This book in the NCRLL Collection illuminates the relationship between teacher research, teacher practice, and student learning. The authors enact what Janet Emig calls 'Non-Magical Thinking' as they observe, analyze, raise questions, design methodologies, and build relationships with colleagues to create the conditions and the contexts that advance student learning. This book offers a framework, examples, and practical guidelines for designing and conducting individual and collaborative inquiries that build new knowledge and theories about teaching and learning.