The classroom as laboratory: An exploration of teacher research

The field of education, including gifted education, suffers from a communication breakdown between classroom‐based practitioners and university‐based researchers. Research results often do not make it to the classroom where they can improve practice. This article reviews the literature regarding teacher‐performed research and argues that equipping teachers to perform their own research either individually or in collaboration with university researchers is one way to enrich teachers’ knowledge and improve classroom practice.