Impact of Teaching an Action Research Course  
	Sally R. Beisser, Drake University, IA
	Kathy Connor, Iowa State University, IA

Action research can assist new and practicing teachers in their ability 
to be critical, reflective thinkers who make informed decisions about 
classroom practice. This paper describes a one-semester educational 
inquiry course taught at both a large public and a mid-sized private 
university. Participants posed relevant questions, conducted a 
classroom-based study, analyzed, and shared results with a larger 
audience to become informed classroom decision makers whom individually 
and collectively promote change.