Practitioner research is conducted by teachers seeking to improve practice, generating research findings in the same settings in which they will be utilized. For those of us engaged in practitioner research, there is a wealth of resources to help conceptualize, organize, and implement our work; however, we have not yet found a common language for discussing the quality of the research that we do. This article briefly compares the central assumptions of practitioner research with those of other, more predominant research paradigms. Based on these assumptions, a framework for discussing the quality of our research efforts and outcomes is proposed.
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