Freeman makes several important statements defining teacher-research in Chapter 1. I can specifically relate to the idea that teachers are so consumed with getting the job done that they do not necessarily understand the “how” (p. 8) in the teaching process. For instance, I substituted for a first grade teacher for three months. During that time, I was so overwhelmed with learning how to plan lessons and meet the benchmarks. As a result, I did not naturally think of my learners and why I would get certain responses and results from the students. Why were there a handful of students that consistently performed well on the exams, and students I immediately identified that could not perform well on assessments?

I believe Freeman addresses my