Critical Praxis Research (CPR) is a teacher research methodology designed to bridge the divide between practitioner and scholar, drawing together many strands to explain the research process not just as something teacher researchers do, but as a fundamental part of who teacher researchers are. Emphasizing the researcher over the method, CPR embraces and amplifies the skills and passions teachers naturally bring to their research endeavours. Emerging from the tradition of critical pedagogy, Critical Praxis Research: Breathing New Life into Research Methods for Teachers transcends longstanding...

This year (2012) marks ten years of No Child Left Behind and the U.S. federal government's official designation of what qualifies as "scientifically based research" (SBR) in education. Combined, these two policies have resulted in a narrowing of education via standardization and high stakes testing (Au, 2007) as well as the curtailment of forms of inquiry that are deemed legitimate for examining education (Wright, 2006). While there has been much debate about the benefits and limitations of the NCLB legislation (e.g., Au, 2010) and SBR (e.g., Eisenhart & Towne, 2003), critical researchers...

This year (2012) marks ten years of No Child Left Behind and the U.S. federal government's official designation of what qualifies as "scientifically based research" (SBR) in education. Combined, these two policies have resulted in a narrowing of education via standardization and high stakes testing (Au, 2007) as well as the curtailment of forms of inquiry that are deemed legitimate for examining education (Wright, 2006). While there has been much debate about the benefits and limitations of the NCLB legislation (e.g., Au, 2010) and SBR (e.g., Eisenhart & Towne, 2003), critical researchers...

As standardization and "accountability" have continued to increase in the 21st century, educators and scholars of education have become increasingly frustrated. Yet as frustrated as we are, it is essential that we not send to our students, children and grandchildren the message that the past was better and they "should have been there." Instead, we must render a clear vision of what can be. Indeed, where would we be without the vision that has freely been given to us from great scholars, philosophers, and artists, as well as our own teachers, friends, neighbors, and family? We are indebted to...

As standardization and "accountability" have continued to increase in the 21st century, educators and scholars of education have become increasingly frustrated. Yet as frustrated as we are, it is essential that we not send to our students, children and grandchildren the message that the past was better and they "should have been there." Instead, we must render a clear vision of what can be. Indeed, where would we be without the vision that has freely been given to us from great scholars, philosophers, and artists, as well as our own teachers, friends, neighbors, and family? We are indebted to...

Critical Praxis Research (CPR) is a teacher research methodology designed to bridge the divide between practitioner and scholar, drawing together many strands to explain the research process not just as something teacher researchers do, but as a fundamental part of who teacher researchers are. Emphasizing the researcher over the method, CPR embraces and amplifies the skills and passions teachers naturally bring to their research endeavours. Emerging from the tradition of critical pedagogy, Critical Praxis Research: Breathing New Life into Research Methods for Teachers transcends longstanding...