“Research says…“ a lot. But how does research come to say anything? One way is by having teachers open their classroom doors to a researcher. In this article, we share the stories of two teachers who opened their doors to the authors’ research and were glad they did. The teachers contrast this experience to other research experiences in which they felt coerced to participate and whose objectives were unclear. When teachers understand their rights, their students’ rights, and the kind of data researchers intend to collect, they will be far more comfortable with the process and far more willing to invite researchers into their classrooms.
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