ABSTRACT
In this chapter the authors talks about research, and an opportunity for them to be real players helping to create the research and be active participants, rather than just reading other people's work. The author's learned that researchers on the union and BOCES team seemed to feel that they knew more than the teachers about research so they should be responsible for making all the decisions about what to study, how to collect the data and what it all meant. The teachers on the team had written for publication and felt like equals to both the researcher and staff developer, and were involved in the entire process of doing the research and then writing about it. Like the notions of "group pressures", "interdependence" and "task interdependence", these ideas were picked up by educators who began to work on and understand the complexities of community and collaboration.
