ABSTRACT
The beginning of every inquiry is finding a good question to study (Hubbard & Power, 2003; Pappas, Kiefer, & Levstik, 2006). This feature of research-teachers exerting their own voices and agendas about what is to be explored and examined in their classrooms-is one of the defining characteristics of teacher research. However, it is also true that many teachers, especially novice teacher researchers, are unsure what their questions might be, or even what a good question is.
