Abstract
Action research and classroom assessment, school-based strategies for professionalizing teaching and reforming schools, have begun to receive attention as a strategy for accomplishing similar goals in higher education.In this article, the authors describe the important role that context plays in supporting teachers' action research efforts.The description of the context that supports action research in one university will be useful to higher education faculty and administrators who are working to create similar contexts to support action research or classroom assessment by faculty.
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