Abstract
This issue of Networks is particularly interesting for the wide variety of articles it includes. They range from a high school science teacher's report of the strategy she used to improve her students' reading comprehension and the statistically significant result of her intervention, through contributions co-authored by collaborating partners in different institutions, to a practitioner's "ruminations" that intermingle poetry and prose on the relationship between teaching and research . Together, they demonstrate the many ways in which practitioner inquiry can be approached as well as the variety of genres in which it can effectively be shared.
Recommended Citation
Wells, Gordon
(2002)
"Editorial Introduction,"
Networks: An Online Journal for Teacher Research:
Vol. 5:
Iss.
1.
https://doi.org/10.4148/2470-6353.1195
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