This article is about action-oriented teacher research, wherein teachers advocate for student's abilities and accomplishments. teacher researchers use the stories students reveal about the competent aspects of their lives as learners to immediately change their teaching. the article describes (a) underlying assumptions about teaching and knowing, (b) the focus of the teacher research perspective, (c) methodological considerations, and (d) applications to the study of special education. adopting a teacher research stance in special education has the potential to provide an alternative view of students in special education programs and to transform both teaching and assessment practices.
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