Editorial Introduction

This issue of Networks is particularly interesting for the wide variety of articles it includes. They range from a high school science teacher\u27s report of the strategy she used to improve her students\u27 reading comprehension and the statistically significant result of her intervention, through contributions co-authored by collaborating partners in different institutions, to a practitioner\u27s ruminations that intermingle poetry and prose on the relationship between teaching and research . Together, they demonstrate the many ways in which practitioner inquiry can be approached as well as the variety of genres in which it can effectively be shared