This book, which focuses on the language arts teacher/researcher, is offered as a testament to teachers' expanding participation in collecting data and building theories about teaching, learning, curriculum, and assessment. The book's 24 chapters are grouped into four parts. The first part addresses general issues about teacher research: its definition, its historical foundations; its challenges and rewards. The second section presents the work of teacher researchers in elementary classrooms. The third section presents studies by secondary teacher researchers; and the final section presents reports by teacher researchers who are working in teacher preparation programs. Chapter titles are: "Reflection, Inquiry, Action" (Leslie Patterson and Patrick Shannon); "Historical Perspectives" (Katherine P. McFarland and John C. Stansell); "Finding and Framing a Research Question" (Ruth Shagoury Hubbard and Brenda Miller Power); "Hard Questions about Teacher Research" (Marne B. Isakson and Robert M. Boody); "Meeting the Challenge of Research in the Elementary Classroom" (Karen Smith); "Learning through Whole Language: Exploring Book Selection and Use with Preschoolers" (Jean Anne Clyde and others); "Living through War Vicariously with Literature" (Caryl G. Crowell); "Talking and Thinking: Making What We Read Ours" (Adele Fiderer); "Sow a Thought, Reap an Action" (Jan Hancock); "A Look at the Process" (Mary Ann Nocerino); "Renewing Inspiration through Research" (Carol Minnick Santa); "Finding a Voice: One Girl's Journey" (Phillis E. Whitin); "A Case Study of a Writer" (Katie Wood); "A Year with Reading Workshop" (Dawn M. Cline); "What Students' Written Reflections Reveal about Literacy" (Kathleen Stumpf Jongsma); "Into the Woods: The Impact of Prereading Activities" (Lee Patton); "Connecting to the Classics" (Jeanine S. Hirtle); "Teacher and Student Perceptions of the Value of the Computer for Writing" (Mari M. McLean and Christine M. Gibson); "Teacher Research for Teacher Educators" (Kathy G. Short); "Explorations in Reflective Practice" (Diane Stephens and Kathryn Meyer Reimer); "The Importance of Reflection in Decision-Making" (Laura G. Heichel and Tristan M. Miller); "Promoting Reflection through Dialogue Journals" (Sharon Lee and Nancy T. Zuercher); "Collaboration and Inquiry in a Teacher-Education Classroom" (Kathryn Mitchell Pierce); and"Passing on the Joy of Literacy: Students Become Writing Teachers" (Ellen H. Brinkley). (SAM)