About This Journal
This journal offers a place for sharing reports of action research, in which teachers at all levels, kindergarten to postgraduate, are reflecting on classroom practice through research ventures. It also provides space for discussion of other ways in which educational practitioners, alone or in collaboration, use inquiry as a tool to learn more about their work with the hope eventually of improving its effectiveness. We do not envisage a journal in which the contributions will necessarily be reports on studies that have already been completed; there is much to be said for reports of work in progress that can open up areas of discussion and interchange of experiences and ideas that will benefit all involved.
Catherine F. Compton-Lilly, Professor in Curriculum and Instruction at the University of Wisconsin-Madison
Gordon Wells, formerly Professor of Education at OISE/UT; currently Professor Emeritus at the University of California at Santa Cruz