Abstract
In recent years, action research has increasingly become a part of university programs in teacher education. Courses for pre-service teachers and for teachers returning to the university for advanced degrees are requiring some form of teacher-research (Gore and Zeichner, 1991; Ross, 1987; Zelazek and Lamson, 1992). This trend can be seen in individual schools of education spread throughout the US and in major reform efforts. Action research is also being recognized as a method of in-service staff development, as can be seen in recent dissemination efforts by the Association for Supervision and Curriculum Development (ASCD) (Sagor, 1992), its inclusion in edited books on staff development (Holly, 1991), and its use as a tool in school restructuring (Sagor and Curley, 1991).
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