Characteristics and contributions of collaborative research studies to educational practice are explored in this paper. Definitions of collaborative research are presented which note its multiple roles and similarity to action research. Reasons for conducting collaborative research are given, centering around increased use of research outcomes, facilitated investigation, and reduced time lapse before application. The strategy of involving all school practitioners in research is illustrated through four models: (1) interactive research and development (using teams of researchers and participants); (2) collaborative research with an entire school faculty; (3) collaborative research with an entire school district; and (4) university-based research with cooperating school personnel. Eight studies are summarized in which the collaborative research strategy was limited to teacher participants: (1) teachers' techniques with classroom disruptions; (2) effects of reducing class size; (3) process-centered teaching; (4) teachers' perceptions of effective bilingual instruction; (5) acquisition of writing literacy; (6) common issues of interest to a school faculty; (7) how children learn to read; and (8) writing instruction at the elementary level. Conclusions based on developments and outcomes of collaborative research in education are stated. An annotated bibliography of 18 studies is appended. (FG)