This collection of papers describes the processes of doing teacher action research. There are nine chapters in three parts. Part 1, "Ways of Doing Teacher Action Research," includes (1) "Action and Reflection: Narrative and Journaling in Teacher Research" (David Hobson); (2) "Action Research Rationale and Planning: Developing a Framework for Teacher Inquiry" (Joseph C. Fischer); (3) "Teachers' Work: Methods for Researching Teaching" (Gail Burnaford); and (4) "Teacher Researchers Go Online" (David Hobson and Louanne Smolin); "Discovering the Real Learner Within: Journal Keeping with Second-Grade Children" (Nancy Brankis); "Overcoming Paradigm Paralysis: A High School Teacher Revisits Foreign Language Education" (Emmerich Koller); "Racing to Research: Inquiry in Middle School Industrial Arts" (Wallace Shilkus); "The Personal and the Professional: Learning about Gender in Middle School Physical Education" (Rick Moon); and "LAPTOPS: Language Arts for Students with Learning Disabilities: An Action Research Curriculum Development Project" (Martha C. Stephens). Part 2, "School and Professional Contexts," includes (5) "Learning with Each Other: Collaboration in Teacher Research" (David Hobson); (6) "School and University Teacher Action Research: Maintaining the Personal in the Public Context" (Gail Burnaford); and (7) "Teacher Action Research and Professional Development: Foundations for Educational Renewal" (Linda S. Tafel and Joseph C. Fischer); "When the Mountain and Mohammed Meet: Teachers and University Projects: A Model for Effective Research Collaboration" (Judith Lachance Whitcomb); "Shifting Gears: An Urban Teacher Rethinks Her Practice" (Vida Schaffel); "Piecing Our Past through Artistic Inquiry: Students and Teachers as Co-Researchers in an Urban Elementary School" (Jackie Samuel and Susan Sheldon); "Leading a School-Based Study Group: My Personal Path to Renewal" (Kelli Visconti); "Three Contexts for Exploring Teacher Research: Lessons about Trust, Power, and Risk" (Nancy Hubbard); and "The Action Research Laboratory as a Vehicle for School Change" (Joseph C. Senese). Part 3, "The Larger Arena," includes (8) "How Does It Matter? Teacher Inquiry in the Traditions of Social Science Research" (Susan Jungck) and (9) "Teacher Research and School Reform: Lessons from Chicago, Curitiba, and Santiago" (Joseph C. Fisher and Norman Weston). An afterword presents "The Three P's in Teacher Research: Reflecting on Action Research from Personal, Professional, and Political Perspectives" (Owen van den Berg). (Chapters contain references.) (SM)