ABSTRACT
When the editors of this text first told me they were conceiving a book around the question, “What does it mean to be a teacher?”—and that they wished to produce a book involving a collaboration among many persons and perspectives-I thought immediately that I would like to collaborate with the 37 classroom teachers with whom I was working.1 Since many educators would be reading this book, it seemed especially meaningful to actively involve teachers in the process of its construction, to invite them to take part in conceiving, conducting, and consuming research about education; and to be guided by them as much as possible.
