This article reviews selected research related to the professional development impact of school-based teacher research programs for P-12 educators in the USA. Following the presentation of a framework that describes the dimensions of variation in P-12 teacher research in the USA, the article examines the results of several studies of school-based teacher research programs and identifies several conditions under which school-based teacher research becomes a transformative professional development activity for teachers.
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Kenneth M. Zeichner (2003) studied this question.
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