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International Journal of Qualitative Studies in Education Volume 6, 1993 - Issue 2
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Original Articles

Living and writing the researcher‐researched relationship

Nancy C. Zajano Legislative Office of Education Oversight, Ohio General Assembly
&
Charles M. Edelsberg Oberlin City Schools
Pages 143-157 | Published online: 09 Jul 2006

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Read on this site (6)

Muhalim Muhalim. (2022) Epistemological Fetishism of a Doctoral Student. Social Epistemology 36:2, pages 205-217.
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Rebecca Miles, Narelle Lemon, Donna Mathewson Mitchell & Jo-Anne Reid. (2016) The recursive practice of research and teaching: reframing teacher education. Asia-Pacific Journal of Teacher Education 44:4, pages 401-414.
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Ke Yu. (2011) Exploring the nature of the researcher–practitioner relationship in qualitative educational research publications. International Journal of Qualitative Studies in Education 24:7, pages 785-804.
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KeithS. Taber & TajinderA. Student. (2003) How Was It for You?: the dialogue between researcher and colearner. Westminster Studies in Education 26:1, pages 33-44.
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Keith S. Taber. (2002) 'Intense, but it's all worth it in the end': The colearner's experience of the research process. British Educational Research Journal 28:3, pages 435-457.
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Peter Woods & Peter Wenham. (1994) Teaching, and researching the teaching of, a history topic: an experiment in collaboration. The Curriculum Journal 5:2, pages 133-161.
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Articles from other publishers (4)

Michael E. Jennings. 2015. Critical Storytelling in Uncritical Times. Critical Storytelling in Uncritical Times 93 96 .
Kirsty Liddiard. (2013) Reflections on the Process of Researching Disabled People's Sexual Lives. Sociological Research Online 18:3, pages 105-117.
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Richard G. Lambert, Martha Abbott-Shim & Cindy Oxford-Wright. (2001) Staff perceptions of research in the context of specific strategies for collaboration with Head Start programs. Early Childhood Research Quarterly 16:1, pages 19-34.
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Theresa Cryns & Marilyn Johnston. (1993) A collaborative case study of teacher change: From a personal to a professional perspective. Teaching and Teacher Education 9:2, pages 147-158.
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