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Th is article captures the rich collaboration between a fifth-grade teacher and a university professor in their search for the value and significance of teacher inquiry in public school classrooms. Within this action research, both individuals modified their respective classroom practices so as to accommodate each other in the pursuit of a legitimate and justifiable research question. The end result is that both parties are able to more fully engage in theorizing about the politics, pragmatics, and passion both needed and desired in order to ask relevant research questions.


This article was originally published in scholarlypartnershipsedu, volume 1, issue 1, in 2006.


Opus: Research & Creativity at IPFW



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