Improving teaching through research-based practice, commonly referred to as "action research," has applications both in the college preparation of pre-service teachers and in teacher professional development in the K-12 classroom. This issue of the ACI Center Journal for Success in High-Need Schools focuses on action research undertaken at Associated Colleges of Illinois member colleges and universities, notably summer 2006 collaborative projects of arts and sciences and teacher education faculty members. The articles in this issue of the Journal demonstrate the broad applications of action research and its promise both in preparing highly qualified teachers for high-need schools and, consequently, in helping to close the achievement gap regarding the performance of students in these schools.
