This paper presents a historical overview of the use of action research in education and describes the basic assumptions and expectations that continue to characterize collaborative research projects today. Action research was initiated in the 1930's by Kurt Lewin and adapted by educators in the 1940's. Interest in action research declined between 1953 and 1957, and, during the 1960's and early 1970's, action research became inquiry done by practitioners with the help of a consultant. In the mid-1970's, new and expanded views of action research began to appear, leading to a revival that has continued into the 1980's. In recent studies, the method itself has become a topic for inquiry. Certain common expectations about the process of collaborative action research can be identified and grouped into the following three categories: (1) participation in the research process--teacher and researcher roles; (2) staff (practitioner) development--expectations and outcomes; and (3) conditions or requirements necessary for successful collaborative action research. Some of the problems involved in carrying out a collaborative action research project are also discussed. A 38-item reference list is provided. (DCS)