ABSTRACT
This chapter focuses on key shifts in thinking and practice among the teachers as a result of ‘pursuing action with others’, and as a result of action research as professional learning. The pedagogy becomes concerned with classroom involvement that ‘works for’ student learning in more fundamental ways. Connections between voice and control, higher-cognitive work and higher-affective and -operative classrooms, along with ‘insider classroom’ process, also characterized Alison’s thinking. Academic partners and teacher-research assistants worked to enact the characteristics of that right-hand column in the project structures, which were set up to encourage just these kinds of practices. They wanted students to be a community of reflective learners and the message systems and classroom experiences were geared to that end.
