This publication explores the literature on teacher action research and authentic instruction, and draws on investigations of teacher research activities in order to promote the use of more"authentic" curriculum and instruction, especially for students at risk. "Authentic" instruction is defined as instruction based around problems, questions, or application tasks of personal interest to the students. These explorations and discussions are intended to ground the program in an understanding of fundamental issues in this approach to school improvement. As an approach to promoting such instruction, action research by teachers and classroom-based inquiry into teaching and learning are advocated. The report is organized in two sections. The first section examines teacher action research; the second investigates authentic curriculum and instruction. Appendixes comprising the bulk of the document include: (1) advisory meeting materials; (2) a bibliography on Teacher/Action Research; (3) an article entitled "What Is a Teacher-Researcher?" (Glenda L. Bissex); (4) a bibliography on Authentic Instruction; and (5) excerpts about Authentic Instruction. (LL)