained third-grade student acted as a peer tutor in a 12-week intervention program.
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by Tim Fredrick
The author conducted a teacher research study to increase the reflectiveness of students during their portfolio presentations.
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by Stephanie L. Stecz
This action research article focuses on expected and unexpected outcomes of eighth-grade students working in teams to teach younger students about Japan.
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by Erica Litke
The author’s New York City high school offers after-school support to its high school students, and this study sought to understand better why students attended after-school sessions and what kept them coming.
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by Rachel Zindler
In this action research article, the author presents a yearlong study of her inclusion classroom and evaluates the success of the social aspects of the program. She concludes that although the inclusion model of teaching is effective and valuable, there are many obstacles to creating a wholly inclusive classroom environment.
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by Daric Desautel
This article explores how several classroom practices can promote self-reflection and metacognition among elementary students. When built into the existing curriculum, activities such as directed goal-setting, practice with language prompts, written self-reflections, and posttask oral conversations are shown to enrich the learning process by increasing students' awareness of themselves as learners.
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by Nora K. Flynn
Inquiring about students’ perceptions of classroom discussions led one teacher to scaffold the teaching of discussion skills themselves. A more “democratic” and student-led discussion environment emerged over the course of 1 year in a high school social studies classroom.
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