Search results for: Lytle Susan L.

The paper takes the history of teacher research in one large urban school district over a period of 20 years as a telling case of the intensely local character of this work. The authors begin with an overview of the variations and different conceptions of teacher research in the USA. They argue that teacher research is continually being invented and reinvented by participants in the movement and is strongly informed by local conditions, agendas and epistemologies.