ABSTRACT
We found the prospect of becoming teacher researchers intriguing but also somewhat daunting. We imagined all research to be a tangle of experimental groups and control groups, double-tailedt-tests and analyses of variance. We doubted our competence and questioned our willingness to commit ourselves to the effort we knew such a project would require. We did, nevertheless, commit ourselves, because we felt it was important for teachers to take advantage of every opportunity to speak and be heard, to develop a voice, and to establish their credibility concerning educational issues….
